​​

Student and Parent Handbook

Santa Fe Prep

Middle and Upper Schools

School Year 2024-2025

TABLE OF CONTENTS

BEHAVIORAL EXPECTATIONS

Honor Code                28-29

Discipline Procedure        29-30

Discipline Framework        30-34

Academic Integrity        35

Student Use of AI        35-36

Consequences        36-37

Discipline During School Trips        37

CAMPUS AND SERVICES

Visitors to Campus        39

Student Counseling Services        39

Health Office        39-41

College Counseling        41

Transcripts        42

ACADEMIC PROGRAM OF STUDY

Upper School Graduation Requirements        44-45

Middle School Curriculum        46

Academic Accommodations Available        46-48        

Tutors        48

Academic Difficulty and Probation        49

Academic Freedom        49

Academic Honesty        49

AP/Honors/Accelerated Recommendation Criteria        49-50

AP Exams        50

Alternative Coursework  (Upper School)        51-52

Drop/Add                52        

Dropping and Adding Courses (Upper School)        53

Dropping and Adding Courses (Middle School)        53

Course Level Changes  (Upper School)        53

Grade Reports and Academic Reporting        53-54

School Work and Homework        54-55

Incompletes        55

Repeating a Course        55

Senior Internship Program (SIP)        55-56

Study Away or Abroad (Upper School)        56

Travel Abroad and Faculty-Sponsored Trips        56

Tests, Quizzes and Semester Exams        56--57

Honor Roll        58

Annual Student Awards        58-59

STUDENT LIFE

Clubs and Student LIfe        61

Student Leadership        61--62

Clubs        62                        

Programs and Extracurriculars        62-64

Senior Activities                        64

Forums               65

Academic Workshops                          65

Assemblies                       65

RESOURCES AND COMMUNICATION

Communication                       67

Advisors        67                        

Class Sponsors        67        

Department Chairs        68                                

DEIJ Coordinating Committee Members                68

Contact Information                                             68

Head of School                68

Assistant to the Head of School                68

Assistant Head of School and Upper School Head                68

Head of Middle School                69

Upper School Deans of Students        69                                

Assistant to the Division Heads        69                        

Director of Admissions                69

Director of Advancement                69

Director of Breakthrough Santa Fe        69                                

Co-Directors of College Counseling        69

Director of Athletics        69                        

Director of Finance and Human Resources                70

Director of the Library        70                                

Director of Studies        70                                

AP and Experiential Education                70

Director of Technology        70                                

Directors of Tuition Assistance        70

Front Office Manager                70

Director of Learning Services        71                                

Learning Specialist        71                        

Director of Facilities                 71

Registrar        71                        

School Counselor                71

School Health Coordinator                                        

UPPER SCHOOL POLICIES

School Policies                73

No Harassment Policy        73-75                        

Sexual Misconduct                75-76

Non-Discrimination Policy        76                

Investigation and Anti-Retaliation        76-77                                

Services for Students with Disabilities                77-78

MIDDLE SCHOOL POLICIES

No Harassment Policy                80-81

Non-Discrimination Policy        81-82                                

Services for Students with Disabilities                   82

Investigation and Anti-Retaliation        83                                        

HEALTH, SAFETY, AND EMERGENCIES

Concussion Policy        85

School Safety Plan                     85

Fire Drills         85                

Lockdown                86

Emergency Response Placard           87-88                                        

Foreword

This handbook has been developed by the Santa Fe Prep Leadership Team and approved by the Head of School as a special service to students and their parents. It includes general information as to the policies and procedures relating to students of the school. We hope this handbook will be of considerable value to students and parents during the students’ educational growth and development at Santa Fe Prep.

The school reserves the right to make corrections or additions without notice in accordance with what is best for the school.

Revised:​ August 2023

Santa Fe Prep Parent Communication Flowchart

We want to ensure that your concern is heard and handled. Getting to the right person is key.

COMMUNITY EXPECTATIONS

STATEMENT OF PURPOSE

Founded in 1961, Santa Fe Prep is an independent college preparatory school serving students from grades 7 to 12. Guided by our core values of courage, curiosity, respect, resilience, and integrity, Santa Fe Prep engages students in active discourse in preparation for lives of uncommon purpose.

Portrait of a Santa Fe Prep Graduate

The Portrait is an expression of the intellectual habits, skills, and mindsets students gain from their Santa Fe Prep experience, and it is delivered in our classes, off-campus expeditions, sports, arts, and TAP programs.

An intentional craftsperson explores both technical and ambitious challenges in all disciplines with agency and resilience. Open to making mistakes and with a strong sense of ownership, they craft their work with the goal of personal growth.

A critical and creative thinker takes time to activate prior knowledge, acknowledge multiple perspectives, and look for patterns that can explain the world or reveal new possibilities. They apply a critical lens across disciplines and have the courage to express their originality.

An effective communicator listens before responding and articulates their ideas clearly through written, spoken, visual, or physical languages. They can engage in active discussion thoughtfully and respectfully using data and opinion.

A culturally aware and responsive citizen relates to people with different perspectives and life experiences. They compare and contrast cultures, backgrounds, and beliefs in order to celebrate differences and create a more just world.

A steward has a reflective awareness of themselves and their connections to the larger world, which results in actions and behaviors that make them positive caretakers of the natural world, their communities, and their relationships.

A balanced person makes the most of their mental, emotional, and physical selves to be healthy, aware, and grounded. In doing so, they utilize their talents and skills to engage in the world with care and purpose.

Because developing a Portrait of a Graduate yielded such a rich array of data and feedback, the committee also decided to articulate five core values to help us articulate the non-cognitive habits of the heart that we attempt to inculcate and that our graduates routinely demonstrate. These core values are Courage, Curiosity, Respect, Resilience, and Integrity. The core values were culled from faculty and staff surveys and reflect some of the critical conversations that our community has had in recent years around mental health, inclusion, academic dishonesty, disciplinary events, the wide variety of emotional responses to the COVID-19 Pandemic, and the deep history of our school.

OUR COMMITMENT TO DIVERSITY

Diversity at Prep means a commitment to creating an inclusive and safe school environment in which members with various identities (including race, gender, gender identity, marital status, political beliefs, physical disability, ethnicity, socioeconomic level, age, and religion) can thrive.

Diversity is integral to Santa Fe Prep's academic program. It improves all aspects of our students' education by fostering multiple perspectives and encouraging students to challenge their assumptions, enhance critical thinking, and consider new perspectives.

We intend for all members of the Prep community—adults and students—to welcome, honor, and value people who are different from themselves. These skills are essential for our students to live in a multicultural, pluralistic world.

DEIJ COORDINATING COMMITTEE

The DEIJ Coordinating Committee's charge is to anchor the Prep community in ongoing conversations about the intersection of DEIJ and community membership. Together, we will practice actively reflecting on our beliefs and actions within a DEIJ framework, tracking toward a collective fluency that helps foster more inclusive teaching, learning, and work environment.

WHAT DOES THE COORDINATING COMMITTEE DO?

• helps plan diversity forums
• develops advisory curriculum
• designs and schedule PLCs
• supports new and developing student diversity group (JEDI)
• sends students to SDLC and NM YCD conferences
• advises on critical issues of DEIJ in an ad hoc role
• implements AIM study and analyze results

WHAT DOES THE COORDINATING COMMITTEE NOT DO?

• perform duties of a grievance officer
• engage in HR related issues

The Coordinating Committee will engage in conversations related to DEIJ work and issues but:

1. Acknowledges email communication is not confidential.

2. Reserves the right to end a conversation and defer to an appropriate administrator.     

STUDENT ACADEMIC RESPONSIBILITIES

Students have the responsibility (aided by the support of their teachers) to develop habits that will result in their personal advancements and achievements.

At Prep, we encourage a concerted effort to progress in the following behaviors:

• Be prepared and set aside sufficient time to study. Try to keep to a realistic schedule balancing academic obligations and your social and personal life.
• Make sure that you understand your assignments and the grading assessment that will be used. If you have questions about a task or an assessment, talk to your teacher. Do not rely solely upon a classmate for clarification.
• If you study for a test with a classmate, make sure that you do not sit near each other during the test since your responses (and errors) may be similar.
• Do not read or scan someone else’s paper before writing your own. Some of the ideas in the other person’s writing may be ideas that you would have used, but you will now need to credit the person whose paper you read for those ideas.
• Use all avenues of support available to you. For required help beyond the classroom, see your teacher, other teachers in the department, a peer tutor, or a parent or other adult who is well-versed in the subject.
• Assignments should be completed individually unless the teacher states otherwise.
• Be organized. Having class notes in an orderly, easily accessible format will save time and reduce anxiety when studying for a test or writing a paper.
• Keep current with assignments. If you need to read an entire novel the evening before a test or before a paper is due on that novel, your performance on either will suffer.
• If, for whatever reason, you choose to use another’s ideas or solutions, cite that person as a source on your paper or project.

Parents’ Role in School Culture 

To maximize the impact of a SFP education, it is important that all parties are aligned regarding the purposes and strategies being used to fulfill the school’s purpose. Positive outcomes are achieved when there is a shared commitment to open communication, respectful interactions, and collaborative partnership in pursuit of common vision and goals. To facilitate this relationship, SFP expects that parents, students, and other family relations support the SFP community by observing the guidelines outlined in this section of the Handbook.

1. Share the School’s Vision

• Support the mission of the school.  
• Support Prep’s philosophy, policies, and procedures.  
• Support the School’s disciplinary process; understand that the school’s authority in such matters is final.  
• Support the School’s commitment to a diverse and inclusive community.  
• Support the School’s dedication to exploring diverse perspectives on DEIJ subjects.
• Support the School’s commitment to building resilience and expanding the comfort zones of its students.

2. Positive & Productive Communications

1. Support Student-Student Relations

• Involve teachers, advisors, and school administrators early when situations arise where your student may need help.
• Use positive commentary whenever possible; avoid making disparaging comments or applying negative labels to your student’s peers.
• Understand that all individuals take an individual perspective on a situation and that the perspectives of young students are based on limited experience.  Parents are encouraged to trust their children but to also verify their claims.
• Empower your student by encouraging them to focus on assessing their own behaviors and controlling the things over which they have control versus perseverating on things over which they don’t have control, such as the behaviors of others.

2. Support Student-Teacher Relations

• Understand that Santa Fe Prep teachers work at Prep because they love children and enjoy helping them grow.  However, they are not infallible. We ask that you not misdiagnose a teacher’s occasional mistakes for malice or ineptitude.
• Expression of support of their student’s teachers is one of the most critical roles a parent can play in their child’s education. It fosters respect and positive student-teacher rapport that facilitates learning. The proper course of action for a parent who disagrees with or is confused about the tactics used by a teacher is to communicate directly with the teacher, while also outwardly supporting the teacher in communications with their child.
• Understand that a teacher’s primary job is to facilitate student learning. They do their best to make this as enjoyable as possible, but learning is a process that frequently and inherently contains elements of discomfort. Celebrate the efforts of our teachers who strive to expand the horizons and comfort zones of your student, and encourage your student to persevere through these challenging moments.

3. Support Student-School Relations

• Santa Fe Prep has rules, policies, procedures, and philosophies that intend to support its mission, students, and families. When enrolling at SFP parents and students agree to support and abide by these. We ask that parents reinforce this fact with their students and encourage students to go through the proper school channels should they want to propose changes to existing policies (Class Representatives, Student Council, Forum, or conversations with their Division Director).

4. Support Parent-Parent Relations

• Understand that relations between parents (both positive and negative) cross over into the student community and affect student-student relationships.
• Parents are expected to serve as positive role models in how they demonstrate respect for all members of the SFP community.
• Parents are encouraged to maintain open communications with the school regarding social concerns so that school personnel can address these at school.
• Parents should never intervene or engage with a child who is not their own in response to a dispute or concern involving their own child. Similarly, we expect that our parents will not take it upon themselves to communicate with another student’s family in an unwelcome or aggressive manner related to student conflict.

5. School Pride

• Parents are expected to serve as positive role models at school events and athletic competitions.
• Parents are expected to promote rather than demote SFP in the greater community. If you like what SFP is doing, please share it with your friends; if you do not like what SFP is doing, please share it with us - our perennial goal is improvement.

3. Supportive Home Environment

• Parents are expected to provide for their students a safe, stable home environment and support their student’s basic needs, including nutritious food, adequate sleep, healthy personal hygiene, and an emotionally supportive household.
• We ask that parents refrain from placing undue pressure on high grades. Learning takes time and pressure rarely helps.
• Students should have a home environment conducive to studying;  parents should help create a schedule that adequately supports homework completion.
• Parents should be aware of their student’s on-line activities and use of computers, television, tablets, smart phones and video games, and oversee this as necessary to promote student sleep and health.
• Support the student’s efforts, but do not edit, type, or in any other way do the student’s work.
• Parents should not provide access to alcohol or drugs to other students or allow young people to bring alcohol and/or drugs into their home.

Santa Fe Prep celebrates individuality and freedom of expression. Family members are encouraged to be in dialogue with teachers, advisors, division leads, the Assistant Head of School and the Head of School regarding school policies and procedures and their student’s experience at SFP. However, should a family member engage in behavior, communication, or interactions on or off campus, that interferes with the School’s procedures, responsibilities, or accomplishment of its educational purpose or program, the School reserves the right to dismiss the family or family member from the community or restrict their involvement. Any determination under this policy shall be at the sole discretion of Santa Fe Prep, to include immediate dismissal of a student or refusal to re-enroll if it believes the actions of a family member make a positive, constructive family-school relationship impossible.

Santa Fe Prep encourages close links with parents and the community. We believe that students benefit when the relationship between home and school is a positive one. We value the time we have with our parents to attend events, join us for conferences, and much more. We have a variety of volunteer opportunities for our parents, and encourage you to do so.  

Faculty and staff are expected and instructed to be courteous with them. The vast majority of parents and others visiting our school are keen to work with us and are supportive of the school and respectful of its staff.  

Types of behavior that are considered severe and unacceptable and will not be tolerated:

• Shouting or disrespectful tone with members of the school staff, either in person or over the telephone.
• Physically intimidating a member of the Santa Fe Prep community, e.g., standing very close to her/him.
• Threatening behavior.
• Swearing.
• Harassment.

This is not an exhaustive list but seeks to provide illustrations of such behavior. The  consequences of these behaviors can range from a written warning to a suspension from school grounds. It may also result in the school filing a suit with the legal authorities.

Faculty and Staff are instructed to hang up the phone, leave a meeting, and search for a senior administrator when parents demonstrate aggressive behavior.

The essential element of a good education is consistent daily attendance.  Our school community also requires attending forums, assemblies, and special events. We ask that families respect the school calendar and not remove students from school before school holidays or return late. As a school that values active discourse, effective communities for learning, and committed engagement, absences have a detrimental impact on the learning experience not just for the student who is absent, but also for the class cohort as a whole.

School starts promptly at 8:45 a.m. When a student is absent or tardy, the parent must call or email the front office (attendance@sfprep.org) before 9:00 a.m. to explain the absence. If a student needs to miss school, leave campus, or arrive late to campus, it is imperative that the student sign in and out of the front office. Keeping an accurate record of students on campus is necessary to ensure safety on campus. Being able to account for every student ensures we are able to respond accordingly should an emergency arise.

Please note that our program is strengthened by our Student Life offerings (Academic Workshops, Forums, TAP etc.), and we will continue to take attendance during these times as well.  Students who miss more than three Service Days per semester may need to make up community service and risk receiving a failing service grade on their semester report cards and transcripts.  

ASSIGNMENT MAKE-UP POLICY

Santa Fe Prep students are entitled to make up work for all excused absences. However, it is the student's, or, if needed, parent’s responsibility to request makeup assignments. Students absent from school for three consecutive days or longer may request makeup work from teachers by email. Students may also request support from their advisor in designing a “long-term absence academic support plan.” In all cases, teachers may need 24 hours from the time of the request to compile and communicate the information needed to complete the assignments.

The student will be able to complete the makeup work and assignments in a period less than or equal to the number of days absent. For example, missing three school days means that the student will get  three calendar days to make up the work. It is a teacher's discretion to allow for more days than the school policy allows. Please communicate with each teacher individually.

In situations where the student is participating in school-related activities (ex: sports, debate, etc.), these absences are considered excused absences. Students must communicate with their teacher before the school activity or event to get the work that the student will miss. If a school activity goes past 8:00 pm on the planned day (mandatory late evening school events such as athletic games, rehearsals, TAP activities, etc.), the students have a 24-hour waived period to turn in the work. In extenuating circumstances, students may be exempted from homework. However, in all cases, previously announced tests, papers, and long-term assignments will remain as scheduled.

CHRONIC ABSENTEEISM POLICY

Santa Fe Prep provides a community for learning through active discourse that requires physical presence. We prioritize and value the experience of learning together above and beyond a given list of assignments. When a student misses an extensive number of class meetings, it impacts their ability to make meaningful contributions to the active discourse and advancement of their comprehension. Additionally, students with excessive absences have an incomparable learning experience which prohibits equitable assessment with others in the learning cohort.

For these reasons, there are two chronic absenteeism thresholds that will shift how a student will receive credit for a course.

UPPER SCHOOL WHERE GRADES ARE GIVEN BY SEMESTER:

• Should a student be absent for 12 classes in a semester (excused or unexcused), then the student may likely be given a Pass or Fail grade on their transcript in that course(s) for the semester at the discretion of the division head.
• Should a student be absent for 18 classes in a semester (excused or unexcused), then a student is no longer eligible to receive credit in that course(s) for the semester. If the course is required to earn a Prep diploma, the student will need to retake the course or take the course outside of Prep.

• In extenuating circumstances such that a “medical leave” is warranted as a result of a long-term diagnosis requiring intensive treatment and/or alternative placement, sufficient and relevant documentation will need to be provided to the division head and school nurse/counselor by a licensed medical professional. Upon receiving that documentation, the division head will assemble a student support team, that will convene to review the received medical documentation and design a long-term academic support plan by which the student may still earn credit, and possibly a letter grade for that semesters’ courses. The student support team will monitor implementation of the student’s academic support plan, the student’s progress, and determine a plan for re-entry, as appropriate.

MIDDLE SCHOOL WHERE GRADES ARE GIVEN BY QUARTER:

• Should a student be absent for 8 classes in a quarter (excused or unexcused), then the student will likely be given a Pass or Fail grade on their transcript in that course(s) for the semester at the discretion of the division head.
• Should a student be absent for 10 classes in a quarter (excused or unexcused), then a student is no longer eligible to receive credit in that course(s) for the semester. If the course is necessary for Prep Promotion, the student will need to retake the course or take the course outside of Prep.

• In extenuating circumstances such that a “medical leave” is warranted as a result of a long-term diagnosis requiring intensive treatment and/or alternative placement, sufficient and relevant documentation will need to be provided to the division head and school nurse/counselor by a licensed medical professional. Upon receiving that documentation, the division head will assemble a student support team, that will convene to review the received medical documentation and design a long-term academic support plan by which the student may still earn credit, and possibly a letter grade for that semesters’ courses. The student support team will monitor implementation of the student’s academic support plan, the student’s progress, and determine a plan for re-entry, as appropriate.

Should a student be in a situation such that they are unable to earn enough credits, or have an insufficient foundation to advance to the next grade level, the student and their parents can enter into a conversation with the respective division head regarding repeating the current grade at Prep.

LATE ARRIVAL, TARDIES, AND OFF-CAMPUS PRIVILEGES

As mentioned, school starts promptly at 8:45 a.m. When a student is absent or tardy, the parent must call or email the front office (attendance@sfprep.org) before 9:00 a.m. to explain the absence.

Students arriving late to class will be marked tardy. The fourth unexcused tardy for a given class will result in detention. Should a student have to attend three or more detentions due to chronic tardiness, that student may be placed on behavioral probation by the division head.  

When a student is late to class, they must get an admit slip from the Front Office for excused tardies and late arrivals. Students should show these slips to each of their teachers. In addition to the Santa Fe Prep attendance policy, teachers will explain to students their procedures for making up missed work. These policies will also be listed on course syllabi. For example, students will be allowed to participate in after-school activities only if they have attended 50% of the school day. In addition, it is a student’s responsibility to email their teachers when absent (please see below) to find out about missing class and make arrangements to make up the work or exams.  

Absences or tardies not excused by parents in writing (note/email), by phone, or Faculty and Staff will be considered unexcused. Students may be unable to make up work missed during an unexcused absence, and the Deans or Division Heads will assign disciplinary consequences and/or behavioral probation.

Off-campus privileges are restricted to seniors. Parents of non-seniors are not allowed to sign students out for lunch.  However, in the Upper School, students are not required to be on campus until their first commitment in the morning and after their final school obligation of the day. The latter requires parental permission. Any students leaving campus before 3:40 p.m. must also sign out at the Front Office.

Students without off-campus privileges may not leave campus during the school day for lunch or free periods. We ask that parents support our desire to have students on campus during the school day.

EARLY DISMISSAL

Students who become ill during the school day may call their parents (from the Front Office or an administrator’s office) to pick them up. Middle school students must check with the Middle School Head or Health Coordinator before calling parents. Students who have driven themselves to School may go home if the School receives permission from the parents to release the student. Unless students are on campus for school-related activities or studying in the Library, they should be picked up by 4:00 p.m.

For the safety and security of our students, ridesharing apps (e.g., Lyft and Uber) are not an approved method of transportation for students. In addition, these companies require that an adult accompany all passengers under 18, and these types of services are not allowed on our campus for students.

PLANNED ABSENCES

Due to the rigorous nature of the course of study, Santa Fe Prep strongly recommends that students do not miss school or classes.  Absenteeism makes learning more difficult for the student, disrupts the continuity of the class setting, and creates a burden for all parties involved.  However, in the event that a student has a planned appointment (doctor’s appointment, driving test, etc.) or a personal reason (family event, traveling conflict, unique opportunity, etc.), Santa Fe Prep will work with the families as long as the following requirements are met:

• Students must obtain approval for the planned full school day absence at least three school days before the absence. The Division Head should grant permission.
• If the absence is expected to last more than one school day, the student must meet with/coordinate via email each teacher and create a plan of study to be shared with the student’s advisor at least two days before the event.
• If these procedures are not followed, the student might not be granted the opportunity to make up the missed class work or assessments.
• Students, parents, and teachers must report the planned absence to the Front Office.

Please note: If a teacher has already scheduled an assessment for the day(s) a student plans to be absent, the student may be required to take the assessment before departure.

SCHOOL-ARRANGED ABSENCES

As a busy school, there are certain times throughout the year that our students participate in school-related activities and events where our students serve to represent our school. These events are related to NMAA, DECA, Model UN, debates, and community service, among others. All students are expected to be in good standing based on eligibility requirements to participate.

• Students should notify teachers one week in advance, and the teacher should alert the student if they are “at risk” of falling below a C.
• Advisors should work with the student if the absence lasts longer than one school day. Together, they should create a plan of study to make up the work.  
• Students, parents, and teachers should report absences to the Front Office. 

COMPUTERS AND THE INTERNET

Santa Fe Prep is pleased to offer students access to a computer network for library research, computer classes, electronic mail, and the internet. Students are expected to check their Prep email accounts at least daily.

Prep’s computer systems and access to the internet/WiFi is a privilege, not a right. Therefore, inappropriate usage (including, but not limited to downloading violent, pornographic or otherwise offensive information; account misuse, e.g., sending disrespectful, obscene, or threatening communications (social media apps such as, but not limited to, Snapchat, Instagram, Facebook, Google, Chat GPT or other generative AI service, Twitter, etc.); tampering with the School’s computers; etc.) will result in disciplinary action appropriate to the offense (see Behavior section). In addition, when using technology or social media on or off-campus, students are expected to be positive ambassadors of the School. In addition, students should only send class-wide emails for academic purposes or with the permission of an adult (Deans).

Use of technology—on or off-campus—to bully, exclude, harass or spread rumors that adversely affect school community members will also result in disciplinary action. All students and their parents must read and sign the Acceptable Use Policy (AUP) to access the School’s network.

GOOGLE ACADEMIC SUITE AND SCHOOLOGY

Santa Fe Prep students, teachers, and administrators use two electronic means for communication: Prep’s Gmail and Schoology, a learning management system (LMS). Students are expected to check both their Gmail and Schoology accounts daily. Gmail is used for general communication, while Schoology is used for course-specific information: assignments, grades, and announcements. Teachers are expected to post on Schoology their course overview/syllabus, handouts from class, and assignments a week in advance. In addition, teachers are encouraged to post due dates for tests and major papers or projects as far in advance as possible. Parents have their Schoology accounts with limited access to course content.

VERACROSS

The respective parent and student portal is one of the many ways that Prep communicates with parents. Veracross is a web portal for parents to access Prep’s central database. Veracross portals allows parents to:

• View and update contact information. Parents are expected to keep their information current.
• View and print grade reports and student schedules.
• Access the Prep directory.
• Sign the enrollment contract and pay the enrollment fee.

Parents must be comfortable accessing this important information. If you have difficulty navigating Veracross, don’t hesitate to contact Prep’s IT department at vcpsupport@sfprep.org.  Parents and students should protect passwords and usernames and not share it with anyone outside of the Prep community.

CAMPUS RESPONSIBILITY

In keeping with our Portrait of a Graduate, we are all stewards of our beautiful campus and have the responsibility to keep all SFP facilities orderly and clean. It is up to each one of us to keep our classrooms, learning spaces, dining hall, and all athletic facilities neat, orderly, and in working condition. Students who do not respect campus spaces will face disciplinary consequences.

DRESS CODE

Santa Fe Prep will prioritize respect for all people and cultures and foster a community that recognizes the cultures and identities of its students and members.  We ask that students dress in a manner reflective of a respectful learning environment. We believe that school prepares students for a professional environment, and they should dress accordingly.  We hold personal grooming in high regard, as to promote a safe and healthy atmosphere of the school.  

We do not intend to regulate the type of clothing (pants, skirts, dresses), hair length or style, make-up, or jewelry, but clothing must also not disparage others or promote violence, drug use, or other inappropriate activities. Certain teachers do not permit hats in their classroom, and all hats are to be removed in school assemblies. At the discretion of administrators, students who violate the dress code will be warned and their parents notified or asked to adjust their attire.  

Students have the right to to be treated with respect and equity, and the dress code should not create disparities, reinforce or increase marginalization of any group.  It will not be more strictly enforced against students because of their racial identity, ethnicity, gender identity, gender expression, gender nonconformity, cultural or religious identity, household income, body size/type, or body maturity.

We reserve the right to customize the dress code to address and accommodate the needs and standards of our community at any time.  

DRIVING AND PARKING

Please remember that student’s use of the IHM/Modern Elder Academy lot is a fragile privilege that students could lose if they are not safe, considerate and respectful.

All community members and visitors must follow the following safety procedures:

• Drivers must always observe the campus speed limit of 10 mph.
• Students are not allowed to go to their cars during school hours unless they receive permission from the Deans of Students. The student must sign out and in at the Front Office.
• Seniors must remember to sign in and out at the Front Office when exercising their rights to Off-Campus Privilege.
• Students are not allowed to drive themselves or other students to school events (e.g., TAP, field trips, etc.) unless they have written permission from their parents and approval from the Director of Ex Ed.

All student parking is across Camino Cruz Blanca during school hours at the Modern Elder lot. Students are expected to park in their designated parking spot at the Moden Elder, as marked (even after seniors leave for SIP). Seniors with off-campus privileges may also park at the Meem. However, out of respect for our neighbors, no one should park on San Acacio between the playing field and the Meem. In addition, students should not park at Sun Mountain Field.

Before using the Modern Elder parking lot, all student cars must be registered with the School and display parking stickers or placards. Failure to follow these guidelines may result in losing driving privileges, disciplinary action, and/or towing.

Other parking areas on campus are reserved for staff and visitors. Parents should park on campus or at the Modern Elder for games, meetings, and special events, including those at Sun Mountain Field. No one should park on the street. Cars that are parked inappropriately will be towed. Students may only park in the main parking lot on campus after 5:00 pm. Due to the recurrence of petty crime in the IHM/MEA,  please do not leave your vehicle overnight for any circumstances.  This means that drop offs are highly recommended for overnight trips.  Also, please do not leave valuables in your car under any circumstances.

TRAFFIC PATTERNS AND AFTERNOON PICK-UP

• It's very important that drivers be aware of pedestrian traffic at all times when on or near Santa Fe Prep’s campus.
• When you enter the main entrance to pick up or drop off your student, please be sure to pull as far forward as possible - first, to the spaces immediately adjacent to Brennand Field and the gym (ZONE A), then, in the circle in front of the library, middle school and admin building (ZONE B), and finally, the area along the Main Campus parking WITHOUT blocking the entrances and exits to the lots (ZONE C).  

• IMPORTANT NOTE: Zone C which is the area along the parking lots before the circle, should NEVER be used for drop off or pickup as it is very dangerous for incoming traffic.  Please wait until there is a spot available in the circle or along Brennand Field to drop off or pick up; in turn, if you see a spot further along that is available, please safely move ahead and take it.

• Cars must pull forward constantly in order for the traffic pattern to work. No cars can be “parked” in the traffic pattern and left abandoned.
• Once the driveway inside Santa Fe Prep is full, traffic will be directed to the IHM/MEA lot across the street. Those will be “waved” over by our crossing staff.
• The left lanes along the driveway and inside lane around the circle are for through traffic only and should be kept clear at all times.
• The area off the circle in front of the gym and behind the library are not loading zones. Please do not pull into these areas.
• Drivers must yield to the students in the pedestrian crosswalk in front (south of) the traffic circle.
• The main entrance for Prep is a RIGHT turn only when exiting.  If you need to turn LEFT onto Camino de la Cruz Blanca, please use our eastern exit you can access by going through the parking lots.

Other important notes to consider when dropping off or picking up your child:

• Do NOT drop off or pick up your child by pulling over on Camino de la Cruz Blanca.  This is dangerous for the student and all other traffic.
• For anyone arriving between 3:30pm - 4:10pm on a normal day may be asked to park in the IHM/MEA parking lot until pick up has ended to uphold the safety of our students.
• Please be aware that you do not have to enter the main entrance and the traffic circle to drop off or pick up your student before or after school. Drop-off and pick-up are available at the MEA/IHM parking lot (entering and exiting at the West entrance is much faster and safer) and near the Meem along San Acacio. Should you choose the San Acacio option, please be sure not to double park.
• It will also save you time to ask your child to go to the library immediately after school and pick them up between 4:00-5:00 p.m. when most of our traffic has cleared.

EATING ON CAMPUS

Chef Eduardo Beltran and his team offer hot lunches daily. The menus and managing payment accounts can be done at sfprep.org. You can view your account online at any time.

Food is not permitted in the following areas except with adult permission: the front lobby, the back foyer of the Main School Building, on the second floor of the Commons, the gymnasium, or in the library, including the downstairs student lounge. Students are expected to eat lunch in the Commons, on the patio, or outdoors. Eating in classrooms and the auditorium is allowed with the teacher's permission. Dining Hall dishes are to be used only in the Dining Hall or on the patio.

To keep our school safe during evacuation and lockdown events, our students must stay in designated areas as these areas are monitored by adults and are following our school safety plan. In addition, students are expected to take responsibility for cleaning up their area (including the field) after they are finished eating.

ITEMS TO BE LEFT AT HOME

Students may never bring to school or school-sponsored events weapons of any kind (including pocket knives), toy weapons or anything that can be construed as a weapon, items of value, large amounts of money, pets, or other items that may distract students from school-related activities. If such items are brought to school, they will be confiscated, and additional disciplinary action may result. Comments about violence or bringing weapons to school will also be treated seriously likely resulting in an immediate leave from school, assessment from a mental health professional, contact with local law enforcement and possible suspension or separation from school. In addition, gambling is not allowed at school.

CELL PHONE/EARBUD PRIVILEGE

Middle School students are expected to keep cell phones, earbuds, devices, and computers off and away during school hours (8:45 a.m. – 3:40 p.m.) unless otherwise instructed or explicitly permitted by an adult.                                                                                                                                                                                                                                                                                                                            

Students in the Upper School only are permitted to use their cell phones (not earbuds/headphones) during lunch, as well as the 20-minute breaks on Tuesdays, Wednesdays and Fridays. At all other times, which includes free periods and passing periods, cell phones should not be visible or in any kind of use. (Note: Cell phone use is never permitted in the library (upstairs or downstairs).)

During classes, Upper School students are required to:

• Place phones in the receptacles upon entering the classroom.
• Only use their cell phones/headphones/earbuds during class with the stated permission of the teacher. (Should a teacher give permission to use cell phones/headphones/earbuds during class, those devices must be put completely away and no longer used prior to stepping outside of the classroom to travel to the student’s next commitment.)
• Keep cell phones on vibrate or silent mode at all times.

Regarding earbuds/headphones: Earbuds or headphones may only be used inside the library on the upper floor (i.e. not in the basement of the library).

Additionally, Upper School students must not use phones, laptops or any personal technology to watch recreational video content.

Students who disregard these conditions will be required to give up their phones/earbuds/ headphones for the day. In addition, repeated infractions will result in disciplinary consequences, which may include being placed on behavioral probation.

Note for students with accommodation plans: Learning Services will notify staff of what permissions for cell phone and/or headphone use have been granted to support learning.

LOCKERS, BACKPACKS, AND CARS

Students will be issued a locker at the beginning of the school year if requested. Students are not to share, trade, or move lockers without the permission of their Division Head. Students should not use markers or stickers to decorate their lockers inside or out; they are responsible for keeping their lockers free of trash and in good order.

Students with items of value on campus—laptops, smartphones, a purse, etc.—should keep these on their person or leave them at the front office or in an administrator’s office (with permission).

Lockers and other school property remain under school control at all times. However, the Head of School or his designate can authorize a search of students’ lockers or student property (i.e., backpacks or student automobiles) when on campus, at the Modern Elder/IHM parking lot, or off-campus, school-related events for drugs, weapons, or other prohibited items if, in his best judgment, there is a risk to student health or safety.

OFF-CAMPUS PRIVILEGE (OCP)

During their senior year, students in good academic and behavioral standing (including attendance) are given the privilege of leaving campus during lunch and free periods. Seniors must sign in and out when leaving campus during the school day. Seniors cannot take younger students off-campus without prior administrative and parental approval.

At the core of this off-campus privilege is trust: the School trusts that students have reached a point where they can make sound decisions about managing their time and what to do with their time while away from School. In general, this privilege has proven valuable as students prepare for the transition to more independence in college.

Students who have been cited for going off-campus without permission or on academic or behavioral probation will forfeit their right to this privilege. In addition, all students going off-campus without permission may receive a consequence at the administration's discretion; repeat offenses will result in more severe consequences. In addition, any student not signing in or out appropriately will receive a detention for the first offense, and repeat offenses may result in more severe consequences.

The OCP is reviewed annually. In addition, individual parents may revoke their permission for students to leave campus during the school day, and Prep maintains the right to revoke off-campus privileges for students who have not previously demonstrated maturity and responsibility or who are not in good standing.

Even with these privileges, students are expected to attend all forums and assemblies and to continue to play their valuable leadership role in the School. In addition, they are expected to remain visible and active in school life.

OFF-LIMITS AREAS

Students are not permitted to go to their cars or be in the parking lots at any time during the school day except to leave the campus with permission and after having signed out. In addition, the arroyos beyond the library building, the hillside to the north of the library (Sally’s Hill), behind the classroom buildings, and the area at the back of the gymnasium, and the wood north of Brennand Field are also off-limits at all times unless with permission or accompanied by an adult.  

LOST AND FOUND

The school has several areas where lost and found items are kept.  The Front Office has items of value such as keys, earbuds/air pods, cell phones, wallets, and purses.  Students and parents can find the area that houses clothes, water bottles, lunch boxes, lost books, etc., in The Commons near the upstairs bathrooms. Items left in the locker rooms are kept on shelves behind the door to the Girls Locker Room.  Because we have limited space, several times each year the lost and found items are displayed in the center of campus for students and parents to claim and then donated to charity.

BEHAVIORAL EXPECTATIONS

HONOR CODE

Philosophy and Code of Conduct: We expect students to live up to our community expectations each day as they are designed to create a positive learning environment. Falling short of these expectations will result in warnings, detentions, community work, or – most seriously – suspension or dismissal from school. In addition, such choices as cutting class; leaving campus without permission; being dishonest, cheating, plagiarizing; exhibiting violent or harassing behavior, threatening the safety of community members; possession of controlled drugs, vaping devices or related products (e.g., Juuls), alcohol, or weapons on campus or at school-sponsored events will demand a response from the school.

In some instances, students may be placed on behavioral probation and lose the ability to participate in extracurricular activities. Further violations will result in more severe disciplinary consequences during the probationary period. The school may also decide to suspend a student. Students who are suspended from school are not allowed on campus and are not allowed to participate in any school-sponsored/related events or activities. In exceptional cases, students may be asked to leave the school for a period of days without penalty (administrative leave) while the disciplinary matter is being reviewed.

Many college applications also include a question regarding probation, suspension, or expulsion from school; many colleges pose that same question to Prep’s College Counseling Office. Prep requires that students respond to this question honestly and completely. The College Counseling Office will also respond to this question candidly and forthrightly. Specifically, Prep requires that students and the College Counseling Office report any suspensions or probations in a student’s junior and senior years. Other disciplinary actions may also be reported when the school considers them appropriate.

Note to Seniors: If following the submission of a college application, a senior is placed on probation for academic dishonesty, suspended from school for any period of time, or expelled, Prep will require them to report the disciplinary incident promptly to the colleges where they have applied and/or been accepted.

Santa Fe Prep will follow the disclosure policy outlined above for students applying to other secondary schools.

The School will not automatically impose an academic penalty for a disciplinary infraction. However, in cases of academic dishonesty, the work involved will receive a penalty and could receive a grade of zero.

In some circumstances, students on behavioral probation will lose the privilege of serving in leadership positions in the School (e.g., Student Council, the Council on Community Expectations (CCE), Peer Mentors, team captains).

We withhold enrollment contracts of students on probation until the end of the school year when an evaluation of the student’s status will be made.

At all times, the safety and welfare of our students on and off-campus is of the utmost importance. In certain situations, choices made by Prep students off-campus may warrant a response from the School. Severe breaches of community expectations by students off-campus may include disciplinary consequences at School. They could also have a conversation with students and their parents and recommend appropriate support and counseling.

The School reserves the right to suspend or dismiss a student whose conduct represents a severe disregard for community expectations in the judgment of the Head of School.

Discipline Procedure

Although the majority of our students follow the code of conduct and embody the core values of Santa Fe Prep, there are times when students succumb to the pressures of being an adolescent, or make poor decisions based on their development.

The school may impose disciplinary consequences for conduct that interferes with the educational and learning environment. When administering discipline, our administrators will adhere to the following general guidelines:  

• Discipline will be applied when necessary to protect students, school employees, or property, maintain physical and psychological safety, and when the student is in violation of our community norms, including the honor code.
• Students will be treated fairly and equitably. Consequences will be based on a careful assessment of the circumstances of each case.
• Students who engage in violent and threatening speech and ideation must be assessed by an off-campus mental health professional and the Santa Fe Police Department will be consulted.

The Division Heads can review the cases with the Deans of Students, the Assistant Head of School, or the Head of School at any time. The administrators will follow the discipline framework and keep records of student behavior.  

The administration will apply the action steps listed below:

Consequence

Classroom interventions, parent contact, and/or consequences as determined by the division heads.

Intervention

At this step, students will receive two detentions and have a conference with the Dean of Students or Head of Middle School to discuss their actions and commit to not becoming a reoffender.

Contract

At this step, parents and students will need to sign an improvement contract making them aware of further consequences of recurring offenses. Students will serve two detentions; if a senior, they will lose OCP. At this step, students will be on Probation for school activities (such as trips and dances) and will not be able to participate in them for four school weeks.

Probation

At this step, parents and students will sign a probation contract letter. The student will serve detention and other consequences deemed appropriate. Students at this step are on Probation and can no longer participate in school activities (such as trips or dances) for several school weeks (time determined by administrators). Should further violations occur, the student will be subject to non-re enrollment or permanent separation.

DISCIPLINE FRAMEWORK

The following is a non-exhaustive list of offenses and the step in our framework at which the consequences will start.  This framework is intended to serve as a guide for assigning consequences as necessary in a transparent and equitable manner.  Santa Fe Prep administrators reserve the right to assign other consequences as deemed appropriate and will use this only as a guide on a case-by-case basis.

1= Consequence, 2= Intervention, 3= Contract, 4= Probation

See descriptions above.

Our school community is treasured yet fragile, and there are many ways in which actions can be taken to fracture it. These actions will be reviewed as they arise and disciplinary consequences may result.

Major Offenses

Substance Abuse Policy:

Any student showing evidence of consuming, dealing in, or possessing controlled substances or alcohol at any time under the School’s jurisdiction is subject to suspension and/or requirement to withdraw.

“Showing evidence of” includes any behavior observed by an adult that might indicate the use of alcohol and/or drugs. “Possessing” includes using or carrying drugs or alcohol on campus, in automobiles, or off-campus but under school jurisdiction. “Drugs” means all controlled substances—including but not limited to narcotics, cocaine, hallucinogens, amphetamines, barbiturates, marijuana—as well as federally controlled substances, prescription drugs not assigned to that person, and other intoxicating substances. “While under the School’s jurisdiction” involves any time the student is on campus or in the immediate vicinity and when they are attending, participating in, or traveling to or from a school-sponsored function. Such events include plays, athletic contests, ski trips, dances, school trips, TAP days, remote learning classes, and any other events sponsored by Prep.

The following are not permitted on school grounds or during participation in any school programs (regardless of the location): matches, lighters, e-cigarettes and cartridges, vaping devices and products, tobacco or nicotine products, and any tobacco cessation products not prescribed by a physician. The use of tobacco, nicotine, electronic cigarettes, and vaping products is prohibited on the Santa Fe Prep campus and at school-sponsored events. Such use or possession by students will likely result in suspension; repeated offenses will receive more serious consequences. (Note to seniors: Seniors who have applied to and/or have been admitted to college may need to notify their college(s) of their infraction, whether or not the use or possession results in a suspension.)

Reasonable suspicion about drug or alcohol use or possession may lead to searches of student automobiles, backpacks, lockers, or persons. The School reserves the right to administer blood tests, urinalysis, or other means of testing in dealing with any student suspected of being under the influence of a prohibited or misused substance. We may also require students to complete a drug-testing program. As a safety measure, the School reserves the right to conduct random alcohol Breathalyzer tests at school events, such as but not limited to Upper School dances and the Prom.

Substance Abuse Procedures:

When a student is observed and/or evidence is presented that the student is using or possessing drugs or alcohol while under the School’s jurisdiction, we will meet with the student immediately. Parents will be notified that this interaction has taken place and informed about the process that will unfold. In the Middle School, the Division Head, Assistant Head, and Head of School will meet to determine the consequences.

Substance Abuse Consequences: 

For the first offense of our drug and alcohol policy, the likely response will range from some combination of the following—suspension; behavioral probation; removal from teams, plays, and/or leadership positions—all the way to a requirement to withdraw from School (depending in large part on the nature of the school/home partnership). The School recognizes the severe nature of drug or alcohol use by adolescents and will make every effort to assist students in addressing this problem. As part of any set of consequences that would involve continued enrollment at Prep, the student will be required to undergo an alcohol/drug assessment by a school-approved counselor or facility. The financial cost of the evaluation is the parents’ responsibility, and the student’s ongoing enrollment at Prep is dependent upon the successful completion of the assessment and any recommended follow-up care. Should there be a second violation of the drug and alcohol policy, the likely response is an immediate requirement to withdraw.

The school community places a high value on truthfulness and individual responsibility. Therefore, we encourage students concerned about a friend’s use of drugs or alcohol to seek out an adult in the school community and share that concern. Additionally, if you come forward in a situation, Santa Fe Prep sees that as a step in the right direction, and clemency is considered.

Santa Fe Preparatory School takes any violation of the above-stated drug and alcohol policy very seriously. Our highest commitment is a safe and secure community and learning environment for students and adults. Possession, use, or distribution of controlled drugs compromises this safety and will result in a severe response - including response from local law enforcement.

Harassment:  

For students to learn and grow within our classrooms and beyond, our community must be a safe and secure environment. For this reason, we expect all community members to treat others with respect and kindness regardless of race, gender, gender identity or expression, ethnicity, religion, age, sexual orientation, political beliefs, or socioeconomic background. The school encourages any student witnessing or experiencing behavior that is not respectful to speak with a teacher or administrator. Such actions will demand a response from the school.

Specifically, any form of sexual harassment--that is, unwelcome conduct of a sexual nature--is strictly forbidden between students or other school community members. In addition, hazing of other students, which includes forcing others to engage in a humiliating or dangerous activity to be included in a group, is expressly forbidden. Such actions--spoken, written, communicated through technology, or otherwise acted upon--will be subject to serious disciplinary consequences, including probation, suspension, or expulsion. Any student who experiences or observes such harassment should talk with the School Counselor, their advisor, Dean, or Division Head.

Honor Council (Upper School):

Guided by Prep’s Statement of Purpose, the Honor Council exists to foster an inclusive and deliberative Upper School disciplinary review process and to respond fairly and consistently to compromises of Prep’s community expectations. By serving on the CCE, students and teachers learn about the inevitable complexities of disciplinary cases and develop insights and approaches that help our community. The HC aims to respond to minor  cases promptly and in a spirit of collaboration and consensus.

Members of the Honor Council typically work on more minor cases and closely with the school administration to respond with fairness and consistency to compromises of Prep’s community expectations. Membership in the CCE includes students, teachers, and the Assistant Head of School. The selection process and required training will occur at the beginning of the school year. Then, the recommendations are shared with the Head of School, and they will make the final decision.

The objective of the disciplinary process is to calibrate an appropriate response from the school community should violations occur. This response should reflect the shared values of our school: honesty, respect, and compassion. The HC  process begins with the Assistant Head of School informing committee members about an issue. The student then meets with the CCE to describe the situation and respond to any questions. The student may be asked to leave school when the case is being deliberated. After the CCE has deliberated, they recommend a set of consequences to the Head of School, who determines the final response. This decision is communicated to the student and their family, the faculty, and, if appropriate, to the broader school community.

(During final exams, for instance, the HC will not convene to avoid compromising the academic responsibilities of its members.) Through review, discussion, and consensus, the Honor Council will recommend appropriate consequences for disciplinary infractions.

The HC is composed of students, faculty and administration.  Members include:

• Eight students (2 from each Upper School grade level) and at least one alternate per grade.
• Two faculty or staff members and the Upper School Deans, with one of the deans serving as an alternate, and if possible, one member of the DEIJ committee.
• The Upper School Head and Head of School serve in advisory roles at the beginning of the case and throughout, as the need arises.

Academic Integrity

Santa Fe Prep students are expected to maintain the highest degree of academic ethics. This means putting the utmost effort into all class work and assignments and avoiding the ethical pitfalls of plagiarism and cheating.  

Our teachers do their due diligence by checking student work and running it through software (turnitin.com) that compares a student's piece of original work with those in the world.  We will use Turnitin as a teaching tool first, where students will upload their work and submit it to check their own work, before submitting it to their teachers.

Academic Dishonesty is "a student's use of unauthorized assistance of work that will be further used to  evaluate the student's work in meeting course and degree requirements." Examples of  Academic Dishonesty include, but are not limited to:

• Plagiarism: ​The use of another person’s distinctive ideas or words without acknowledgment.
• Unauthorized collaboration: ​Failure to follow directions regarding the level of group work that is permissible.
• Cheating: ​Possession, communication, or use of information, materials, notes, study aids or unauthorized other devices.
• Deception: ​Providing false information to an instructor concerning an academic exercise.
• Use of generative AI, such as Chat GPT and other products, that is not in accordance with the “AI Use Framework”.

Academic dishonesty robs students of their opportunity to become competent. In the Upper School, the Upper School Head, Dean of Students, the teacher, and the appropriate Department Chair will work together to clearly communicate the consequences and the parameters of the make-up assignment, if applicable. In the Middle School, we use instances of academic dishonesty as a time for reflection and learning to prepare the students for the pressures of Upper School. Consequences are determined by the Head of Middle School and the teacher. Students with accommodation plans with our Learning Services Department will be reviewed according to the accommodation plan. All cases are reviewed separately.

STUDENT USE OF AI

Student use of AI will align to the AI Use Framework. AI tools may be used to aid in research, analysis, and comprehension of course materials. However, the use of AI tools must be disclosed and properly cited in all academic work (in addition to complying with the assignment’s AI Use Framework). If you have any questions on the use of AI for an assignment, please contact your teacher to obtain clarity before you engage in any way with an AI tool.

AI USE FRAMEWORK

CONSEQUENCES

Detention

Detentions are meant to serve as a time for students to reflect on their behavior and give back to the school community. They are assigned and scheduled at the discretion of the Head of Middle School or Upper School Deans. They may be held before or after school hours and should involve a stewardship opportunity for the student. 

Suspension

A suspension indicates that the student must be temporarily removed from the community. This time is a reflection to consider what it means to be a member of the Santa Fe Prep community. The student will be expected to keep up with academic classes on their own, and they must complete all work by the time they return to school. The school reserves the right to determine the amount of credit that will be given for assignments done during suspension, noting that full credit is not granted.  Ex: Students might receive the highest score of “passing”.

Probation

Probation is a temporary status usually lasting one semester, during which the Assistant Head of School will closely monitor the student’s conduct. Any student on disciplinary probation may have their re-enrollment contract withheld until the end of the academic year to determine whether the student will be invited to return the following year.

When asked or required, Santa Fe Prep reports a student’s disciplinary probation status to schools, summer programs, and colleges to which a student applies.

Permanent Separation

A permanent separation indicates that Santa Fe Prep can no longer safely allow a student to remain within the community. This is the strongest statement that a school can make about a student’s conduct, and it will be reserved for the most challenging situations, either a blatant disregard for the community, a serious infraction, or a violation while the student is on disciplinary probation.  

DISCIPLINE DURING SCHOOL TRIPS

Santa Fe Prep may impose disciplinary consequences for conduct that interferes with the educational activity or trip. When administering discipline during a school trip, school personnel will adhere to the following general guidelines:

• Discipline will be applied when necessary to protect students, school employees, or property and to maintain essential order and discipline.
• Students will be treated fairly and equitably. Discipline will be based on a careful assessment of the circumstances of each case.
• Consequences will be determined and enforced by the chaperones during the trip. Parents may be asked to pick up their students early if the leader determines that they are disrupting the trip.
• Upon return, Administrators will address the incidents with the chaperones, students and parents and determine consequences. 

CAMPUS AND SERVICES

VISITORS TO CAMPUS

All visitors, during school hours, must check-in at the Front Desk and get a visitor badge. In addition, visitors must answer Covid-19 screening questions. Visitors may also be asked to provide proof of identification.

Students must get permission in advance from the Division Head if they wish to bring guests to the school. In addition, students from other schools may not visit Prep students during the school day without permission, including during lunch and in the Moden Elder parking lot.

Parents are welcome to visit classes if they schedule a visit with the Division Head in advance. Whenever possible, meetings with the Head of School, other members of the administration, and faculty should also be pre-arranged.

STUDENT COUNSELING SERVICES

Our school recognizes the value of social, emotional, behavioral, and interpersonal health as

integral to, and reflective of, our approach to campus-wide wellness and student support. We provide confidential school counseling services to our student body via student requests, identified needs, and referrals. When indicated, our school counselor may offer family consultation, care coordination, and referrals to counseling services outside of school. In addition to individual services, our school counselor coordinates student forums and parent education to provide community resources and training regarding various age-appropriate and socially salient topics to our community. Students and families are encouraged to contact our school counselor, Juli Bray-Morris jbray-morrris@sfprep.org, 505-365-1969: confidential, direct line) if they have concerns about themselves or someone else. Emergency hotlines are also provided below.

• NM Crisis Access Link: 1-855-662-7474
• Peer to Peer Warmline: 1-855-4NM-7100 (1-855-466-7100)
• National Suicide Prevention Lifeline: 1-800-273-8255 or 1-800-273-TALK
• Texting Hotline: Text ‘HOME” to 741-741

HEALTH OFFICE

Santa Fe Prep’s Health Office is located in the Admin building, behind the front desk.  In the event of an illness or injury at school, the student must report to this Health Office for evaluation and care.  Parents will be notified by our School Nurse/Health Coordinator if warranted.  Please keep your records up to date in our system so that we can appropriately make contact in case of severe illness, injury, or emergency.  

Please notify our School Nurse of any chronic or acute health problems, especially asthma, heart conditions, diabetes, seizure disorders, food allergies, or a history of anaphylactic reactions to insects or foods.  

Administration of Medication

Our school nurse is the first point of contact for our over-the-counter and prescription medication policies. Medication will be administered by the school staff (under the direction of the school nurse) to a student with the written order of an authorized prescriber (other than a parent/guardian), and the signed authorization of a parent/guardian is documented in our school system.

Please renew your child’s medical forms each school year. A student may carry the medication and self-administer only if it is stated in the form by the authorized prescriber and the parent/guardian. All controlled drugs must be kept in a locked cabinet on the campus (Health Office, Front Desk, etc.) and may not be self-administered. Parents should drop off medication at the school in the original pharmacy container.

Students with self-administered medication must transport it to and from school each day and maintain it on their person. Self-administration of a controlled drug is never permitted. Faculty will not administer Advil, Tylenol, or any other oral, over-the-counter medications without the authorization on file.

The Front Office has a general First Aid kit should a student or community member need it.

Communicable Diseases and Injury Management

Our school nurse will ask parents or guardians to pick up a student who has symptoms of an illness or injury that needs to be observed at home or assessed by a medical doctor.  

In an emergency, we will call emergency services for immediate transportation to the hospital.  To safeguard the health of all community members, we ask all parents and guardians to monitor their children for possible infectious diseases (including COVID-19) and follow the guidelines below.

Students must stay home from school if they have:

• Fever over 100 degrees.
• An undiagnosed rash.
• Vomited in the past 24 hours.
• A severe sore throat with symptoms indicating strep throat or Covid-19.
• Copious yellow/green mucus discharge.
• More than one episode of diarrhea.
• Other.

Communicating with the School Nurse

Please alert the school nurse if your child has a health condition that may require individualized planning for emergency care, safety in school, health care services or evaluation, changes in your child’s health status, etc.

If a child gets sick at school, they should notify the nearest teacher or administrator and go immediately to the school nurse  

Please note the following instances when communication with your child’s physician is essential:

• Following a child’s hospitalization, surgery, casting, stitches, or severe illness.
• Life-threatening allergies.
• Please provide a physician’s note to indicate:

• Diagnosis, relevant treatment, readiness to return to school, and activity restrictions.
• Students requiring crutches or wheelchairs must work with the school nurse as necessary to move around the school.

Please notify the school nurse and students’ advisor if you anticipate that your child may be absent for more than three days for medical reasons. Students who have been absent 3 days or more the parents may confer with the advisor for additional academic support. If it is a long-term illness, the Division Head may require alternate learning plans that include but are not limited to the student enrolling in ancillary online programs, etc.

COLLEGE COUNSELING

The college counselors meet with faculty advisors, students, and their parents at various times during the school year. They help students identify suitable colleges and explain the different aspects of the college application and admissions process.

During the fall, college representatives visit the school to meet seniors and juniors. A list of tentative dates for visits is distributed to senior and junior parents at the beginning of the academic year.

Dates of the Scholastic Achievement Tests (PSAT, SATI) are included on the school calendar. Students are responsible for making their own applications and paying their own fees. Parents and Students may obtain further details from the College Counseling office.

Students should plan to make their college visits during summer or vacation periods or during the senior college visit period established most years on the fall calendar. Many colleges now hold regular classes during the summer months, making visits a good focus for a family vacation. In addition, the school has allowed a lengthy spring break to further assist students who wish to take a college tour. We ask parents and students to help minimize disruptions caused by students missing class for college visits. Students who must visit colleges during the academic year are asked to discuss their plans with college counselors and make arrangements with their teachers before going.

TRANSCRIPTS

Parents who wish to have their child's transcript sent to another school or college should email a request including the email address(es) at the school(s), to the Registrar, Jennifer Dryfoos (jdryfoos@sfprep.org) who will send an official transcript electronically to the Office(s) of Admissions. Santa Fe Prep must follow the same procedure if a student transfers to another secondary school.

In addition to classes and grades from 9th-12th grade, our Upper School transcripts also include GPA, AP exam scores (as requested by the student), school awards and leadership positions (such as team captains, or school ambassadors, or student council/class leadership).  We do not include rank or outside activities – including any summer activities.

Note: Final transcripts will not be sent until all graduation requirements have been completed and the parents' financial obligations to Santa Fe Prep have been met.

ACADEMIC PROGRAM

UPPER SCHOOL GRADUATION REQUIREMENTS

                Minimum Requirements

ENGLISH                4 years (Grades 9-12)

HISTORY                4 years (Grades 9-12)

SCIENCE                3 years (Biology, Chemistry, Physics)

LANGUAGE                Completion of Spanish III or III Accelerated*

MATHEMATICS                3 years (Integrated I, Integrated II, Algebra II)

HEALTH                                        1 semester (Grade 10)

ARTS                                        4 semesters (at least 1 Visual Arts and 1 Performing Arts)

ATHLETICS/PHYSICAL EDUCATION        Yearly participation
(Grades 9/10: both semesters/2 seasons; Grades 11/12: one semester/season)

COMMUNITY SERVICE (TAP)                4 years (Grades 9-12)

SENIOR INTERNSHIP PROGRAM (SIP)        Senior year (May be completed the summer before senior year                         through the end of senior year.)

*Completion of ASL III with the permission of the Assistant Head of School, Director of Learning Services, and the Language Department Chair.

• Students must meet all graduation requirements as listed above. Students must take six courses per semester. Students must get approval from the Assistant Head of School to reduce or increase their load. Graduation requirements are ordinarily completed during the regular academic year unless extenuating circumstances exist. Variations from this policy (independent study, study away, etc.) must receive in advance the approval of the Assistant Head of School in consultation with the Director of Studies. Students who receive a failing grade in a course required for graduation must repeat the course.

• SFP has a 2-2-1-1 Afternoon Activity Credit (AAC) requirement: this means that students are required to do two activities in 9th grade, two in 10th grade, one in 11th grade, and one in 12th grade.

• Students who are cast in the Fall Play and Spring Musical (there are a limited number of spaces) may earn afternoon activity credits for these activities, but SFP requires that a student do at least one sport for PE credit in four years.

• Todd Kurth is the point of contact for information about our Upper School Athletic program.

• Lis Desmond is the point of contact for students who wish to apply for an alternative AAC.

• Special academic programs, independent studies, reduced course load, course plan variations, academic accommodations (for students with documented learning differences), and semester study away must be reviewed and approved by the Assistant Head of School in consultation with the Director of Studies.

• AP courses (not offered on campus) with permission from the Assistant Head of School in consultation with the Director of Studies

MIDDLE SCHOOL CURRICULUM

The standard course load consists of five academic courses, P. E., and electives.

Middle School students take the following courses:

                                Minimum Requirements

ENGLISH                                        2 Years
SOCIAL STUDIES                                        2 Years

SCIENCE                                         2 Years

MATHEMATICS                                        2 Years

LANGUAGE                                        2 Years

PHYSICAL EDUCATION                                        2 Years

LIFE SKILLS                                         2 Years

COMMUNITY SERVICE                                        2 Years
ELECTIVES                                         4 Semesters

Note: In certain situations as decided by the Director of Learning Services and Head of Middle School, students with specific learning differences may be allowed to tutor or take an elective in place of a language class.

ACADEMIC ACCOMMODATIONS AVAILABLE

Santa Fe Preparatory School is committed to the value of diversity in our student body. It recognizes the neurodiversity and the variety of learning styles among our students. We work to balance the needs of students with learning differences with our mission to provide a college preparatory education and help all students meet the highest standards.

Referral Process: Referrals to the School’s Learning Specialists may come from teachers, parents, or the student. Before a referral is made for a complete diagnostic evaluation, the Learning Specialist may conduct a screening that can include classroom observations, evaluation of work samples, and conversations with teachers, parents, and the student. As part of the screening, we might suggest that teachers try certain modifications or accommodations on a trial basis (a learning intervention) before testing is recommended.

An accommodation plan will be put into effect when a complete diagnostic evaluation, completed within the last five years by a licensed diagnostician, is approved by the School and is on file.

The complete testing report must be made available to the School. The Learning Specialist will summarize the testing information to the student’s teachers, advisor, and the Division Head. The expectation is that parents collaborate with the School to implement the recommended accommodations.

Guidelines for professional neuro-psych diagnostics:

• State the specific disability as diagnosed (diagnosis should be specific, and when appropriate, should relate the disability to the applicable professional standards).
• Establish the professional credentials of the evaluator, i.e. licensure, certification, area of specialization.
• Be current; in most cases, the evaluation and diagnostic testing should have taken place within five years of the request for academic support and accommodations.
• Provide relevant educational, developmental, and medical history.
• describe the comprehensive testing and techniques used to arrive at the diagnosis,
• Include test results with subtest scores (standard or scaled scores) for all tests.
• Describe the functional limitations, i.e. possible limitations to learning caused by the diagnosed disability.
• Describe the specific accommodations being granted in line with functional limitations delineated in the diagnostic report.

• Extended time on all tests and exams, commonly time plus one half.
• Preferential seating.
• A separate, quiettesting setting as feasible.
• Use of a four-function calculator when the diagnostic report indicates a need (and at discretion of the math instructor).
• Use of audio sources with the expectation that students annotate while listening
• spelling and grammar will not be graded on assignments written in class. (This accommodation does not apply to foreign language classes.)
• Use of mechanical aids such as laptop computers or tape recorders for note taking.
• Use of voice typing or voice recognition software for writing.
• Use of a computer with word processing software for writing in-class papers and written exams.
• Allowance for outside tutors to come to the School during a student’s study halls or open periods to provide one-on-one tutoring.
• Option to take American Sign Language (ASL) instead of a Foreign Language for Upper School students with identified learning differences; the third-year graduation requirement for a foreign language may be waived for students who take ASL, and Santa Fe Prep will offer two years of ASL.

TUTORS

Parents and families may contract tutors (non-Prep employees) to assist students in learning problem-solving skills and build their confidence and content knowledge where needed.

Please work with Learning Services to guide you to a tutor that will fit your child's learning needs.

Please note:  Santa Fe Prep allows outside contractors to work on our campus so that students can easily access the help; however, external tutors are not employees of Santa Fe Prep and cannot speak for the school, offer suggestions or advice on policy, or give grades.

Some General Guidelines When Choosing Your Tutor:

• Tutoring should be embedded in existing schools either during the school day or immediately before or after the school day. Embedded programs have a significantly higher likelihood of student attendance and reaching the students who need it most.
• Tutoring sessions should include a minimum of three sessions per week. For tutoring approaches to be effective, students have to spend a substantial amount of time working with their tutor. While the amount of time per session needed for effectiveness will depend on the program’s content area and student age, students should receive a minimum of three sessions per week.
• Students should work with a consistent tutor who is supported by ongoing oversight and coaching. The basis of effective tutoring is strong tutor-student relationships. Students should have a consistent tutor who is skilled at relationship-building. Tutors need initial training, oversight, ongoing coaching, and clear lines of accountability in order for the tutoring to be effective.
• Data should inform tutoring sessions. Tutors should use data to understand students’ strengths and needs, and should build their sessions to focus on the needs.
• Materials should be aligned with the school.  The materials that tutors use with their students should be aligned with Santa Fe Prep.  

ACADEMIC DIFFICULTY AND PROBATION

Students with academic difficulty ordinarily receive letters of concern from the Division Head. In addition, a meeting may be called to discuss a student’s performance. Students who continue to struggle, earning below a 2.0 GPA for a semester or having a pattern of grades in the D or F range, will ordinarily be placed on academic probation and removed from participating in games and tournaments (teams) as determined by the administrator. In most cases, with support from the family and the School, students show marked progress and are removed from academic probation. Removal from academic probation requires significant, sustained improvement, generally indicated by no grade lower than a C-. In extreme cases, students whose work does not show meaningful progress may be dismissed from School or not be extended an enrollment contract for the following year.

Students on any official probation at the end of the first semester will not receive an enrollment contract for the following year until the terms of their probation have been met. A notation of probationary status is placed in the student’s file.

ACADEMIC FREEDOM

The School is committed to the belief that teachers, with the approval department heads school leadership, have the freedom to choose materials and activities that they deem appropriate. Parents who feel these materials or activities are unsuitable should contact the teacher, Department Chair, or Division Head.

ACADEMIC HONESTY

Honesty is one of Santa Fe Prep’s core values. Completing papers, projects, tests, quizzes, or homework through a dishonest approach will result in disciplinary consequences, which will be determined by the division head, the deans, if applicable, the teacher and the department chair and may include suspension and probation or dismissal from the School. Dishonest approaches include not adhering to the “Use of AI Framework”, or plagiarism, copying someone else’s work without giving the source credit. Middle and Upper School students receive regular instruction on what constitutes plagiarism and how to avoid it.

AP/HONORS/ACCELERATED RECOMMENDATION CRITERIA

CRITERIA

Recommendations are made by current and past teachers in consultation with the student’s advisor and the administration. No single criterion is sufficient for a recommendation, and not all requirements need to be met.

• Demonstration of quality performance in previous classes—homework quality and timeliness, creative and active class participation and engagement, good performance on assessments*, and strong skills as they pertain to the subject area (math, science, Spanish)
• Ability to extend concepts and skills to new applications and seeks out challenging content
• Respectful, cooperative, and mature behavior
• Curiosity toward new and complex concepts and enjoyment of open-ended discussions
• Dedication and passion for the subject matter
• Responsible time-management and organizational skills
• The initiative, independence, and drive to explore ideas beyond the requirement

*While we do not strictly adhere to “cut scores” to determine a student’s eligibility, we do pay close attention to a student’s level of understanding and mastery as demonstrated on assessments.  

PROCESS

• During third quarter, teachers of AP/honors/accelerated courses visit the classrooms of the appropriate sequential course to provide an overview of their course, discuss expectations, and answer questions.
• Before spring break, teachers distribute a form to students to indicate their interest in taking an AP/honors/accelerated course.
• If a student is interested in taking an AP/honors/accelerated course who isn’t already in an AP/honors/accelerated course, teachers have a follow-up conversation with the student during the two weeks following spring break. Families are involved in these conversations.
• If a student in an AP/honors/accelerated course requests or is possibly recommended to level down, teachers have a follow-up conversation with the student during the two weeks following spring break. Families are involved in these conversations.
• Recommendations are shared with students by their advisors on the first day of registration, which typically falls in the last week of April.
• The registration window is open for roughly ten days. If students and/or families have questions or concerns about their student’s recommendation and they have not already spoken with the recommending teacher, they should reach out to the teacher during this window.

AP EXAMS

Advanced Placement (AP) exams are offered in specific courses. Doing well on such exams may give students college credit for the courses. These exams are given to students at the recommendation of their teachers and are held for two weeks in May, designated by the College Board. During AP Exams, students may miss morning classes if they have an afternoon exam on the same day, and students may miss afternoon classes after a morning AP Exam if they have another AP Exam the following morning. Otherwise, students are expected to attend all classes as usual. Contact the AP Coordinator before the end of the first quarter for more information about these exams. AP exams are ordered and administered according to the policies and procedures of the College Board.  Any student taking these courses must take the AP exam; it is non-optional.

ALTERNATIVE COURSEWORK (Upper School)

If a student needs to take a course outside of the Prep curriculum to fulfill a requirement, the student must obtain prior approval by the Assistant Head of School in consultation with the Director of Studies. The options are listed below and each requires the student to complete and submit a proposal. Forms may be obtained through the Registrar. Outside courses taken without approval will not be accepted for credit.

Internal Independent Study

A student with a special interest that is not offered as a course of study at Prep may submit a proposal to pursue an Internal Independent Study (IIS) in lieu of formal instruction. The student must be in good academic standing, have a strong attendance record, and must exhibit remarkable motivation and commitment. An IIS is an unusual opportunity that is typically restricted only to seniors. Because such learning replaces formal instruction and requires the same level of preparation, evaluation, support, and supervision that classes demand, instructors will be advisors for no more than one project (in most cases, one semester) per school year. A student may participate in only one IIS during the school year. In addition, the IIS should be the student’s sixth course unless there are circumstances approved by the Assistant Head of School. It is expected that the instructor and the student will arrange a regular meeting schedule. Assessment of the IIS will follow that of formal courses: mid-semester grades and comments and semester grades.

Procedure

A student interested in pursuing an Internal Independent Study should speak with the instructor with whom they would like to work to determine the project's feasibility. If the project seems viable, the instructor and the student should approach the Assistant Head of School to gain preliminary approval for the student to complete the proposal process. Upon completion of a proposal, the student must submit it to the Assistant Head of School. The Assistant Head of School, the Director of Studies, and the Department Chair will review the proposal and will approve the project only if it promises desirable educational results that traditional instruction might not provide. It is possible that to receive final approval, the proposal will need to be revised to meet Prep’s academic expectations and requirements. The proposal process must be completed during the two-week drop/add period at the start of the semester in which the Internal Independent Study will occur.

External Independent Study

A student who has unique circumstances or a special interest that is not offered as a course of study at Prep may submit a proposal to pursue an External Independent Study (EIS) through an external educational entity (accredited) in lieu of formal instruction. The student must be in good academic standing, have a strong attendance record, and must exhibit remarkable motivation and commitment. An EIS is an unusual opportunity typically restricted only to seniors or those with unique circumstances. A student may participate in only one EIS during the school year. In addition, the EIS should be the student’s sixth course, unless there are circumstances approved by the Assistant Head of School. The student’s assigned advisor at Santa Fe Prep will serve as an advisor for the EIS. The advisor will meet with the student periodically to ensure that the program of study, as outlined in the EIS proposal, is being followed.

Procedure

A student interested in pursuing an External Independent Study should speak with the Assistant Head of School to determine the feasibility of the project. If the project seems viable, the Assistant Head of School will give preliminary approval for the student to complete the proposal process. Upon completion of a proposal, the student must submit it to the Assistant Head of School. The Assistant Head of School, the Director of Studies, and the Department Chair will review the proposal and approve the EIS only if it promises desirable educational results that traditional instruction might not provide. It is possible that to receive final approval, the proposal will need to be revised to meet Prep’s academic expectations and requirements. The proposal process must be completed during the two-week drop/add period at the start of the semester in which the External Independent Study will occur.

Independent Tutorial

If a student cannot fulfill a Prep graduation requirement due to a special circumstance, the student may fulfill the school’s graduation requirement by completing an independent tutorial with an educational professional, e.g., a tutor, not employed by Santa Fe Prep. 

Procedure

The student and parent/guardian must complete the information below, schedule a meeting with the Assistant Head of School, and provide the necessary documentation. The decision to approve or deny an Independent Tutorial resides with the Assistant Head of School in consultation with the Director of Studies and other administrators as necessary. Independent Tutorials will be a student’s sixth course unless the Assistant Head of School approves other arrangements.

Summer School

Potential credits earned through summer courses must have prior authorization from the Assistant Head of School. In general, the school requires that students complete graduation requirements at Prep, unless there is a compelling reason. In addition, any accepted courses/credits must be from an accredited school, and the student must obtain C or higher to count towards the graduation requirements.

DROP/ADD (Upper School)

The first two weeks of each semester are set aside for students to make changes in their schedules should they need to do so. Students may pick up Drop/Add Forms in the front office. Changing a course involves approval by appropriate teachers, advisors, and parents. After the permissions have been secured and the proper form has been submitted, requests will be reviewed by the Course Change Committee (composed of the Division Head, Director of College Counseling, and Registrar). This committee will determine if the petition should be approved given the student’s overall program and consistency with other drop/add proposals. All students are expected to follow their original schedules until changes have been finalized.

DROPPING AND ADDING COURSES (Upper School)

Dropping or adding courses should be completed during the drop/add period at the beginning of each semester.

One-Semester Courses:

A student may drop a one-semester course up to one week after the mid-term grades are published without the course and a “W” for withdrawal appearing on the student’s transcript.

Year-Long Courses:

A student may drop a year-long course up to one week after the first quarter grades are published without the course and a “W” for withdrawal appearing on the student’s transcript.

A student dropping a year-long course at the semester will receive credit for that semester. The course and the semester grade will appear on the transcript and will be calculated into the GPA. A “W” for withdrawal will appear on the transcript for the subsequent semester.

DROPPING AND ADDING COURSES (Middle School)

Middle School students who wish to change elective classes should contact the Head of Middle School to be put on a waitlist. Oftentimes, changes are not possible, and priority will be given to necessary schedule changes over personal preferences.

COURSE LEVEL CHANGES (Upper School)

A student may change to a lower level course where level options are available (e.g., math, science, or language courses). However, faculty approval is required, and classroom space must be open.

A student may change levels in a course up to one week after the first quarter grades are published without the course and a “W” appearing on the student’s transcript.

A student’s grade will be determined by the teacher, department chair, and Division Head on a case-by-case basis.

A student changing levels at the semester will receive credit for that semester. The course and semester grades will appear on the transcript and be calculated into the GPA. A “W” for withdrawal will not appear on the transcript for the subsequent semester.

An eleventh or twelfth-grade student should only consider dropping a course or changing course levels after conversations with their advisors, parents, and college counseling.

GRADE REPORTS AND ACADEMIC REPORTING

Upper School students receive grades on their progress from each of their teachers at the beginning and end of the semester. In addition, narrative comments are included during specific grading periods. Middle School students receive grades on their progress each quarter. Grade reports are published in My BackPack. Prep uses traditional letter grades. At the semester, Upper School teachers round up a student’s numerical average (e.g., a 89.5% should be rounded up to 90%, A-). At the quarter, Middle School teachers round up a student’s numerical average (e.g., a 89.5% should be rounded up to 90%, A-). The Registrar computes Upper School students’ grade point averages (GPA) on a 4.0 scale. See the grading scale below. The GPA is computed using all graded courses except P. E. and sports. The Upper School Honor Roll is determined each semester. To be admitted to the Honor Roll (Upper School only), students must earn a semester GPA of at least 3.5.

Grading Scale

SCHOOL WORK AND HOMEWORK

All Prep students have homework. Middle Schoolers should plan to spend, on average, 70 minutes (7th grade) and 80 minutes (8th grade) outside of class each day completing their assignments. Depending on individual learning styles and rigor of course load, Upper Schoolers average 20-30 minutes/class/day of assigned work. Students in the Upper School have free periods and Academic Workshops that are designed to be utilized for daily homework and longer assignments. In addition, there will be periods during each semester when papers, projects, or tests will require more than the usual schoolwork time. Students should work with their advisors to budget time well during such periods. Parents of students with extended absences (3 or more days) may contact the school to obtain assignments. If a school activity goes past 8:00 pm on the planned day (mandatory late evening school events such as athletic games, rehearsals, TAP activities, etc.), the students have a 24-hour waived period to turn in any nightly work. Long-term papers or projects are still due on their due date.

Students who participate in extracurricular activities should remember that these activities take place in addition to academic responsibilities such as homework. Homework requirements are ordinarily not modified to accommodate extracurricular activities, and students should take responsibility for communicating directly with their teachers about class work and obtaining missed assignments. They should request assignments ahead of time when possible. Otherwise, they should call classmates or check Schoology for this information.

Homework-Free Breaks

In the Middle School, the end of first quarter, Thanksgiving, Winter Break, and Spring Break are homework free. In the Upper School, Thanksgiving, Winter Break, and Spring Break are homework free. Seniors may have some homework over spring break due to their early conclusion of senior classes.

INCOMPLETES

Students will receive grades of Incomplete (INC) at the end of a marking period if they have been unable to complete their courses because of personal illness, injury or bereavement. In such cases, students are expected to complete all course work in a timely manner, as defined by the Assistant Head of School. The Registrar will publish grades when the work has been completed. If the work has not been completed by the agreed-upon dates and no alternative arrangements have been made, the Incomplete will become a failing grade.

REPEATING A COURSE

It is sometimes in a student’s best interest to repeat a class. For example, in sequential courses such as mathematics and language, students must be proficient at one level before proceeding. Therefore, in consultation with the teacher, Department Chair, and Division Head, students may be asked to repeat a course. If a class is repeated at Prep, both grades appear on the transcript and will be computed in the GPA. Additional credit towards graduation will not be awarded for repeated material.

SENIOR INTERNSHIP PROGRAM (SIP)

The Senior Internship Program allows seniors to explore a passion, talent, or special area of interest that is meaningful to their education and lives. Students are required to complete a minimum of 45 hours of internship, spanning throughout their senior year. Additionally, seniors finish regular classes about a month before the end of their last semester and must use this time to continue to devote themselves to either community service initiatives (senior TAP) or their self-designed internships. Students must demonstrate independence, initiative, and personal responsibility as they plan and execute their internships. Focus areas include academics, arts, service learning, business, and community involvement. The Senior Internship Program offers an opportunity for the students' energy, curiosity, compassion, and critical thinking to result in an enriching culmination of their experience at Prep. Grading is on a Pass/Fail basis. Students who are considered to not be on track with completion may lose Off-Campus Privileges. SIP and TAP are graduation requirements and students must complete both before attending the senior trip and commencement exercises.

STUDY AWAY OR ABROAD (UPPER SCHOOL)

In exceptional cases, students may request a leave from Prep to pursue their studies in an approved domestic or foreign program. These requests are reviewed individually; leaves are granted only to students who demonstrate academic and developmental readiness, are on course to meet major graduation requirements, and are in good academic and behavioral standing. Approval for study away from Prep is granted at the discretion of the Assistant Head of School and the business office will assess fees to hold the available space.

Students who study abroad for just one grading period can sometimes face difficulties when returning to Santa Fe Prep and may experience a challenge incorporating back into our year-long courses. When choosing a study away or study abroad option, it is essential to align the courses with the graduation requirements of Santa Fe Prep. It is crucial that upon return, the students are in contact with the registrar, college counselors, and the Assistant Head of School.

TRAVEL ABROAD AND FACULTY-SPONSORED TRIPS

As part of our mission to educate a global society, we encourage students to seek opportunities for study, work, and travel outside New Mexico, abroad, and in the United States. To this end, Prep occasionally offers faculty-sponsored trips during spring break and the summer; these have included in past years travel to Nepal, Costa Rica, the Galapagos, Cuba, Paris, London, China, Barcelona, Peru, and Cambodia. A corresponding fee is associated with these trips, and our students must be in good academic standing

TESTS, QUIZZES AND SEMESTER EXAMS

Full-period tests are given periodically at the discretion of the teacher. Students should have no more than two full-period tests in one day. Students assigned a third full-period test should immediately consult with their teacher, advisor, Division Head, or Dean of Students (Upper School) regarding rescheduling.

Quizzes will typically take up to half a period. Students may take up to three quizzes in one day. Students who are absent only on the day of a test or quiz should expect to take the test or quiz immediately on their return. Students with long-term absences should consult their advisors and teachers for appropriate makeup schedules.

Semester exams are typically given to Upper School students on the last three days of each semester. Exams are delivered daily from 9:00 to 11:00 a.m. and 1:00 to 3:00 p.m. Students are responsible for being at school only when exams are scheduled. Students must take exams as scheduled unless they are ill or have an injury. The Upper School Head approves any rescheduled exam dates.

Final exams/projects/papers are required to be given in each of the core subjects (English, History, Language, Math,and Science). These exams/projects/papers should be of a comprehensive nature, incorporating the skills and understandings developed through the semester.  Semester exams/projects/papers are typically considered the “final exam” for a course.

Middle School students do not take these specially scheduled semester exams, even if they are enrolled in an Upper School class. Eighth graders have parent conferences during the winter exam period.

Upper School Final Exam Schedules

(Subject to Change)

First Semester

Second Semester

HONOR ROLL (Upper School)

The superior academic achievement at Santa Fe Prep will be recognized after each semester, based on a cumulative average, with the selection of students to the Honor Roll.  The Registrar computes grade point averages on a nominal four-point scale (4.33 = A+, 4 = A, 3.67 = A-, 3.33 = B+, etc.).  Students can exceed 4.0 if they receive an A+ in a regular course.  We do not “weight” grades for honors-level and AP classes.

The GPA is computed using all courses for which grades are given except physical education and sports and is used to determine Honor Roll standing.  Honor Roll requires a GPA of 3.5 or better.

ANNUAL STUDENT AWARDS

Santa Fe Prep aims to encourage promising students with outstanding academic, extracurricular, and community service achievements and morality.  The following awards are traditionally given during the end-of-the-year awards ceremony.

Graduation Prizes/Awards Assembly  

We hold an Awards Assembly for Upper School students each spring. Various academic awards are given to students, and departmental prizes are awarded to students for excellence in specific subject areas. For example, the John Gaw and Faith Meem Award is given to a junior at Awards Assembly. Beginning in the 2023-24 school year students will be recognized for their embodiment of portrait of graduate traits.  Extracurricular activity awards may be given to those who have distinguished themselves, and from time to time, special awards are given to recognize students for their leadership, involvement in community affairs, or some other reason. Members of each department decide the prize recipients for their department.

The Elrington Scholarship Award and the Robert W. Kurth Humanities Award are presented at Awards Ceremony to seniors whose academic performance and personal character are meritorious. The Elrington and Kurth Awards go to seniors. The faculty votes at their May meeting on these awards and any other awards of this type to be presented at Commencement.

Cum Laude

Founded in 1906, Cum Laude is an international, independent school (primarily) honor society.  Each year, no more than 10% of the junior class and an additional 10% of the senior class are inducted - based primarily on a student’s GPA (though other characteristics may be taken into consideration, including course rigor, disciplinary issues, and general student character). Cum Laude induction takes place during the annual awards ceremony in May.

The valedictorian is the senior who has the highest cumulative grade point average (for four years of high school) with a full college preparatory course load and who has maintained high standards throughout their senior year. The valedictorian is invited to give a valediction at Commencement. In the event of a tie (a situation in which fewer than .02 points separate two or more students), other factors, such as the number of honors or accelerated courses on the students' transcripts, will be taken into consideration. If these additional factors are inconclusive, the faculty may, in rare cases, name co-valedictorians. The senior class, with faculty oversight, also selects a class speaker for Commencement.  

The Department Head is asked to give copies of the citations to the Registrar so they may be included on the student's transcript.

Middle School Promotion Portrait of a Graduate Awards

At the Middle School Promotion Ceremony, six 8th-grade students are recognized for embodying one of Prep’s six Portrait of a Graduate capacities.

STUDENT LIFE

As a busy school, there are certain times throughout the year that our students participate in school-related activities and events where our students serve as representatives of our School. These events are related to NMAA, MUN, DECA, DEI conferences, debates, and social service, among others. All students must be in good  academic standing in order to be eligible. If additional costs are to be incurred, all SFP tuition payments must be current.

STUDENT LEADERSHIP

Senior Class President and Vice-President:

Our senior class elects a president and vice-president every year. The leaders help lead our school assemblies and promote fundraising events and school spirit.

Upper School Student Council:

The members of the Student Council represent the voice of the students in grades 9 – 12. Communicating the needs, desires, and concerns of students to the administration; meeting yearly with department chairs to provide feedback on the curriculum; organizing the annual Halloween all-school event, Holiday Hot Chocolate Grams, Maintenance Appreciation Assembly, and other student activities; researching, developing and proposing initiatives that enhance student life, foster student engagement, are among some of the duties. The members of the rising sophomore, junior, and senior classes are elected each spring, with three students representing each grade. In addition, ninth-grade members are elected in the fall of the ninth-grade year to allow students new to the School to be elected.

Peer Mentoring Program:

Peer Mentors are tenth through twelfth graders who serve as advisors and counselors for their peers in the Upper School. They are available as a resource to all students, with a particular focus on helping ninth-graders and new students transition into the Upper School. Peer Mentors are selected through an interview process and undergo training in counseling, mediation, and group facilitation. The School Counselor oversees the Peer Mentoring Program.

Student Ambassadors:

Our student ambassadors serve as a representative of Santa Fe Prep. They are ninth through twelfth graders who help with events to promote and welcome new members to our community. Additionally, they help build school spirit by planning things like the School's Spring Fling. The Director of Admissions and the Associate Director of Admissions oversee the Student Ambassadors program.

Student Diversity Leaders

Each year, a select subset of school members attend the Student Leadership Diversity Conference. They are ninth through twelfth graders that help with events related to Diversity, Equity, Inclusion, and Justice.

Team Captains:

Team captains are expected to model leadership, sportsmanship, and good citizenship to their teammates, competitors, and the school community.

CLUBS

Middle School Committees:

The Middle School has ad hoc committees to plan dances, the yearly talent show, and other events. In addition, Middle School students assist in school events like Open House, the Welcome to Prep Picnic, admissions visit days, and orientation.

Wednesday Clubs:

Each Wednesday, our students have the opportunity to take a brain break and participate in a club that might provide some respite, new learning, or a chance to meet new people. These clubs are roughly 45 minutes long and comprise activities such as, but not limited to, 80’s movies club, outdoor movement, knitting, gardening, dancing, or board games. Upper School clubs are offered each semester while Middle School clubs are offered three times a year.

Additional student activities at Prep often include:

Model UN, GSA (Gender Sexuality Alliance), Speech and Debate/Mock Trial Team, Chess Club, The Skirmisher (literary magazine), Dodgeball, Prom Committee, Lego Robotics, Spirit Club, Games Club, and many others. Students interested in starting a club are encouraged to see their Division Head or Dean of Students (Upper School). There is a stable block in the weekly schedule for clubs to meet.

PROGRAMS AND EXTRACURRICULARS

“Student participation in interscholastic activities plays a significant role in personal and educational development and is used as a means of developing wholesome attitudes and well-rounded citizens who are better prepared to face the challenges of adult life as a result of their interscholastic experiences. Such participation is a privilege, not a right. Students earn the privilege to participate by adhering to high standards of personal conduct and academic performance. Personal conduct and attitude of Student participants must reflect high standards of respect, loyalty, attitude, and morality.” ~ New Mexico Activities Association (NMAA)

NMAA

As an independent institution, we reserve the right to exceed the eligibility requirements set by the NMAA and as such, we exceed the NMAA requirements.

We require that our students maintain a minimum of 2.0 in each grading period (quarter) and not fail any courses. Students should also be advised that an Incomplete will be considered an F.. We follow these guidelines for all extracurricular activities, including athletics, drama, and student government. The behavior of the requesting student will also be considered, as outlined in the Behavior Expectations section. If, for some reason, the student has numerous behavioral infractions, as monitored in the Upper School Office, and is incapable of representing the school appropriately, the student will not be allowed to attend the event in the school's name. Students must be in attendance at school for a minimum of half the day in order to be eligible to participate in athletic practice or competition that afternoon or evening. The AHOS has the authority to review this and make a case-by-case decision.

In addition, please note that students attempting to play NCAA Division I, Division II, or Division III sports, they have to keep a higher GPA of 2.2 or better and complete the core courses as outlined by the NCAA.  For more information, please visit NCAA Eligibility Center online.  

Arts: 

Students at Prep have the opportunity to take excellent arts courses for academic credit and can also participate in numerous extra-curricular Visual and Performing Arts activities. These include plays, musicals, Winter Arts Night, arts-oriented community service programs, and participation in the ISAS Arts Festival.

Athletics: 

Athletics is an essential aspect of the overall program at Prep (please see graduation requirements). Middle School students receive PE instruction four days per week, and the middle school offers eleven teams that compete in the NMISAL - NM Independent School Athletic League. Eighth graders are eligible to participate in middle school, junior varsity, and varsity teams. They will receive invitations to “play up” based on team numbers, needs, and ability levels. Upper School students participate in after-school sports or fulfill a PE contract.

In interscholastic athletics, the School maintains a no-cut policy in most sports, giving each student a chance to compete in individual and team sports. When appropriate, all team members are expected to travel via school transportation when games are played off-campus. In some cases, students might use their own private vehicles.

Finally, all students must have accident insurance. Parents should address questions regarding the insurance policy to the Director of Finance.

UNIQUE TO SANTA FE PREP

Fall Orientation Programs: 

Each fall, students participate in orientation activities. These include all-school and grade-level activities and focus on experiential learning. Students in seventh and eighth grade participate in multi-day camping orientation trips. For grades 9 – 11, orientation includes a camping or experiential experience early in the school year. We expect all students to participate, as this is an important component of the School’s commitment to experiential education. In twelfth grade, seniors stay on-campus and participate in a series of workshops about the college application process.

Teaching Assistants:

Seniors have the unique leadership opportunity of serving as teaching assistants in seventh through eleventh-grade classes. Seniors who wish to assist a teacher in the classroom must complete an application at the beginning of the senior year; forms are available in the Assistant to the Division Heads’ Office. Teaching assistant duties range from helping in Middle School PE to facilitating discussions in English and history classes to conducting labs in science classes. Teaching assistants must commit at least one day per week to assisting in the classroom and may earn up to 15 hours of senior TAP credit. Seniors are encouraged to discuss this opportunity with teachers in their areas of interest.

Teen Action Program (TAP) Days:

Santa Fe Prep’s service-learning program is scheduled on twelve Mondays throughout the school year. Students will attend shortened classes in the morning and engage with community service in the afternoon.

During our experiential learning days, we purposefully structure our time to include a lesson of understanding for our Santa Fe Prep students, model our learning expectations, participate in the community service activity, and then return to campus to reflect on what we learned. We will continue to tie this work to our commitment to diversity, equity, and life skills

All students and projects are evaluated regularly, and Pass/Fail grades are issued at the end of each semester. Consistent participation in TAP is essential to the success of the program. Students with more than two excused absences in a semester may be required to make up this time at the discretion of the ExEd Director. Students whose absences are unexcused will need to serve detention. 

SENIOR ACTIVITIES

It is a special time for our senior students during their final year at Santa Fe Prep. We have several approved activities for the seniors to participate in that are school related and sanctioned by the school.  They are:

• Senior BBQ
• Senior Skip Day
• Senior Rafting Trip
• Senior Coffees and Donuts
• Baccalaureate

If a student participates in a Senior Prank Day, or comes to any of the events under the influence, they will not be allowed to participate in the graduation ceremony.

FORUMS

At various points throughout the year, our students, faculty, and staff participate in forums where community members can exchange ideas and views on a particular issue.  Typically, these topics are selected by the School Counselor with the approval of the Head of School and Assistant Head of School and are related to topics that align with the values of our school.  In the past, such issues as the effects of vaping or alcohol, DEIJ, consent, and others have been discussed. In addition, there is typically a follow-up session for parents on the same topics.

ACADEMIC WORKSHOPS

The Academic Workshop allows students to do self-directed work with access to all the resources our school offers, including teachers, resources, and spaces. Students are assigned to an academic workshop facilitated by a faculty member and are selected by the students during the registration process. Students must check in with that faculty member for attendance purposes before using the workshop in a way that will be useful to their learning process. Attendance is mandatory and unexcused absences will be treated as per a regular class.

• Extension access: This block is used by the core teachers to allow our students extra office hours for extended support, additional time for make-up work and assessments, and available spare time with other students to work on projects.
• Student activity access: Students who belong to certain clubs or activities (ex: StuCo, MUN, etc.) might need time to plan upcoming activities or events. Other groups may elect to meet at these times, but they must be discussed and approved by the Assistant Head of School a week in advance.
• Learning support access: For students who receive accommodations (see accommodation section), this can serve as a time to meet with their Learning Services specialist to review accommodations and check in to assess progress.
• College Counseling access: Some sessions may be commandeered by our College Counselors to assist our students with their planning with regard to college applications and visits.
• Study hall: This is a period of time dedicated to quiet and independent work inside the assigned Academic Workshop classroom.

Students may also schedule a time during Academic Workshop to visit the Administration Office, the School Counselor, or School Library as needed.

ASSEMBLIES

Assemblies are a place where we build community twice weekly.  This is a time to share information from sports, arts, and clubs and celebrate successes.  We will ask our student leaders to share information and also lead fun activities from time to time.

RESOURCES AND COMMUNICATION

At the beginning of each school year, the Santa Fe Prep administration collects

parent email addresses to add them to a distribution list known as the Veracross broadcast email distribution list. Pertinent communications from the school are distributed using this mechanism. However, in an effort not to overuse the system, the administration does not send Daily Notices via this mechanism. Parents are also encouraged to read the SFP Newsletter and follow the official social media platforms  (Facebook and Instagram) and the VNN sports site to be up to date.

ADVISORS

Every student at Prep is assigned an advisor, who is the student’s advocate in all areas of school life and the parents’ first point of contact for questions and concerns about the student’s life at school. Advisors meet with their advisees at specific times throughout the year and informally, as necessary. In both the Middle School and the Upper School, advisory groups are mixed by gender and grade level. Students typically remain with the same advisor throughout their time in each division. A student wishing to change advisors should request the change through the Division Head. The Division Heads review any advisor change requests at the end of the school year.

CLASS SPONSORS

Each class is assigned a faculty sponsor who organizes grade-level teacher meetings and special events, coordinates dates for major assignments, and helps address issues unique to the class.

7th Grade                 Carla Westen

8th Grade                 Dina Jansen

9th Grade                 Cheney Doane

10th Grade                 Ben Sleeman 

11th Grade                 Mark Bixby

12th Grade                 Rachel Kesler

DEPARTMENT CHAIRS

The department chair oversees the content and presentation of the curriculum in his or her field. Students who are struggling in a particular class may consult with the Department Chair as well as with the teacher and advisor. Department Chairs are:

        English                                Drew Walker

        Foreign Language                Yadiner Sabir

        History                                Kendel Fesenmyer

        Math                                Chris Border

        PE                                Lis Desmond

        Performing Arts                Brad Fairbanks                

        Science                        Mark Prochaska

        Visual Arts                         Matt Mullins

DEIJ COORDINATING COMMITTEE

• Breshaun Joyner | English 8
• Carolyn Starks | Co-Director of College Counseling
• Rachel Kesler | History 12
• Matt Ybarra | College Counseling

CONTACT INFORMATION

HEAD OF SCHOOL — Aaron Schubach

As Head of School, Mr. Schubach is involved in all aspects of the School, from planning campus improvements, to hiring faculty and staff, to representing the School in the community. He works closely with the Board of Trustees, who oversee policy and the fiscal health of the School. Mr. Schubach also teaches an Upper School history elective in the second semester.

ASSISTANT TO THE HEAD OF SCHOOL — Anna Hastings

Ms. Hastings assists Mr. Schubach with the many responsibilities of the Head’s office and with the Board of Trustees. In addition, she maintains the School’s website and oversees the School’s Social Media. Parents and students should contact her to schedule appointments with Mr. Schubach.

ASSISTANT HEAD OF SCHOOL & HEAD OF UPPER SCHOOL — Ashley Satterthwaite

Ms. Satterthwaite oversees the Upper School and works closely with the Head of the Middle School, the Upper School Deans, the faculty, the instructional support staff, and the administrative staff.

HEAD OF MIDDLE SCHOOL — Heather Robinson

Ms. Robinson directs activities and programs in the Middle School (Grades 7 and 8) and is the key contact person for Middle School students and parents. She works closely with the Middle School teachers and support staff.

UPPER SCHOOL DEANS OF STUDENTS — Mark Bixby and Liz Friary

In the Upper School, the deans provide an extra layer of support for students as they navigate the challenges and opportunities of Prep. Deans work closely with the Upper School Head, Learning Specialist and Counselor to support all students in the upper school. They organize clubs and forums for the year, work with class sponsors to help grade levels run smoothly and serve as a direct source of support for student issues, large and small.

DIRECTOR OF ADMISSIONS — Mary Little

Ms. Little handles all matters regarding applying for admission to Prep – applying, testing, visiting, securing financial aid and adjusting to life at Prep.  She is an excellent resource for new students who may have questions or concerns about their new school. Ms. Little is also the School's Director of Marketing.  Summar Aubrey serves as the Associate Director of Admissions. Ms. Aubrey is also the Director of the E. E. Ford Summer Teachers’ Colloquium.

DIRECTOR OF ADVANCEMENT — Michael McNeill

Mr. McNeill oversees fundraising, communications, alumni programs and associated events for the school. He is assisted by Jillian Tomlinson, Advancement Office Manager.

DIRECTOR OF BREAKTHROUGH SANTA FE — Dieu Ho

Ms. Ho coordinates academic and college prep programs for over 200 under-served students from Santa Fe’s public middle and high schools. Her responsibilities include case managing and college counseling Breakthrough’s 11th and 12th grade students, recruiting students and teachers, raising funds, and developing college prep curricula. Ms. Ho works closely with Associate Director Yesi Bermejo and Breakthrough Student Support Coordinator Oscar Loya.

CO-DIRECTORS OF COLLEGE COUNSELING — Hayley Burke & Carolyn Starks

Co-Directors Ms. Burke and Ms. Starks work with students and families throughout the high school years to help make the most appropriate college placement for each student. Our counselors oversee standardized testing (ACT and SAT), initiate communication with colleges on behalf of seniors, and counsel students on college choices and gap-year opportunities.

DIRECTOR OF ATHLETICS — Todd Kurth

Mr. Kurth oversees our Athletics program.

DIRECTOR OF FACILITIES–Nick Stofocik

Mr. Stofocik oversees all aspects of our buildings and grounds. Mr. Stofocik oversees the day-to-day operations and maintenance of the physical plant. Mauricio Jaime-Andrade is the Operations Manager. The Maintenance Team includes: Jacob Cisneros, Joseph Gonzales, Luis Piñon and Gerardo Horta-Jaime.

DIRECTOR OF FINANCE — Bruce Sachs

Mr. Sachs works closely with the Head of School and the Board of Trustees to monitor and maintain the financial health of the School. He also manages human resources. Ashley Smith is the Business Officer Manager, handling billing and assisting class officers with their budgets and expenses. Debra Gonzales is the Accounts Payable Manager, and she is responsible for ordering and payables.

DIRECTOR OF THE LIBRARY — Catherine McKenzie

As Director of the Library, Ms. McKenzie works with the faculty and assists students with research materials, reading for pleasure, and using technology in their studies. Jennifer MacDonald serves as the Library Assistant.

DIRECTOR OF STUDIES — Kendel Fesenmyer

Ms. Fesenmyer provides guidance and oversight for the School's curriculum and academic policy, chairing the Committee on Educational Policy and working closely with the Division Heads and department chairs. She also oversees faculty professional development.

DIRECTOR OF EXPERIENTIAL EDUCATION — Anders Frisdet

Mr. Fristedt oversees all aspects of Prep’s service learning program (TAP), class camping trips and Winter Wonder Days.

DIRECTOR OF TECHNOLOGY — John Utsey

Mr. Utsey is responsible for the School’s computer network. Working with him are Associate Director of Technology Ambrose Ferber and Instructional Technologist Catherine McKenzie.

DIRECTORS OF TUITION ASSISTANCE – Summar Aubrey and Bruce Sachs

As Directors of Tuition Assistance, Ms. Aubrey and Mr. Sachs administer the tuition assistance program.

FRONT OFFICE MANAGER— Anna “Taz” Roberts

Ms. Roberts is the first person that students, parents and other visitors see when they arrive at Prep. She is responsible for greeting all visitors, answering phones, tracking attendance, signing students in and out, and answering all questions.

LEARNING SPECIALISTS — Kaitlyn Atencio and Rebecca Allahyari

As the Learning Specialists, Ms. Atencio and Ms. Allahyari meet with students, families and teachers to assist in determining appropriate learning strategies for individual students. They also work closely with Division Heads, US Deans, and the Counselor to support students.

REGISTRAR — Jennifer Dryfoos

Ms. Dryfoos is responsible for publishing grade reports, ensuring the accuracy of transcripts, and overseeing registration. She generates the Honor Roll and the Academic Calendar. Ms. Dryfoos also monitors student fulfillment of graduation requirements, sports eligibility, and academic standing.

SCHOOL COUNSELOR — Juli Bray-Morris

Ms. Bray-Morris supports the social and emotional well-being of our students. She consults with families, teaches Life Skills, and coordinates the wellness programs and initiatives at Prep. Ms. Bray-Morris also sponsors the Peer Mentors.

SCHOOL NURSE/HEALTH COORDINATOR — Charlotte Penner

Ms. Penner serves as our on-site medical resource and is the first person to contact regarding a medical emergency, illness or accident.

UPPER SCHOOL POLICIES

The following policies outline the School’s policies against Harassment, Discrimination, and Retaliation and for accommodations for students with disabilities.  Here is a link to a Santa Fe Preparatory School Harassment Complaint Form.

No Harassment Policy 

The School is dedicated to fostering an environment that promotes kindness, acceptance, and embraces differences among individuals.  Therefore, the School will not tolerate any type of harassment by a student, employee, or any third party (including vendors, contractors, donors, volunteers, parents, and visitors).  Students should be aware that their off-campus behavior is also covered under this policy, regardless of when and where the conduct occurred or who was affected by the student’s inappropriate behavior.  Harassment is broadly defined to include unreasonable conduct or behavior that is personally offensive or threatening, impairs morale, or interferes with the educational environment of students and includes, but is not limited to, slurs, jokes, comments, teasing, and other offensive conduct relating to race, color, age, religion, sex, national origin, handicap or disability.  Harassment can take place between individuals of the same gender or different genders.  Harassment also includes sexual harassment.

        Examples of sexual harassment include, but are not limited to:

• Demanding sexual favors.
• Requests for pictures of a sexual nature. Sexual nature includes but is not limited to nude pictures or pictures showing one’s genitalia or private body parts.
• Taking, sending, or posting images of a sexual nature without consent.
• Spreading lies or information about another individual’s sexual activity.
• Coercing sexual activity by threat of punishment or offer of reward.
• Forced sexual activity.
• Obscene or sexually suggestive graffiti.
• Displaying or sending pornographic pictures or objects.
• Offensive touching, pinching, grabbing, kissing or hugging.
• Restraining someone’s movement in a sexual way.
• Physical or verbal abuse concerning an individual’s sexual orientation (or presumed sexual orientation).
• Sexual or lewd jokes, remarks, leering, whistling, brushing against the body, or other suggestive or insulting gestures or comments about another’s body.
• Intimidating or suggestive remarks about an individual’s gender, gender identity, or gender expression whether actual or implied.

Examples of other forms of harassment based on race, color, age, religion, sex, national origin, handicap or disability include, but are not limited to:

• Any form of hate speech including offensive, intimidating, or inappropriate comments, postings, or conduct relating to race, ethnicity, or color (using racial slurs, racial or ethnic jokes, comments, name-calling based on race or ethnicity, etc.).
• Offensive, intimidating, or inappropriate comments, postings, or conduct teasing or joking about another person’s disability, failure to speak English clearly, religious background, practices, clothing, or beliefs, or similar behaviors.

Harassment can occur through any type of communications method, including face-to-face communications, phone, text, email, postings on social media (Facebook, Instagram, Snapchat GroupMe, etc.), camera phones, or other forms of technology.  The communications can be direct or indirect, such as through friends or others. Any such offensive conduct, whether on or off campus, on a school bus, or at a school-related event, can constitute harassment.  

It is the responsibility of all members of the community to ensure that their words, actions, and interactions with others always reflect the intent to promote respect and trust.  Attempts to justify behavior as a “prank” or “joke” do not change its harassing nature if the object of the joke or prank is not a willing participant.  Whatever the basis for the harassment, it is prohibited.  

In addition, no faculty member, coach, or other employee is authorized to engage in any of the conduct prohibited in this policy, to engage in overly-friendly personal interactions with you, text or email with you about non-school related matters, enter into a sexual or romantic relationship with you, or ask you to meet with them off campus or in unsupervised areas of campus.  Faculty members, coaches, and other employees are also not allowed to make any academic or disciplinary decision based in any way on a student’s submission to or rejection of sexual or romantic conduct or advances.  No faculty member, coach, or other employee has the authority to suggest to any student that the student’s continued attendance or future advancement will be affected in any way because the student enters into or refuses to enter into a form of sexual or other personal relationship with the faculty member or other employee.

All concerns relating to harassment (or if bullying is on the basis of one of the basis set forth in this policy) should be reported immediately to the School Counselor, Deans, Divisions Heads and ultimately the Head of School.  It is preferred but not required that complaints be made in writing.  A complaint form is available from the individuals listed above.  We also expect that anyone, whether student, faculty, staff or family member who witnesses, or has knowledge of an incident of harassment, will report the incident to the appropriate individual identified above.  

When the School administration becomes aware of harassment, the situation will be promptly investigated as confidentially as reasonably possible.  Any student found to have violated this policy will be subject to disciplinary action, including dismissal from school for serious violations, even in the case of a single expression, act, or gesture.  Conduct need not meet the legal definition of harassment to violate the School’s expectations for appropriate behavior and be actionable.  No adverse action will be taken against any person who makes a good faith report of harassment.  Retaliation in any form against anyone for making a complaint under this policy or for participating in an investigation is strictly prohibited.  Any retaliation should also be reported pursuant to this policy and is itself a cause for disciplinary action.

Sexual Misconduct

We are committed to creating a learning environment characterized by safety, trust, and respect for all. Sexual misconduct whether between students or adults and students is contrary to the standards and ideals of our community and will not be tolerated. Sexual misconduct includes any of the following types of activities:

• Any sexual activity between students and adults.
• Any sexual activity between age appropriate students for which clear and voluntary consent has not been given in advance or in which consent has been exceeded.
• Any sexual activity with someone who is incapable of giving valid consent because, for example, that person is under the age of consent, sleeping, or otherwise incapacitated or impaired.
• Any act of sexual harassment, intimate partner violence, or stalking.
• Any digital media stalking and/or the nonconsensual recording of sexual behavior and the non-consensual sharing of any recording.
• Non-consensual sexual advances and propositions, or other undesirable verbal or physical conduct of a sexual nature; (see the School’s Harassment/Bullying policy for additional information on sexual harassment).

Consent is defined as an affirmative, unambiguous, informed, and voluntary agreement to engage in specific sexual activity. Consent can be revoked at any time.

It is not our intent to discourage dating between students or physical contact between or among students that is intended and perceived to be by those involved as positive, healthy, and appropriate to their age and experience.  However, sexual conduct between or among students that is unwanted, offensive, or makes a student uncomfortable, whether it occurs on or off campus, and affects the student’s ability to be comfortable in the school environment is a violation of our School values.

All concerns relating to sexual misconduct should be reported to the School Counselor, Deans, Divisions Heads and ultimately the Head of School.  It is preferred but not required that complaints be made in writing.  A complaint form is available from the individuals listed above.  We also expect that anyone, whether student, faculty, staff or family member who witnesses, or has knowledge of an incident of harassment, will report the incident to the appropriate individual identified above.  

Reports of sexual misconduct or sexual assault are taken seriously; the safety and well-being of our students is our first priority. Parents and students who become aware of any form of sexual misconduct, whether on or off campus, should also immediately report the information to the appropriate Division Head or the Head of School. In accordance with New Mexico law, the School reports suspected instances of sexual misconduct to the New Mexico Children, Youth and Families Department or local law enforcement

Upon a report of student-to-student sexual misconduct, including harassment, the School will provide interim support and reasonable protective measures to support the complainant and/or the accused party and the safety of the community. Until all procedures have been completed, the complainant and the accused must avoid all unnecessary contact.   If the School determines at any stage that a student poses a threat of harm or disruption to the school community, the School may take immediate action, including removing the student from School, restricting the student’s movement on campus, and so on.  

As stated elsewhere, the School expects that students will treat all persons with dignity both at School and beyond.  The School reserves the right to take action if it learns that a student’s actions violate the School’s rules and expectations, regardless of when and where the conduct occurred or who was affected by the student’s inappropriate behavior.

Non-Discrimination Policy 

The School does not discriminate in admission to, access to, treatment in, participation in, or employment in its services, programs and activities, on the basis of race, color, age, national origin, sex, religion, or disability/handicap. The School further does not discriminate on the basis of a person’s citizenship status or genetic information.  

Discrimination occurs when the School’s actions, procedures, policies or employees treat an individual adversely in an educational context solely on the basis of the individual's race, color, religion, national origin, sex, age, disability or handicap.

To file a complaint alleging discrimination by the School on the basis of race, color, age, religion, sex, national origin, handicap or disability, please contact either the School Counselor, Deans, Divisions Heads and/or the Head of School.

Investigation and Anti-Retaliation 

When the School administration becomes aware of harassment or discrimination, the situation will be promptly investigated.  Any student found to have violated the School policies prohibiting harassment or discrimination will be subject to disciplinary action, including dismissal from school for serious violations, even in the case of a single expression, act, or gesture.  Conduct need not meet the legal definition of harassment or discrimination to violate the School’s expectations for appropriate behavior and be actionable.  No adverse action will be taken against any person who makes a good faith report of harassment or discrimination.  Retaliation in any form against anyone for making a complaint under the School’s policies or for participating in an investigation is strictly prohibited.  Any retaliation should also be reported pursuant to this policy and is itself a cause for disciplinary action.

Services for Students with Disabilities

We understand that there may be circumstances in which a parent may request that the School provide an adjustment or accommodation for a student’s medical needs or physical, mental, or learning disability.   As the range of requests has grown over the years, the School believes that it is appropriate at this time to outline the School’s policy and general guidelines for addressing such requests.  

General Policy:  In general, it is our School’s policy to provide accommodations or adjustments for a student’s minor needs in circumstances in which the administration determines, in its sole discretion, that doing so is within the reasonable ability of the School and/or its staff and will not result in a significant disruption to the teacher’s ability to instruct other students, to classroom or school order and discipline, will not result in a threat of harm to the safety of other students or employees, will not require a fundamental change to our educational environment or mission, and will not impose responsibilities on school employees for which they are not trained or could not reasonably become trained.  We also ask parents to realize that, given the size of our school and our available resources, we may not be able to provide all requested accommodations.  To the extent we agree to provide accommodations, we may require a sharing of responsibility for the accommodation.  

Interactive Process and Accommodation Plan:  Once a request for accommodation is received, the School will enter into the interactive process with the parent (and possibly student) to discuss the need and information that the School will need (discussed below).  Once the documentation is provided, the appropriate personnel at the School will assess the accommodation requests and determine what accommodations can/should be provided at school, at home, and through third-party providers.  After discussing these issues with the parent and coming to an agreement on the terms, the School will set forth the agreement in an Accommodation Plan, which will be signed by the School and the parent and will be distributed to those persons needing to implement the accommodations.

Request and Documentation:  For any type of accommodation (including administration of medication at school), the parent should contact either the School Counselor, Deans, Divisions Heads and/or the Head of School to discuss the need.  The Assistant Head of School will then assemble the appropriate persons to work through the process.  The School will advise the parent of the type of medical documentation needed, which generally will state the student’s diagnosis, how the condition limits the student, the recommended accommodations, and the length of time that the accommodation(s) will be needed.  

Release for Communications with Physician:  Sometimes, the documentation received from the physician may raise questions or be unclear as to the recommendations.  In that case, the School will request that the parent(s) sign a Release of Information form, permitting the School to contact the medical professional, when necessary.  In addition, if there is any cost associated with the physician’s cooperation (i.e., to answer a set of questions submitted, etc.), the parent must agree to bear the cost of such a process.

Assessment of Request:  Once the parent’s request and medical documentation has been received by the School, appropriate persons within the administration will meet with the parents to clarify information and to discuss whether the School will be able to implement the accommodation requested.   In some cases, the parent may be asked to provide (at the parent’s cost) any special or personal equipment needed, training for the school’s staff, or other associated matters.  In addition, the School may advise the parent that the School will allow a particular accommodation, but the full responsibility for doing so will rest with the parent.  For example, if the student needs to do medical testing or have certain types of medicines administered during the day that the School believes are beyond the scope of the School’s responsibility, the School may allow the parent to make arrangements to visit the campus for the purpose of testing and administering.

Limitations on Requests:   Please understand that the School is not a medical facility and does not have the personnel, training, or equipment to handle certain types of medical procedures best left to the student, parent, or physician.  Examples of accommodations made for students include appropriate classroom locations, extended time on tests, use of computers, and/or dispensing with medication through the Clinic.

Concerns or Complaints.  If the parent believes that the accommodation request has not been handled properly or that the Accommodation Plan has not been implemented properly, the parent should contact either the School Counselor, Deans, Divisions Heads and/or the Head of School for further assistance.

MIDDLE SCHOOL POLICIES

No Harassment Policy

The School is dedicated to fostering an environment that promotes kindness, acceptance, and embraces differences among individuals.  The School wants to know whenever anyone at School makes you feel uncomfortable.  That could include things that make you feel uncomfortable that are done by another student, a teacher, another adult, a parent, or someone else who is working at or visiting the school.  

The School does not allow any type of harassment (including repeated unkindness, meanness, or inappropriate behavior) towards others, including any conduct that is upsetting  to someone else or makes it hard for them to learn, including mean comments, jokes, teasing, and other unkind conduct relating to a person’s race, color, age, religion, sex, national origin, handicap or disability.  

Some examples of things that you are not allowed to do and should not be done to you include:

• Calling other students by mean names or teasing them in ways that are hurtful.
• Telling lies about another person.
• Grabbing or touching another student’s "private parts," or pulling down another student’s pants, looking up a student’s dress, or intentionally opening the door on a student who is using the bathroom.
• Drawings that show someone’s private parts.
• Touching other students or adults on their private parts or anywhere on their body when they have asked you to stop.
• Pinching, grabbing, or kissing other students or adults at school.  
• Hugging someone who does not want to be hugged and has asked you to stop.
• Telling naughty jokes or jokes you would not want your parents or teacher to hear you telling.
• Rubbing your private parts against someone else’s body.
• Making mean or unkind gestures or movements towards another person.
• Saying mean things about another person’s body.
• Telling someone that something bad will happen if they do not do what you tell them to do.
• Making fun of or teasing another student because they say they like or love another student; for example, if a girl says she “loves” another boy or girl.
• Taking, sending or posting pictures of your or another student’s private parts or without their clothes on.
• Making fun of or saying unkind things about the color of another person’s skin, sexual orientation, or their religion (including their religious clothes); examples include using racial slurs, racial or ethnic jokes, comments, name-calling based on race or ethnicity, etc.
• Making fun of or saying unkind things about someone who is from another country or does not speak English clearly.
• Teasing someone because they need help walking, talking, hearing, learning or seeing; for instance, teasing or making mean comments when someone needs a wheelchair, or they can’t see or hear.
• Teasing someone because they want to dress like or be more like the other gender; for example, teasing a boy who wears dresses or plays with “girl” toys.

Students are not allowed to do these kinds of things when they write, talk, draw or play with other students.  Students are also not allowed to do these things outside of school, including when talking to other students face-to-face, by phone, text, email, postings on social media (Facebook, Instagram, Snapchat, GroupMe, etc.), camera phones, or other forms of technology. The communications can be direct or indirect, such as through friends or others. Any type of mean or threatening behavior, whether on or off campus, on a school bus, or at a school-related event, is not allowed.  This type of behavior is not allowed regardless of whether it occurs during the school day or afterwards, or on campus or off School property, and regardless of who was affected by the student’s inappropriate behavior.  The School will not permit this type of conduct even when students are joking or consider it to be a prank.  

In addition, no teacher, coach, or other employee should be saying or doing any of the things outlined in this policy.  They also should not be touching you in any private areas or rubbing your body, back, neck, touching or playing with your hair, asking you to send them photos, text with them, call on the phone, meet you outside of school or in unsupervised areas of school.  

If you have seen or heard this kind of behavior, whether it was done to you, to your friend, or to someone else, you should tell a teacher or another adult who works at the School.  If you are not sure who to tell at the School, please go see the School Counselor, Deans, Divisions Heads and ultimately, the Head of School.

The School will investigate the concern raised by the student as confidentially as reasonably possible.  Any student found to have violated this policy will be subject to disciplinary action, including dismissal from school for serious violations. Students will not get in trouble, nor will anyone do anything bad to them if they tell their teacher, an adult who works at the school, or the School Counselor, Deans, Divisions Heads and ultimately the Head of School, about the behavior, or if they cooperate in responding to questions about the behavior.

Non-Discrimination Policy 

The School does not treat students differently because of their race, color, age, religion, national origin, sex, handicap or disability.  For example, this means that no matter what color someone’s skin is, where they are from, their gender identity or expression, or if they have trouble walking, talking, hearing, learning or seeing, they are treated the same as everyone else.  If you believe that you, your friend, or someone else, is being treated differently because of one of these reasons or if you want to ask about what discrimination means or what the School does not allow, please talk to: the School Counselor, Deans, Divisions Heads and ultimately the Head of School.

Students will not get in trouble, nor will the School permit anyone to do anything bad to them if they tell the School about any behavior that breaks these School rules, or if they answer questions about the behavior.  If any student feels that they are being treated badly by anyone at School because they told about the behavior, they should also tell the School Counselor, Deans, Divisions Heads, an Advisor, the Head of School, or any other trusted adult about that immediately and the School will help to stop that from happening.  Any student who retaliates against another student or is mean to them because they reported improper conduct will also be subject to discipline, including but not limited to being dismissed from the School.

Services for Students with Disabilities

We understand that there may be circumstances in which a parent may request that the School provide an adjustment or accommodation for a student’s medical needs or physical, mental, or learning disability.   As the range of requests has grown over the years, the School believes that it is appropriate at this time to outline the School’s policy and general guidelines for addressing such requests.  

General Policy:  In general, it is our School’s policy to provide accommodations or adjustments for a student’s minor needs in circumstances in which the administration determines, in its sole discretion, that doing so is within the reasonable ability of the School and/or its staff and will not result in a significant disruption to the teacher’s ability to instruct other students, to classroom or school order and discipline, will not result in a threat of harm to the safety of other students or employees, will not require a fundamental change to our educational environment or mission, and will not impose responsibilities on school employees for which they are not trained or could not reasonably become trained.  We also ask parents to realize that, given the size of our school and our available resources, we may not be able to provide all requested accommodations.  To the extent we agree to provide accommodations, we may require a sharing of responsibility for the accommodation.  

Interactive Process and Accommodation Plan:  Once a request for accommodation is received, the School will enter into the interactive process with the parent (and possibly student) to discuss the need and information that the School will need (discussed below).  Once the documentation is provided, the appropriate personnel at the School will assess the accommodation requests and determine what accommodations can/should be provided at school, at home, and through third-party providers.  After discussing these issues with the parent and coming to an agreement on the terms, the School will set forth the agreement in an Accommodation Plan, which will be signed by the School and the parent and will be distributed to those persons needing to implement the accommodations.

Request and Documentation:  For any type of accommodation (including administration of medication at school), the parent must contact the School Counselor, Deans, Divisions Heads and ultimately the Head of School, to discuss the need.  The Compliance Officer will then assemble the appropriate persons to work through the process.  The School will advise the parent of the type of medical documentation needed, which generally will state the student’s diagnosis, how the condition limits the student, the recommended accommodations, and the length of time that the accommodation(s) will be needed.  

Investigation and Anti-Retaliation 

Release for Communications with Physician:  Sometimes, the documentation received from the physician may raise questions or be unclear as to the recommendations.  In that case, the School will request that the parent(s) sign a Release of Information form, permitting the School to contact the medical professional, when necessary.  In addition, if there is any cost associated with the physician’s cooperation (i.e., to answer a set of questions submitted, etc.), the parent must agree to bear the cost of such a process.

Assessment of Request:  Once the parent’s request and medical documentation has been received by the School, appropriate persons within the administration will meet with the parents to clarify information and to discuss whether the School will be able to implement the accommodation requested.   In some cases, the parent may be asked to provide (at the parent’s cost) any special or personal equipment needed, training for the school’s staff, or other associated matters.  In addition, the School may advise the parent that the School will allow a particular accommodation, but the full responsibility for doing so will rest with the parent.  For example, if the student needs to be tested or have certain types of medicines administered during the day that the School believes are beyond the scope of the School’s responsibility, the School may allow the parent to make arrangements to visit the campus for the purpose of testing and administering.

Limitations on Requests:   Please understand that the School is not a medical facility and does not have the personnel, training, or equipment to handle certain types of medical procedures best left to the student, parent, or physician.  Examples of accommodations made for students include appropriate classroom locations, extended time on tests, use of computers, and/or dispensing with medication through the Clinic.

Concerns or Complaints.  If the parent believes that the accommodation request has not been handled properly or that the Accommodation Plan has not been implemented properly, the parent should contact the appropriate Division Head and/or the Head of School.

HEALTH, SAFETY, AND EMERGENCIES

A student who exhibits any signs, symptoms or behaviors of a “brain injury” (or concussion) will need to immediately stop their current activity.  If they are engaged in a Santa Fe Prep activity/athletic event, the student will be removed for the remainder of the event and not permitted to perform any activities that may increase the severity of a potential head injury. The student should then seek a medical evaluation as soon as possible. It is essential that the school nurse be notified of all head injuries (on and off campus).

If a head injury is suspected for the next 24 hours after the impact, the student will be asked to follow “brain rest” guidelines.

• Refrain from electronic stimulation (i.e. No screens: TV, computer, texting, etc.)
• Refrain from strenuous school work/homework, including reading and writing.
• No participation in any school athletics, including PE class
• No participation in any school event that involves physical exertion.

Should symptoms remain, please reach out to the school nurse for further direction regarding being placed on a long-term concussion action plan.  

Additionally, if it has been determined as a result of the medical evaluation that the student has sustained a concussion, they will be placed on a “long-term concussion action plan.” Please provide medical documentation to the school nurse who will work with the student in supporting their recovery and designing an appropriate “return to learn” plan in light of the medical recommendations.

Santa Fe Prep has developed responses and protocols for addressing school emergencies.  Fire drills and lockdown drills are practiced regularly.  Please review the placard on the next page for more detailed information.  In addition, all faculty and staff, students, and families should be familiar with the emergency response procedures as listed on our website, sfprep.org.

In general, Santa Fe Prep practices two main drills consistently:

Fire Drills

Fire drills are held at regular intervals as required.  A drill is announced by the Head of School or designee over the school intercom and may be accompanied by the fire alarm.  Students are to proceed along the designated exit routes and in a quick, quiet, and calm manner.  Students will report to their assigned locations on Brennand Field to ensure that their attendance is recorded.  Students should not return to the school buildings until the all clear is given.

Lockdown

The school periodically conducts lockdown drills.  Procedures to be followed during this drill are posted near the door of each classroom.  The lockdown drill is in response to a dangerous situation in the building or immediate area (e.g. hostile or suspicious intruder).  Under lockdown conditions, a complete lockdown of the school occurs and the staff has been instructed on the action steps to increase the safety of the students, faculty and staff.  Should an actual emergency occur, the locked down school will not be accessible to anyone other than the police and emergency personnel.  There will be a command post for receiving and transmitting information to the public.  Students will only be dismissed after receiving authorisation from the Head of School or designee.