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Student & Family Handbook

750 Jetton Street, Davidson, NC 28036 | www.davidsonday.org | Main: 704-237-5200

TABLE OF CONTENTS Click the title to jump to the corresponding section. PART I: WHO WE ARE

Our Mission

Our CORE Values

Statement of Belonging

Freedom of Expression and Intellectual Diversity

Patriot Pledge and Honor Codes

Davidson Day as an Independent School

School Authority, Policies, and Administrative Discretion

School Policies and Procedures

Interpretation and Administrative Discretion

School Authority Beyond Express Policies

Administrative Support

Leadership Team

Administrative Staff

PART II: BEING A DAVIDSON DAY FAMILY

Communication & Partnership

Our Partnership with Families

Parent & Guardian Expectations

When Partnership Becomes Misaligned

Communication Pathways

Patriot Connect

SchoolPass

School Newsletters

Keeping Contact Information Current

Custody, Divorce & Separated Parent Policy

Enrollment at Davidson Day

Annual Re-Enrollment

Withdrawal or Dismissal

Financial Obligations

Students Who Reach Age 18

Financial Aid

Daily School Life

School Hours

Daily Schedule

Before-School Care

After-School Care

Lunch Program

Ways to Support Davidson Day

The Davidson Day Fund

Fundraising and Solicitation Guidelines

Faculty and Staff Gifts

Getting Involved

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PART III: STUDENT LEARNING & ACADEMICS

Learning at Davidson Day

Homework Philosophy

Course Load and Graduation Requirements

Promotion Requirements

Course Registration and Add-Drop Policy

Grading Periods, Assignment Communication, and Reporting

Assignment Communication and Expectations

Grading Periods and Semester Grades

Grading Scale

Upper School GPA Calculations

Honors and Advanced Placement Courses

Transfer Credits

Upper School Classes Taken in Middle School

Attendance

Academic Probation

Examinations and Cumulative Assessments

Academic Integrity

Online Courses

Independent Study

Academic Honors

Textbooks and Instructional Materials

Student Support Services

Lower School Character Education and Social-Emotional Learning

Academic Support and Teacher Assistance

Learning Support Services and Accommodations

Advisory Program

Student Wellness and Counseling Services

Learning Enrichment Center (LEC)

Outside Tutoring and Educational Services

Parent-Teacher Conferences and Family Partnership

PART IV: STUDENT LIFE, COMMUNITY MEMBERSHIP & ACCOUNTABILITY

Student Rights and Responsibilities

Dress, Appearance, and Community Standards

Student Independence and Privileges

Free Periods and Study Halls

Driving and Parking Privileges

8th Grade Privileges

Senior Privileges

Student Sign-Out and Early Dismissal

Student Standing and Community Privileges

School Trips, Travel, and Off-Campus Activities

Community Expectations & Accountability

Guiding Principles of Discipline

Categories of Behavioral Concerns

Understanding Student Conflict and Harmful Behavior

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Searches, Inspections, and School Investigations

Lockers and Student Property

Off-Campus and Online Conduct

Reporting Concerns and Seeking Help

Good Samaritan Policy

Response to Major Behavioral Violations

Continuum of Accountability and Support

Behavioral Notes and Accountability Thresholds

Behavioral Notes

Accountability Thresholds

Loss of Privileges

Detention

Behavioral Contract

Suspension

Student Life Probation

Re-Enrollment Review

Dismissal

Digital Citizenship, Technology Use, and Online Conduct

Digital Conduct and Online Behavior

Acceptable Use of School Technology Systems

Monitoring and Privacy

Content Filtering and Internet Access

Violations

Artificial Intelligence and Emerging Technologies

Family Communication and Social Media

PART V: STUDENT HEALTH AND SAFETY

School Nurse and Health Services

Health Records, Emergency Contacts, and Immunizations

Illness, Injury, and Return to School

Medication Administration

Student Health During Field Trips and School Travel

Concussion Management and Return-to-Learn / Return-to-Play

Emergency Medical Care

Health Information and Communication

Our Commitment to Safety

Campus Security & Visitor Access

Student Supervision & After-Hours Access

Arrival, Dismissal & Carpool

Parking

Animals on Campus

Inclement Weather, Delayed Openings, and Emergency Closures

Emergency Preparedness

PART VI: ATHLETICS AT DAVIDSON DAY

Learning Through Athletics

Athletic Participation

Athletic Philosophy

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Sportsmanship & Conduct

Athletic Eligibility & Required Forms

Transportation

NCISAA Membership

PART VII: ABOUT THIS HANDBOOK

Handbook Disclaimer

Non-Discriminatory Policy Davidson Day School is an independent, non-sectarian, co-educational, college preparatory day school for students from two years old through grade 12. Davidson Day School does not discriminate on the basis of race, color, gender, age, religion, national and ethnic origin, disability, sexual orientation, or any other category or characteristic protected by law, in the administration of its educational policies, admissions policies, financial aid policies, employment practices, and athletic and other school-administered programs.

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PART I: WHO WE ARE Dear Davidson Day Families, At Davidson Day, we believe that students thrive when school and home work together in partnership. Guided by our mission to empower students to embrace challenge, live with character, and lead with purpose, we are committed to creating a community where every student is known, supported, and inspired to grow. This Student & Family Handbook is designed to help us work together by providing an overview of the School's policies, procedures, and expectations. These guidelines help ensure a safe, respectful, and engaging environment for every member of our community while providing consistency in how we support students and families. As our School continues to grow, some policies and procedures may evolve to reflect new circumstances, best practices, or changes in applicable law. When substantive updates are made during the school year, we will communicate them to our community. While this handbook cannot answer every question or address every situation, it reflects our shared commitment to fostering a welcoming, caring, and mission-driven school community. Thank you for taking the time to become familiar with it and for the trust you place in Davidson Day. We look forward to partnering with you in a wonderful year ahead. Warm regards,

Andrew R. Bishop Head of School

Our Mission Together, we empower students to embrace challenge, live with character, and lead with purpose.

Our CORE Values Courage: We face challenges with integrity, speak up for what is right, and step boldly into new experiences. Ownership: We take responsibility for our learning, our actions, and the impact we have on our community. Resilience: We persevere through adversity with resourcefulness, learning from setbacks to grow stronger. Empathy: We seek to understand others with compassion and commit ourselves to acts of kindness and service.

Statement of Belonging Davidson Day School is committed to maintaining a welcoming, supportive learning environment that values belonging. We respect individual differences in ethnicity, gender, national origin, race, color, Page 6

religion, sexual orientation, ability, and socio-economic status. Collaborative, inclusive, and diverse communities are essential to helping students appreciate differences, become ethical citizens, and develop as leaders for positive change.

Freedom of Expression and Intellectual Diversity Davidson Day School is committed to fostering a learning community where students are encouraged to think deeply, ask questions, engage differing perspectives, and pursue truth with curiosity, humility, and intellectual courage. As a school dedicated to preparing students to thrive in a complex and diverse world, we believe that meaningful learning requires exposure to a wide range of ideas, viewpoints, experiences, and perspectives. Students should expect to encounter ideas with which they agree, ideas they are still learning to understand, and ideas they may ultimately reject. The goal of education is not to tell students what to think, but to help them learn how to think critically, evaluate evidence, make sound judgments, and engage thoughtfully with others. Davidson Day values both freedom of expression and the dignity of every person. We believe that a strong community is built not through uniformity of thought, but through respectful dialogue, intellectual openness, and a willingness to learn from one another. Inclusion and intellectual diversity are not competing values; they are mutually reinforcing commitments that strengthen our community and enrich learning. Students are encouraged to express their views, ask challenging questions, and engage in civil disagreement. At the same time, all members of the community are expected to communicate in ways that reflect the School's values of Courage, Ownership, Resilience, and Empathy. Disagreement is welcome; personal attacks, harassment, threats, bullying, or conduct that substantially disrupts the educational environment are not. The School does not seek to shield students from ideas they may find uncomfortable, challenging, or unpopular. Learning often requires grappling with complexity, ambiguity, and perspectives different from one's own. Through respectful dialogue and thoughtful inquiry, students develop the habits of mind and character necessary for responsible citizenship, ethical leadership, and lifelong learning. Because Davidson Day serves students from early childhood through twelfth grade, the ways in which these principles are taught and practiced will be developmentally appropriate and guided by faculty and staff. Across all divisions, however, we remain committed to fostering a culture of curiosity, thoughtful discourse, mutual respect, and intellectual freedom.

Patriot Pledge and Honor Codes Davidson Day School believes that character, integrity, and personal responsibility are essential to learning and community membership. Beginning in the Lower School and continuing through Middle and Upper School, students are encouraged to demonstrate the School's values of Courage, Ownership, Resilience, and Empathy in their academic work, relationships, and daily conduct. As students grow and develop, the Patriot Pledge and Honor Codes reflect age-appropriate expectations while reinforcing a shared commitment to honesty, respect, responsibility, compassion, and service to others. Lower School Patriot Pledge As a Patriot, I am dedicated to living honorably. I pledge to be honest, courageous, respectful, Page 7

compassionate, and safe. Middle School Honor Code As an honorable Davidson Day Student, I promise to show compassion and respect to all school community members. I will be a leader and role model for all ages. I will give 100% to everything I do. Upper School Honor Code I will not lie, cheat, steal, or plagiarize, nor will I tolerate the dishonorable behavior of others.

Davidson Day as an Independent School Davidson Day School is an independent, nonprofit, college-preparatory school governed by an independent Board of Trustees and supported through tuition, philanthropy, and endowment income rather than by local, state, or federal governments. As a member of the National Association of Independent Schools (NAIS), we are part of a national community of schools committed to mission-driven education, academic excellence, and values-based leadership. Our independence gives us the freedom to design an educational experience that reflects our mission and values—from curriculum and teaching to school culture and student life. This autonomy allows us to focus on the individual growth of every student while fostering intellectual curiosity, meaningful relationships, character, and purpose. Davidson Day is accredited by the Southern Association of Independent Schools (SAIS) and Cognia through the Southern Association of Colleges and Schools (SACS). Accreditation is a rigorous process that evaluates every aspect of a school's operation and affirms our commitment to educational excellence, sound governance, institutional integrity, and continuous improvement. Davidson Day maintains active memberships in a number of leading professional organizations, including: ● School Memberships: National Association of Independent Schools (NAIS), Southern Association of Independent Schools (SAIS), North Carolina Association of Independent Schools (NCAIS), The College Board, and the Educational Records Bureau (ERB). ● Athletics: North Carolina Independent School Athletic Association (NCISAA) and the Foothills Association of Middle School Athletics (FAMA). ● College Counseling: National Association for College Admission Counseling (NACAC), Southern Association for College Admission Counseling (SACAC), and the Association of College Counselors in Independent Schools (ACCIS).

School Authority, Policies, and Administrative Discretion School Policies and Procedures Davidson Day School reserves the right to establish, modify, interpret, and enforce policies, procedures, rules, and expectations necessary to fulfill its educational mission and maintain a safe, orderly, and effective learning environment. This Handbook is intended to provide students and families with guidance regarding School policies, expectations, and procedures. However, no handbook can anticipate every circumstance that may arise within a school community. Accordingly, the School reserves the right to make decisions and take actions that it determines are in the best interests of its students, employees, and community, including in situations not specifically addressed in this Handbook. The School may amend, revise, suspend, or create policies and procedures at any time as circumstances Page 8

warrant. When appropriate, the School will communicate significant policy changes to students and families; however, the School reserves the right to implement immediate changes when necessary to protect the safety, well-being, or orderly operation of the School community. Enrollment at Davidson Day School constitutes acknowledgment of and agreement to abide by current School policies and any subsequent modifications adopted by the School.

Interpretation and Administrative Discretion Davidson Day School recognizes that policies must be applied thoughtfully and in light of the School's mission, values, educational philosophy, and commitment to student growth and well-being. Accordingly, the School reserves the authority to interpret and apply its policies, procedures, and expectations in a manner consistent with those principles. The Head of School and designated School administrators shall have the authority to determine the meaning, intent, and application of School policies and to resolve questions regarding their interpretation. The School reserves the right to exercise professional judgment and administrative discretion when responding to individual circumstances. Decisions regarding student conduct, academic matters, enrollment, participation in activities, disciplinary consequences, privileges, safety concerns, and other School matters will be based upon the specific facts and circumstances of each situation. The School's failure to enforce a policy in one instance shall not be construed as a waiver of its authority to enforce that policy in another instance. Similarly, prior decisions made under different circumstances shall not create a precedent that binds future decisions. All determinations regarding the interpretation, application, and enforcement of School policies shall be made in the sole discretion of the School and shall be final.

School Authority Beyond Express Policies Students and families should understand that the School's expectations for conduct, citizenship, integrity, and community membership extend beyond the specific rules and examples contained in this Handbook. The School reserves the right to address conduct that it determines is inconsistent with its mission, values, standards of behavior, or the safety and well-being of the School community, even when such conduct is not specifically described in this Handbook. The School's authority may extend to conduct occurring on campus, off campus, online, during School-sponsored activities, while traveling, or at other times when the conduct may reasonably affect the School community, individual students or employees, the educational environment, or the reputation and operations of the School. In determining whether conduct warrants School intervention, the School may consider the nature of the conduct, its impact on students or the community, its connection to the School, and any other factors the School deems relevant. Nothing in this Handbook should be interpreted as limiting the School's ability to respond to emerging issues, new technologies, evolving forms of communication, or other circumstances not specifically contemplated at the time this Handbook was published. Davidson Day School reserves the right to take such actions as it deems appropriate to uphold its mission, values, educational standards, and community expectations.

Administrative Support Leadership Team Page 9

Name Andrew Bishop Trent Brown Susan Cangianelli Eric Ennes Megan Gray Andrew Griffith Tia Hill Chuck LaRusso Liz McAlister Jeremy Randazza Chris Turner

Position Head of School Director of Enrollment Management Director of Human Resources Chief Financial Officer Chief of Staff Head of Middle & Upper School (Grades 5-12) Director of College Counseling Director of Learning Services Head of Lower School (Grades ECH-4) Director of Facilities Director of Athletics

Email abishop@davidsonday.org tbrown@davidsonday.org scangianelli@davidsonday.org eennes@davidsonday.org mgray@davidsonday.org agriffith@davidsonday.org thill@davidsonday.org clarusso@davidsonday.org lmcalister@davidsonday.org jrandazza@davidsonday.org cturner@davidsonday.org

Administrative Staff Name Caitlin Barndt Dominic Barsi Lori Cerullo Luke Diamond Gary Ellington Catherine Glass Sabryna Gordon Jeff Haddock Sophia Hood Vickie Howard Michael Kee Addison Lanter Anne McGraw Vanessa Noe Karen Russell Lauren Rutter Laura Shea Michael Smith Angela Spraberry Debbie Taylor Lisa Thomas Jes Thompson Suzette Watson

Position Associate Director of College Counseling Facilities Technician Cafeteria Coordinator Assistant Head of Upper School Program Director, Basketball Assistant Director of Athletics Athletic Trainer Assistant Head of Middle School Annual Fund & Alumni Relations Manager Receptionist Security Officer Marketing & Communications Manager Learning Enrichment Center Coordinator Registrar Security Officer Assistant Director of Enrollment Management Lower School Counselor Director of Donor & Alumni Relations School Nurse Middle & Upper School Dean of Student Life Senior Accounting Clerk Upper & Middle School Counselor Senior Controller

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Email cbarndt@davidsonday.org dbarsi@davidsonday.org lcerullo@davidsonday.org ldiamond@davidsonday.org gellington@davidsonday.org cglass@davidsonday.org sgordon@davidsonday.org jhaddock@davidsonday.org shood@davidsonday.org vhoward@davidsonday.org mkee@davidsonday.org alanter@davidsonday.org amcgraw@davidsonday.org vnoe@davidsonday.org krussell@davidsonday.org lrutter@davidsonday.org lshea@davidsonday.org msmith@davidsonday.org aspraberry@davidsonday.org dtaylor@davidsonday.org lthomas@davidsonday.org jthompson@davidsonday.org swatson@davidsonday.org

PART II: BEING A DAVIDSON DAY FAMILY A thriving school community is built on strong relationships. At Davidson Day, we believe students are most successful when families and educators work together with trust, respect, and a shared commitment to our mission. This section outlines how we partner with families throughout the school year and provides information about the rhythms, resources, and opportunities that support life at Davidson Day.

Communication & Partnership Our Partnership with Families At Davidson Day School, education is a shared responsibility between the School and home. We believe students thrive when parents, guardians, faculty, and staff work together with mutual respect, open communication, and a common commitment to each child's growth and well-being. Our mission calls us to empower students to embrace challenge, live with character, and lead with purpose. Achieving that mission requires a partnership grounded in trust, professionalism, and a shared belief that we all want what is best for our students.

Parent & Guardian Expectations As members of the Davidson Day community, parents and guardians are expected to: ● ● ● ● ● ●

Communicate with faculty, staff, students, and other families respectfully and constructively. Approach questions and concerns with a spirit of partnership and problem-solving. Support the School's mission, values, and policies. Reinforce behavioral and academic expectations at home. Follow established communication pathways before escalating concerns. Help foster a community in which every member is treated with dignity, kindness, and respect.

We also ask families to use school communication tools responsibly, recognizing that email is best suited for brief, non-urgent matters. More complex conversations are often best resolved through a phone call or in-person meeting.

When Partnership Becomes Misaligned Fortunately, situations in which a family's actions are inconsistent with our community expectations are rare. When they do occur, Davidson Day will work to restore productive communication whenever possible. If respectful partnership cannot be reestablished, the School reserves the right to take appropriate action to protect its students, employees, and community. Depending on the circumstances, this may include directing communication through a designated administrator, limiting campus access, placing conditions on continued enrollment, withholding re-enrollment, or ending the family's relationship with the School. These decisions are made thoughtfully and in the best interests of the broader school community.

Communication Pathways Questions are best addressed by the individual who works most closely with your child. In most cases, concerns should first be directed to your child's teacher or advisor. If additional support is needed, families should then contact the appropriate Division Head before reaching out to the Head of School. Page 11

Following this communication pathway allows concerns to be addressed promptly while maintaining strong partnerships between families and the School. Please use the guide below to identify the proper contact for various day-to-day topics. Question or Concern Classroom Experience: Instruction, assignments, grades, classroom expectations, teaching practices

First Point of Contact Classroom teacher

If Additional Support Is Needed Lower School: Head of Lower School Middle School: Assistant Head of Middle School Upper School: Assistant Head of Upper School

Student Life & Behavior: Peer conflict, behavior, discipline, attendance, student life concerns

Lower School: Head of Lower School

Appropriate division leadership, then the Head of School as appropriate

Middle School: Head of Middle & Upper School Upper School: Dean of Students

Student Wellness: Social-emotional concerns, mental health, stress management, family challenges

School counselors

Division Head

Curriculum & Academic Program: Curriculum, academic philosophy, academic programs, standardized testing, AP program

Lower School: Head of Lower School

Head of School, as appropriate

Learning Support & Accommodations: Learning plans, accommodations, Learning Enrichment Center services

Director of Learning Services

Division Head

College Counseling

Assigned College Counselor

Director of College Counseling

Admissions, Enrollment & Financial Aid

Director of Enrollment Management

Head of School

Middle & Upper School: Head of Middle & Upper School

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Tuition & Business Office: Tuition, billing, Patriot Account, payment plans, automatic drafts

Business Office

Chief Financial Officer

Athletics: Teams, coaches, schedules, athletic policies, Patriot Athletic Club

Director of Athletics

Head of School

Before & After-School Care

After School Care Coordinator

Head of Lower School

Philanthropy & Giving: Annual Fund, donations, sponsorships, donor relations

Director of Donor & Alumni Relations

Chief of Staff

Patriot Parent Association (PPA)

Patriot Parent Association Leadership

Chief of Staff

Facilities & Campus: Maintenance, facility rentals, campus concerns

Director of Facilities

Head of School

Personnel Concerns: Questions or concerns regarding a faculty or staff member

The employee's immediate supervisor (typically the appropriate Division Head or department leader)

Head of School

Patriot Connect Patriot Connect is Davidson Day's primary online resource for families. Through this secure portal, parents can access calendars, resource boards, grades, schedules, forms, announcements, and other important school information. Families are encouraged to check Patriot Connect regularly, as it serves as the central hub for day-to-day school communication.

SchoolPass SchoolPass supports attendance, visitor management, student check-in and check-out, and campus access. Parents and guardians use SchoolPass when arriving on campus and when checking students in late or out early. Additional instructions and support resources are available through Patriot Connect. Emergency Communication Davidson Day uses multiple communication tools to keep families informed during emergencies or other situations requiring immediate notification. It is essential that every family maintain current contact information in SchoolPass and Patriot Connect to ensure timely delivery of emergency alerts and important school communications via email and text messaging. The School also uses Raptor Emergency Management internally to coordinate safety procedures and communication among faculty and staff during drills and emergencies.

School Newsletters Page 13

Throughout the school year, families receive regular communications highlighting important announcements, upcoming events, and stories from across our community. The Patriot Brief, distributed weekly, provides operational information for the week ahead, while the Patriot Post, published monthly, celebrates teaching, learning, and student life. Together with Patriot Connect, these publications help families stay informed and engaged.

Keeping Contact Information Current Families are responsible for keeping the School informed of any changes to addresses, telephone numbers, email addresses, emergency contacts, or family circumstances that may affect school records or communications. Accurate information ensures that the School can communicate effectively and respond appropriately in the event of an emergency.

Custody, Divorce & Separated Parent Policy Davidson Day School recognizes that many students are members of families with diverse structures, including those in which parents are divorced, separated, or subject to custody agreements. The School's primary responsibility is to support the educational and developmental needs of each student while remaining neutral in family disputes. Unless otherwise required by a valid court order, both parents or legal guardians are generally entitled to receive school communications and access information regarding their child, including academic records, attendance, disciplinary information, schedules, and participation in school activities. Parents seeking to limit another parent's access to school information, conferences, events, campus access, or student pick-up privileges must provide the School with a complete and current court order specifically imposing such restrictions. The School will not act on verbal requests, attorney communications, informal agreements between parents, or pending legal proceedings. Parents are responsible for providing the School with complete and current copies of any custody orders, parenting plans, restraining orders, no-contact orders, or other legal documents affecting the School's interaction with a student or parent. Updated documentation must be provided promptly whenever changes occur. Davidson Day School is not a party to custody disputes and will not mediate, interpret, monitor, or enforce custody arrangements, parenting schedules, visitation agreements, or other family court matters. Parents are expected to communicate directly with one another regarding matters involving their child. The School may rely on the most recent legal documentation provided and reserves the right to seek clarification, additional documentation, or legal review before taking action. In situations involving conflicting parental requests, incomplete documentation, uncertainty regarding legal authority, or concerns for student safety, the School may delay action while determining the appropriate course of action. The School will make reasonable efforts to provide substantially the same school-related information to both parents when appropriate and consistent with applicable law and court orders. School personnel may communicate individually with either parent regarding a student's educational progress, conduct, health, or well-being. Nothing in this policy limits the School's authority to take any action it determines is necessary to Page 14

protect the safety, welfare, or best interests of a student or the School community, consistent with applicable law. Parents are responsible for providing accurate, complete, and current legal documentation. Davidson Day School is not responsible for any consequences resulting from a parent's failure to provide or update such documentation.

Enrollment at Davidson Day Enrollment at Davidson Day represents a shared commitment between the School and each family. While enrollment agreements are issued annually, our hope is that every family will find a lasting home within the Davidson Day community. The School reserves the right to determine the most appropriate grade placement based on each student's academic readiness and overall educational needs.

Annual Re-Enrollment Enrollment agreements for the upcoming school year are typically issued each winter. Continued enrollment is based on a student's successful academic, behavioral, and financial standing, as well as the family's partnership with the School. Students who are not meeting expectations may be placed on an improvement plan before a re-enrollment decision is made. Families should return signed enrollment agreements and deposits by the published deadline to secure their child's enrollment for the following year.

Withdrawal or Dismissal Families choosing to withdraw a student should provide written notice to the Director of Enrollment Management and the Chief Financial Officer. All outstanding financial obligations must be satisfied before student records are released. Davidson Day reserves the right to dismiss a student when continued enrollment is not in the best interest of the student or the School community. Upon dismissal, participation in school activities and access to campus cease immediately unless specifically authorized by the Head of School.

Financial Obligations Families are expected to maintain accounts in good standing in accordance with their enrollment agreement. The School reserves the right to withhold transcripts, diplomas, grades, participation in Commencement, and other school privileges until financial obligations have been fulfilled. Persistent delinquency may also affect a student's continued enrollment.

Students Who Reach Age 18 Students who turn 18 while enrolled at Davidson Day remain subject to all School policies and the terms of their family's enrollment agreement. Unless otherwise required by law, the School will continue to communicate with parents and guardians regarding academic progress, student conduct, health, and other matters related to the student's education.

Financial Aid Davidson Day is committed to enrolling talented students from a wide range of socioeconomic backgrounds. Need-based financial aid is available to qualified families and is awarded through a confidential application process. Additional information and application timelines are available through the Office of Enrollment Management.

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Daily School Life The daily rhythms of school help create a safe, welcoming, and productive environment for every student. Families share responsibility for ensuring that students arrive on time, are prepared for the day, and are picked up promptly at dismissal.

School Hours ● ● ● ●

Early Childhood (Early Preschool-Junior Kindergarten) Lower School (K-4th Grade) Middle School (5th-8th Grade) Upper School (9th-12th Grade)

8:30 a.m. – 2:45 p.m. 8:15 a.m. – 3:05 p.m. 8:00 a.m. – 3:20 p.m. 8:15 a.m. – 3:20 p.m.

Students may arrive beginning 20 minutes before the start of their school day. Upon arrival: ● Early Childhood students report directly to their classrooms. ● Lower School students report to the Commons. ● Middle and Upper School students report to their first-period classrooms. Families should not leave students on campus before their designated arrival time unless they are participating in Before-School Care or another supervised school program.

Daily Schedule Early Childhood and Lower School students spend much of their day with their classroom teachers and also participate in specialized classes and experiences throughout the week. Middle and Upper School follows an eight-block rotating schedule. Students attend seven blocks each day, with one block rotating out according to the published schedule. Current schedules, rotation calendars, and division-specific information are available through Patriot Connect.

Before-School Care Before-School Care is available for Early Childhood and Lower School students beginning at 7:30 a.m. Students may not be dropped off before that time. Advance registration is not generally required.

After-School Care Davidson Day’s After-School Care program, commonly referred to as ASC, provides supervised care for students in Early Childhood, Lower School, and Middle School. Because space is limited, priority is generally given to Early Childhood and Lower School students, and families are strongly encouraged to register as early as possible. ASC operates from the time of each division’s dismissal until 5:30 p.m. All students in Early Preschool through Middle School who remain on campus after their scheduled dismissal must be enrolled in ASC or participating in another supervised school-sponsored activity. Students who have not been picked up on time will be escorted to ASC, and applicable charges will be added to the family’s Patriot Account. Emergency drop-in care is extremely limited and may be provided only when space and staffing allow. Families seeking emergency care should notify their child’s teacher or advisor and contact the ASC Coordinator, Wendy Robinson, directly at wrobinson@davidsonday.org. Registration procedures, Page 16

current rates, and coordinator contact information are available through Patriot Connect. ASC operates under Davidson Day’s standards for student conduct while maintaining routines and expectations appropriate to an extended-day program. Participation is a privilege. Students whose behavior repeatedly compromises the safety or experience of others may lose the opportunity to participate. Questions or concerns should first be directed to the ASC Coordinator. The Head of Lower School may provide additional support when necessary. Health and Medication Students may not attend ASC when they are ill or experiencing symptoms that would prevent attendance during the regular school day, including fever, vomiting, diarrhea, signs of a contagious illness, or an adverse reaction to medication. Families will be contacted promptly in the event of a significant injury or illness and are expected to arrange timely pick-up. All School policies governing health, medication, and emergency care also apply during ASC. Pick-Up and Authorized Adults Students must be signed out by a parent, guardian, or other adult authorized by the family. Adults who are not known to ASC staff may be asked to present photo identification. Families are responsible for maintaining an accurate list of individuals authorized to pick up their children. Emergency and Weather Procedures ASC follows all Davidson Day safety procedures related to severe weather, fire, security, and other emergencies. There is no ASC when the School is closed because of inclement weather or another emergency. Families will receive additional information if an event affects normal dismissal or after-school operations. Fees and Late Pick-Up Families may choose from the ASC enrollment and payment options published each year. Fees are charged through the family’s Patriot Account. Because ASC closes promptly at 5:30 p.m., late fees apply when students are not picked up on time. Repeated late pick-ups may result in additional charges or the loss of ASC privileges. Current program rates and late-fee information are published on Patriot Connect.

Lunch Program Davidson Day partners with local restaurants and food-service providers to offer optional catered lunches on regular school days. Families may order lunches in advance for the days on which their students wish to participate. Vendors, menus, ordering windows, instructions, and current pricing are available through the Lunch Program resource board on Patriot Connect. Families are responsible for providing lunch on days when an order has not been placed or when the lunch program is not operating.

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Ways to Support Davidson Day As a nonprofit independent school, Davidson Day relies on more than tuition alone to provide an exceptional educational experience. The generosity of families, alumni, trustees, employees, grandparents, and friends strengthens the programs, people, and opportunities that distinguish our School. Families support Davidson Day in many ways—through their time, talents, advocacy, and philanthropic giving. Every contribution helps advance our mission and enrich the experience of our students.

The Davidson Day Fund The Davidson Day Fund is the School’s primary annual giving program. Gifts provide flexible resources that support the current school year, including classroom experiences, faculty and staff, athletics, arts, student programs, technology, campus improvements, and emerging priorities. Because the Davidson Day Fund benefits every student and every area of the School, all families are invited to participate each year with a gift that is meaningful to them. Participation at every level demonstrates confidence in Davidson Day’s mission and strengthens a culture of shared investment in the student experience.

Fundraising and Solicitation Guidelines To protect the privacy of our families, coordinate community outreach, and preserve trusted relationships with local businesses and donors, all fundraising conducted in connection with Davidson Day must receive prior School approval. Families, students, employees, teams, clubs, and school-affiliated groups may not use School directories, class lists, contact information, or other School resources to solicit donations, goods, services, or business without written authorization. Likewise, individuals may not solicit local businesses on behalf of Davidson Day or one of its programs without advance approval. Coordinating these requests helps prevent businesses from receiving competing or repeated solicitations and ensures that all outreach accurately reflects the School’s priorities and values. The promotion of personal businesses, products, services, political causes, or outside charitable organizations may not take place on campus or through School communication channels unless it is part of an approved, School-sponsored initiative. A proposal for a fundraiser should identify its purpose, intended beneficiaries, audience, format, financial goal, participants, supervision, and communication plan. Approval must be received before commitments are made or the initiative is publicly announced.

Faculty and Staff Gifts Davidson Day is grateful for the many ways families express appreciation to faculty and staff. A thoughtful note from a student or parent, a gesture of gratitude, or participation in a community appreciation effort can be especially meaningful. Seasonal and end-of-year gifts are neither expected nor required. Families who choose to give an individual gift should keep it modest and appropriate to the professional relationship. No individual gift

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to an employee should exceed $50 in value. When families coordinate a group gift: ● ● ● ●

Every family in the class or group should have an opportunity to participate. Participation must be entirely voluntary. No specific contribution amount should be required or suggested. The total gift received by an individual employee should remain within the School’s gift limit.

Davidson Day also offers community-wide opportunities to recognize faculty and staff. Families are encouraged to support these collective efforts, which allow appreciation to be shared equitably among employees throughout the School.

Getting Involved Families are an essential part of the Davidson Day experience. Volunteering offers parents and guardians meaningful opportunities to build relationships, support students and employees, and contribute their skills to the life of the School. Volunteer opportunities vary in their time commitment and responsibilities. Some occur occasionally, while others involve ongoing service, student supervision, event leadership, or access to sensitive information. All volunteers are expected to support Davidson Day’s mission and values, respect confidentiality, follow School policies, and work in partnership with the employee responsible for the activity. Patriot Parent Association The Patriot Parent Association, or PPA, helps strengthen connections among families and supports the broader life of the School. All Davidson Day parents and guardians are considered members of the PPA and are encouraged to participate in ways that reflect their interests and availability. The PPA supports community-building events, faculty and staff appreciation, family engagement, and other School priorities. Its work is conducted in partnership with School leadership to ensure that activities align with Davidson Day’s mission, calendar, communication practices, and fundraising guidelines. Meeting information, volunteer opportunities, leadership contacts, and upcoming activities are available through Patriot Connect. Patriot Athletic Club The Patriot Athletic Club, or PAC, supports Davidson Day athletics by strengthening school spirit, encouraging attendance, and providing approved assistance to athletic programs and events. PAC initiatives are coordinated with the Director of Athletics and must comply with School policies governing fundraising, sponsorships, branding, facilities, student safety, and financial management. Families interested in supporting Patriot athletics may find current opportunities and contact information through Patriot Connect. Athletic Team Parent Liaisons A team parent liaison may be designated to help facilitate communication and community among families connected to an athletic team. The liaison supports the coach and Athletics Office but does not direct team operations, coaching decisions, playing time, personnel matters, or student discipline. Page 19

Responsibilities may include: ● ● ● ● ●

Sharing approved team information and reminders. Helping coordinate volunteers, meals, celebrations, or other team activities. Welcoming new families and encouraging positive team culture. Directing questions to the appropriate coach or member of the Athletics Office. Ensuring that team activities follow School fundraising, communication, gift, and student-safety policies.

Team parent communications should remain inclusive, respectful, and limited to approved team purposes. Personal contact information may not be used for outside solicitation or promotion. Volunteer Requirements To safeguard students and ensure appropriate supervision, Davidson Day classifies volunteer opportunities according to the nature of the work, level of student contact, frequency of service, and access to School facilities or information. Requirements may include: ● Completing a volunteer application or acknowledgment. ● Participating in orientation or role-specific training. ● Signing confidentiality or conduct agreements. ● Completing a criminal background check. ● Providing documentation required for driving or transporting students. ● Following employee direction and all applicable safety procedures. A volunteer’s required level of screening must be completed before service begins. Background checks and additional training are generally required for roles involving ongoing contact with students, travel, transportation, overnight activities, or circumstances in which a volunteer may be alone with students. Volunteer approval applies only to the role for which it was granted and may be reconsidered or withdrawn at any time. The School reserves the right to determine whether an individual may serve as a volunteer and to limit or end volunteer service when doing so is in the best interest of students or the School community. Current volunteer classifications, screening requirements, forms, and available opportunities are published through Patriot Connect.

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PART III: STUDENT LEARNING & ACADEMICS Learning at Davidson Day At Davidson Day School, we believe learning is an active, lifelong process rooted in curiosity, purpose, and meaningful relationships. From Early Preschool through Grade 12, we cultivate students who ask thoughtful questions, engage deeply with ideas, take ownership of their learning, and contribute positively to the world around them. Grounded in research-based educational practices, our program challenges and supports students at every stage of their development, intentionally balancing guidance with increasing independence as they build the knowledge, character, and habits of mind needed for success in school and beyond. We value both tradition and innovation. Students encounter enduring ideas and foundational knowledge while engaging with emerging technologies, contemporary challenges, and new ways of thinking. We believe academic excellence extends beyond the acquisition of knowledge to include critical thinking, effective communication, collaboration, resilience, ethical judgment, and responsible engagement with technology. By nurturing intellectual, emotional, and digital intelligence, we prepare students to thrive in a rapidly changing world without losing sight of the values that endure. Learning at Davidson Day extends well beyond the classroom through authentic experiences such as service, leadership, research, travel, entrepreneurship, artistic expression, and community partnerships. These opportunities encourage students to apply their learning, develop perspective, and contribute meaningfully to their communities. Ultimately, our goal is to prepare graduates who are intellectually curious, ethically grounded, academically prepared, and equipped to embrace challenge, live with character, and lead with purpose.

Homework Philosophy At Davidson Day School, homework is assigned with purpose and intention. We believe meaningful learning requires opportunities for practice, reflection, application, and preparation beyond the classroom. At the same time, we recognize that students learn and grow through a wide range of experiences—including athletics, the arts, service, leadership, family life, and personal interests. Homework should support the development of the whole child rather than compete with it. Homework serves different purposes at different stages of a student's development. In the early years, homework is limited and designed to encourage curiosity, reading, family engagement, and the development of foundational habits. As students progress through Middle and Upper School, homework increasingly supports independent learning, critical thinking, skill development, and preparation for more advanced academic work. Faculty strive to assign homework that is purposeful, developmentally appropriate, and aligned with clear learning objectives. Davidson Day believes that students learn through both success and struggle. Homework provides opportunities for practice, feedback, revision, and growth before mastery is assessed. Mistakes are a natural and valuable part of the learning process, and students are encouraged to approach challenges with curiosity, perseverance, and a willingness to seek help when needed. Consistent with our values of Ownership and Resilience, students are expected to manage their time effectively, complete assignments responsibly, and communicate proactively with teachers when

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difficulties arise. Through these experiences, students develop the habits of organization, self-advocacy, accountability, and independence that contribute to success in school and beyond.

Course Load and Graduation Requirements Lower School Course Load The Lower School academic program lays the groundwork for lifelong learning, blending foundational skill-building with the opportunity for curiosity, creativity, and discovery. Through a balance of academic challenge, exploration, and support, students build the knowledge, skills, and confidence necessary for success in Middle School and beyond. All Lower School students take year-long courses in Reading/English Language Arts, Mathematics, Science, and Social Studies, taught within a supportive classroom environment that allows teachers to know each student well. Students also participate in bi-weekly Guidance classes that focus on social-emotional skills, self-awareness, and building a strong sense of community. Students explore a variety of disciplines through co-curricular classes taught by dedicated specialists. All Lower School students rotate through Physical Education, Library, STEM, Spanish, Music, and Art, gaining exposure to new skills and interests that complement and enrich their core academic learning. Middle School Course Load The Middle School academic program is designed to provide students with a strong foundation in the core disciplines while also creating opportunities to explore interests, develop talents, and discover new passions. Through a balance of academic challenge, enrichment, and support, students build the knowledge, skills, habits, and confidence necessary for success in Upper School and beyond. All Middle School students take year-long courses in English Language Arts, Mathematics, Science, Social Studies, World Language, and Physical Education/Health. Students also participate in study hall(s) designed to support organization, time management, and academic balance, as well as a weekly Executive Functioning course that focuses on study skills, self-advocacy, resilience, and ownership of learning. Students are encouraged to explore a variety of disciplines through electives and enrichment opportunities. Fifth and sixth grade students participate in Beginning Band and rotate through STEM, Visual Art, and Theater. Seventh and eighth grade students select two electives from offerings such as STEM and Entrepreneurship, Visual Art, Theater, and Band. Upper School Course Load and Graduation Requirements The Upper School academic program is designed to prepare students for success in college, career, and life through a challenging and balanced course of study. Students are encouraged to pursue academic depth, intellectual curiosity, and personal growth while developing the habits of independence, responsibility, and engagement expected of college-bound learners. All Upper School students should carry at least six courses each year, five of which must be drawn from the core academic disciplines: English, Mathematics, Science, History, and World Language. To be most competitive for college admission, students are strongly encouraged to complete coursework in five different academic areas during each of their four years of Upper School. Students who wish to enroll in fewer than six courses may do so only under extraordinary circumstances and with the written approval of the Head of Middle and Upper School. Page 22

Minimum Graduation Requirements English

4 credits

Mathematics

4 credits (min. sequence: Algebra I, Geometry, Algebra II, and 1 credit beyond Algebra II)

History World Language

3 credits 2 credits in the same language earned in the Upper School*

Science

3 credits, including two lab sciences

Physical Education and/or Health

1 credit

Fine Arts

1 credit *Special considerations may be made for students with learning differences and students enrolling after completion of their sophomore year.

Class Rank Davidson Day School does not rank students for the purpose of college admissions. Instead, colleges and universities receive a School Profile that provides information about the academic program, grading system, course offerings, and the distribution of weighted grade point averages within each graduating class. Valedictorian, Salutatorian, and Junior Marshals To be eligible for recognition as Valedictorian or Salutatorian, a student must have attended Davidson Day School for at least three consecutive years during Upper School and remain in good standing with the School through graduation. The Valedictorian is the member of the graduating class who has earned the highest weighted cumulative grade point average. The Salutatorian is the member of the graduating class who has earned the second-highest weighted cumulative grade point average. Only coursework completed at Davidson Day School is included in the calculation. In circumstances where transfer students are among the highest-achieving students in the class, Davidson Day reserves the right to compare grades earned during grades 10–12 for all eligible candidates in order to ensure an equitable determination. Students who are found responsible for an Academic Integrity violation during their senior year are not eligible for recognition as Valedictorian or Salutatorian. Each spring, Junior Marshals are selected from the junior class based on weighted cumulative grade point averages earned during their Upper School career. Only coursework completed at Davidson Day School is included in the calculation. Students must have enrolled at Davidson Day no later than the beginning of their sophomore year, remain continuously enrolled, and be in good standing with the School to be eligible for this honor. Students who are found responsible for an Academic Integrity violation during their junior year are not eligible for selection as a Junior Marshal. Graduation Regalia Only graduation regalia approved and distributed by Davidson Day School may be worn during Commencement exercises. The College Counseling Office will coordinate cap and gown orders and communicate related procedures to graduating seniors. Page 23

Promotion Requirements Promotion to the next grade level is based upon successful academic progress, demonstrated readiness for the next level of study, and the judgment of School leadership. The School reserves the right to require summer coursework, place conditions on promotion, recommend retention, or make other individualized decisions when it determines that such action is in the student's best educational interest. Lower School Promotion in the Lower School is generally based on the successful completion of the previous grade level and demonstrated readiness for the academic, social, and developmental expectations of the next grade. Middle School To be promoted to the next grade level, Middle School students must successfully complete their full-year courses in English Language Arts, Mathematics, Science, and Social Studies. Students who do not successfully complete one or more core academic courses may be required to complete summer coursework, demonstrate proficiency through alternative means, or satisfy other conditions established by the School prior to promotion. Upper School Promotion in the Upper School is based upon the successful accumulation of credits toward graduation. Entering 10th Grade (Sophomore Standing): Students must have earned at least four credits, including: ● One credit in English ● ●

One credit in Mathematics Two credits in science, social studies, or world language

Entering 11th Grade (Junior Standing) Students must have earned at least ten credits, including: ● Two credits in English ● Two credits in Mathematics ● Two laboratory science credits ● Two history credits ● At least one world language credit Entering 12th Grade (Senior Standing) Students must have earned at least sixteen credits, including: ● Three credits in English ● Three credits in Mathematics ● Two laboratory science credits ● Two history credits ● Two world language credits Students who fail to meet promotion requirements may be required to complete summer coursework, repeat courses, modify their academic program, or satisfy other conditions established by the School before advancing to the next grade level.

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Course Registration and Add-Drop Policy Course scheduling is built around individual student course requests in order to minimize conflicts, balance enrollment across sections, and create a schedule that best supports student learning. Because faculty assignments, section sizes, and the master schedule are constructed from these requests, students and families are expected to make thoughtful and well-considered course selections during the registration process. Students should carefully consider academic balance, workload, extracurricular commitments, and postsecondary goals when selecting courses. The add-drop period extends through the first week of classes at the beginning of the academic year. During this time, students may request to add or drop a course, subject to space availability, prerequisite requirements, and overall section balance. Requests to change course levels (for example, from Honors to Advanced Placement or vice versa), or to enroll in a course that requires departmental approval, must receive approval from the appropriate Department Chair and the Head of Middle and Upper School. Approval for level changes is typically granted only when supported by demonstrated academic readiness, significant academic concern, teacher recommendation, assessment data, or documented extenuating circumstances. Requests based solely on teacher preference, scheduling convenience, or a desire to move to a different section or block are unlikely to be approved. After the add-drop period, requests for course changes will be considered only in cases of significant academic concern or substantial extenuating circumstances and require approval from the Head of Middle and Upper School. The School reserves the right to deny course changes that are not educationally appropriate or that would create significant scheduling, staffing, enrollment, or programmatic concerns. Withdrawals within the first four weeks of a semester will not appear on the student's transcript. A withdrawal after four weeks will be recorded on the transcript as Withdrawal Passing (W/P) if the student was passing at the time of withdrawal, or Withdrawal Failing (W/F) if the student was failing at the time of withdrawal.

Grading Periods, Assignment Communication, and Reporting Lower School Davidson Day School believes in strong communication and partnership between teachers and families is essential to student progress and success. As students progress through Early Childhood and Lower School, the methods for communication about student progress change and grow with the students. In all grades, parents are able to view progress reports at the end of each marking period on Patriot Connect. In the interim between marking periods, teachers and parents can communicate via the student binders that come home each night and for students in 4th grade, parents and students can see student progress on Patriot Connect on an on-going basis. Families are always encouraged to reach out to teachers if they ever have questions about their students’ progress. Middle and Upper School Davidson Day School believes that timely communication and ongoing feedback are essential components of student growth and academic success. Students and families are encouraged to monitor academic progress regularly through Patriot Connect, which serves as the School's primary platform for communicating assignments, due dates, assessment information, and grades.

Assignment Communication and Expectations For students in grades 5–12, assignments, due dates, assessment information, and grades are Page 25

communicated through Patriot Connect throughout the semester. Teachers make every effort to post assignments in a timely manner, generally no later than the end of the school day on which the assignment is given. While Patriot Connect is an important communication tool, students remain responsible for recording, monitoring, prioritizing, and completing assignments and assessments communicated by their teachers. Patriot Connect supports student organization and family communication, but it does not replace the student's responsibility to stay informed about course expectations. Developing strong executive functioning skills—including organization, time management, planning, task initiation, prioritization, and self-advocacy—is an important component of academic success at Davidson Day. Students are expected to use available tools and resources responsibly as they take increasing ownership of their learning. Assignments are generally due at the beginning of the class period on the assigned due date unless otherwise specified by the teacher. Extensions may be granted at the teacher's discretion in response to unexpected or extenuating circumstances. Routine extracurricular commitments, athletic practices and competitions, theater rehearsals and performances, tutoring appointments, lessons, employment, and other anticipated activities do not ordinarily qualify a student for an extension. Additional expectations regarding major assessments and assessment scheduling may be found in the Summative Assessment Policy.

Grading Periods and Semester Grades Middle School and Upper School courses operate on a semester grading system. Progress reports are issued at the end of the first and third quarters to provide students and families with an update on academic progress. Official report card grades are recorded at the conclusion of each semester. Semester grades are based on student performance throughout the semester and are not calculated by averaging quarter grades. For courses with a semester examination, coursework completed during the semester constitutes 80% of the semester grade and the examination constitutes 20%. For courses without a semester examination, grades earned throughout the semester constitute the entire semester grade. Official report card grades are recorded at the conclusion of each academic year, and transcripts reflect only the final semester letter grade. Additional information regarding examinations and cumulative assessments may be found in the Examinations and Cumulative Assessments section of this handbook.

Grading Scale Reports of grades will be posted in Patriot Connect at the conclusion of each grading period. Below is the numerical score range that corresponds to the grading system of “A” through “F” in 3rd–12th grade. A score of 60 is passing. A 93–100 A- 90–92 B+ 87–89

B 83–86 B- 80–82 C+ 77–79

C 73–76 C- 70–72 D+ 67–69

D 63–66 D- 60–62 F Below 60

Upper School GPA Calculations Grade point averages (GPAs) for Upper School students are calculated using a four-point scale and are Page 26

used to determine academic honors, graduation distinctions, and other forms of academic recognition. GPA calculations are based on courses completed through Davidson Day's academic program in grades 9–12. Honors courses receive an additional 0.5 quality points, and Advanced Placement courses receive an additional 1.0 quality points (see Honors and Advanced Placement Courses). When a student repeats a course after earning a grade of D+ or below, both grades will remain on the transcript and will be averaged in the calculation of the student's GPA. Courses completed through approved outside institutions may appear on a student's transcript; however, such courses are not included in Davidson Day GPA calculations unless otherwise approved by the School. Numerical Grade

Letter Grade

Unweighted GPA and GPA for traditional courses

Weighted GPA for Honors Courses (+.5)

Weighted GPA for Advanced Placement Courses (+1.0)

93-100

4.0

4.5

5.0

90-92

A-

3.67

4.17

4.67

87-89

B+

3.33

3.83

4.33

83-86

3.0

3.5

4.0

80-82

B-

2.67

3.17

3.67

77-79

C+

2.33

2.83

3.33

73-76

2.0

2.5

3.0

70-72

C-

1.67

2.17

2.67

67-69

D+

1.33

1.83

2.33

63-66

1.0

1.5

2.0

60-62

D-

.67

1.17

1.67

0-59

0.0

Honors and Advanced Placement Courses Honors and Advanced Placement (AP) courses provide students with opportunities for increased academic challenge and depth. Both levels are designed for students who have demonstrated the aptitude, academic habits, and intellectual curiosity necessary to thrive in more rigorous environments. Honors courses move at an accelerated pace, explore subject matter in greater depth, and require increasing independence in reading, analysis, and problem-solving. Students are expected to take meaningful ownership of their learning—preparing consistently, engaging actively in discussion, and managing complex or long-term assignments with maturity and discipline. Advanced Placement courses extend this challenge further. Following the College Board–approved curricula, AP classes are equivalent in scope and rigor to introductory college courses and prepare students for the corresponding national examinations in May. Depending on exam performance, colleges and universities may grant credit or advanced placement. AP courses demand sustained Page 27

intellectual commitment, resilience, and independence, and in some cases may require summer preparation to ensure readiness for the pace of study. Placement into Honors and AP courses reflects a holistic review process grounded in professional judgment. Teachers and academic leaders consider a student’s demonstrated mastery of prerequisite material, patterns of work completion, study skills, classroom engagement, and overall capacity to balance a demanding course load. The goal is to place students in courses that stretch them meaningfully without overwhelming them, fostering both academic growth and long-term well-being. Students with particular interest or passion in a subject may, at times, pursue enrollment through conversation with their teacher and academic leadership, demonstrating readiness through strong performance, additional preparation, or other evidence of mastery. Final approval for AP enrollment rests with the Division Head in consultation with the relevant Department Chair and College Counselors, with careful attention to each student’s abilities, goals, and overall program of study.

Transfer Credits Davidson Day School reserves the right to determine whether credits earned at other accredited institutions satisfy Davidson Day graduation requirements. All transfer credit requests must be reviewed and approved by the appropriate department chair and the Head of Upper School. In evaluating transfer coursework, the School also reserves the right to require additional assessment, testing, or other demonstrations of mastery to determine whether a course fulfills prerequisite requirements for subsequent Davidson Day coursework. Official transcripts from other accredited institutions will be shared with colleges as part of a student’s application materials, and courses completed at other institutions that receive Davidson Day credit will appear on the Davidson Day transcript as transfer credit. In these cases, credit is recorded, but the grade is not displayed and is not calculated into the student’s cumulative Davidson Day grade point average. Students must be enrolled as full-time Davidson Day students for three full years of high school to be eligible for valedictorian or salutatorian honors.

Upper School Classes Taken in Middle School Students who earn high school credit prior to ninth grade—whether at Davidson Day School or at another accredited institution—may apply those credits toward graduation requirements, subject to School approval. Placement into subsequent coursework is determined by demonstrated readiness. If placement assessment or later performance indicates that a student does not yet possess the necessary preparation for the next level of study, the School may require additional review, reassessment, or repetition of coursework to ensure long-term success. Credits earned prior to ninth grade may be reflected on the transcript as applicable; however, such courses are not included in the cumulative Upper School grade point average.

Attendance Attendance Philosophy Regular attendance is essential to student learning, engagement, and well-being. While assignments and assessments can often be completed outside the classroom, important elements of a Davidson Day education—including discussion, collaboration, feedback, relationship-building, service learning, experiential learning, and participation in the life of the School community—cannot be fully replicated through make-up work. Page 28

Attendance is therefore both an academic responsibility and a community responsibility. Consistent attendance promotes learning, strengthens relationships, supports student well-being, and helps students develop the habits of commitment and accountability necessary for success in school and beyond. Research consistently demonstrates that absences, regardless of reason, can negatively affect academic performance, increase anxiety about returning to school, reduce engagement, and diminish a student's connection to the School community. For these reasons, Davidson Day tracks total absences rather than distinguishing between excused and unexcused absences for purposes of Attendance Standing. Attendance Expectations Students are expected to attend all scheduled classes, advisory meetings, assemblies, and other required School activities. Parents or guardians should notify the School of an absence as soon as reasonably possible using the School's designated attendance procedures. School-sponsored activities, athletic events, field trips, college counseling programs, and other School-approved experiences do not count toward attendance totals. Juniors and seniors may be granted up to three pre-approved college visit days per academic year. College visits must be approved in advance through the School's attendance procedures and do not count toward attendance totals. Planned Absences Families are strongly encouraged to schedule vacations, appointments, and other discretionary commitments during School holidays and breaks whenever possible. Because classroom discussions, collaborative activities, assessments, service experiences, and other aspects of learning cannot always be replicated through make-up work, absences during instructional days are strongly discouraged. Students who anticipate missing school for a planned absence must notify the School in advance and submit a Planned Absence Notification Form. Lower School families should notify the Head of Lower School, and Middle and Upper School students should notify the Dean of Student Life. Students are expected to communicate proactively with their teachers regarding missed work, assessments, and class responsibilities. Submission of a Planned Absence Notification Form does not exempt students from attendance totals, nor does it guarantee that assessments, projects, presentations, or other academic requirements will be rescheduled. Students remain responsible for all missed work and for coordinating make-up plans with their teachers. Attendance Standing Attendance is reviewed by semester on a course-by-course basis. ● 5 absences in a course during a semester: Attendance Concern and family notification. ● 8 absences in a course during a semester: Attendance Conference and review of Attendance Standing. ● 10 absences in a course during a semester: Attendance Committee review. Students who accumulate 10 absences in a course during a semester may be denied credit for the course. The Attendance Committee will consider the individual circumstances of each case before making a recommendation. Attendance Standing may affect eligibility for privileges, leadership opportunities, extracurricular participation, and other aspects of student life. Absences During Exams (Grades 7–12) Semester examinations, final assessments, and other major assessment periods are an important component of the academic program. Families should avoid scheduling travel, appointments, or other Page 29

discretionary commitments during published examination periods. Absences during examinations will be approved only in extraordinary circumstances. Family vacations, discretionary travel, convenience scheduling, and similar circumstances are not considered sufficient reasons to miss examinations. Students who miss an examination due to illness, family emergency, or other significant circumstances must communicate with the School as soon as possible. The School reserves the right to determine whether and when a missed examination may be rescheduled. Examinations will not ordinarily be administered early to accommodate travel plans or personal scheduling preferences. Extenuating Circumstances Davidson Day recognizes that significant medical conditions, hospitalizations, mental health treatment, family emergencies, or other extraordinary circumstances may substantially affect a student's attendance. When such circumstances arise, families are encouraged to communicate proactively with the School. Appropriate documentation may be requested when necessary to evaluate attendance concerns and determine available support. Students whose attendance exceeds established thresholds due to documented extenuating circumstances will be reviewed by the Attendance Committee. The Committee may consider the nature of the circumstances, the student's academic progress, engagement with coursework, communication with the School, and other relevant factors when determining attendance outcomes and the awarding of course credit. Attendance records, health information, and related support plans will be handled with appropriate discretion and confidentiality consistent with the School's educational responsibilities and the student's well-being. The School reserves the right to make individualized attendance decisions when extraordinary circumstances warrant flexibility while maintaining the integrity of the educational program. Make-Up Work Following Absences Students are responsible for completing all work missed due to an absence. As a general guideline, students will be allowed the same number of school days as the absence to complete missed assignments, assessments, and other coursework unless otherwise determined by the teacher or Division Head. Work completed within the approved make-up period will not be considered late and will not incur late penalties. However, long-term assignments, projects, papers, and assessments assigned before the absence remain due on the originally scheduled date unless an extension is granted by the teacher. Students are expected to communicate proactively with teachers and arrange make-up assessments promptly upon returning to school. In cases involving extended absences or extenuating circumstances, the School may establish modified timelines or alternative arrangements to support student success. Attendance Standing, together with Academic Standing and Student Life Standing, contributes to a student's overall Student Standing and may affect eligibility for privileges, leadership opportunities, Page 30

extracurricular participation, and other aspects of student life. Tardiness Arriving on time is an important habit that supports learning, responsibility, and respect for others. Because classes, meetings, and activities begin promptly, tardiness disrupts both individual learning and the learning of the broader community. A student is considered tardy when they arrive after the start of the school day or arrive late to a class, advisory, assembly, or other required school activity. Arrival Tardies Students are expected to arrive on campus with sufficient time to be prepared for the start of the school day. Repeated late arrivals may affect a student's Attendance Standing and eligibility for privileges, leadership opportunities, extracurricular participation, and other aspects of student life. Class Tardies Students are expected to arrive on time to every class, advisory, assembly, and required school activity. Time spent traveling between classes, visiting lockers, socializing, or attending to personal matters should not result in tardiness. Patterns of class tardiness may result in Behavioral Notes, detention, loss of privileges, parent communication, or other interventions designed to help students develop stronger habits of organization, time management, and responsibility. Attendance Standing and Tardiness Thresholds Because repeated tardiness affects student learning and community expectations, the following thresholds may result in additional intervention: ● 5 tardies in a semester: Parent communication and/or Behavioral Notes ● 10 tardies in a semester: Detention and/or loss of privileges ● 15 tardies in a semester: Attendance review and possible Attendance Contract The School reserves the right to respond to patterns of tardiness before these thresholds are reached when concerns arise regarding student responsibility, attendance habits, or community impact. Extenuating Circumstances The School recognizes that circumstances such as medical needs, family emergencies, or other significant situations may contribute to tardiness. Such circumstances will be considered on an individual basis. Students and families experiencing ongoing challenges that may affect punctuality are encouraged to communicate proactively with the appropriate Division Head or Dean of Student Life.

Academic Probation At Davidson Day School, academic success is built upon consistent effort, personal responsibility, and a willingness to seek support when challenges arise. Consistent with our values of Ownership and Resilience, students are expected to take an active role in their learning, complete assignments on time, attend classes prepared to engage, and utilize available resources when additional support is needed. Page 31

The purpose of Academic Probation is not punitive. Rather, it is designed to identify concerns early, provide meaningful support, and ensure that students remain engaged in the habits necessary for academic success. Grade Checks Academic standing is formally reviewed at two points during each academic quarter: ● Mid-Quarter ● End of Quarter Students may be placed on Academic Probation if they meet either of the following criteria at a grade check: ● Two (2) grades below 70%; or ● One (1) grade below 60% An informal review will occur approximately one week prior to each grade check, and students and families may be notified if academic concerns exist. If there are extenuating circumstances that may affect a student's academic performance, families should communicate with the Assistant Division Head and Head of Middle and Upper School. Eligibility During Academic Probation Students on Academic Probation remain eligible for extracurricular and co-curricular activities only when they demonstrate active engagement in improving their academic standing. Eligibility is reviewed on a weekly basis. Students on Academic Probation will remain eligible if, by the conclusion of the academic week, they: ● Raise all grades to 70% or above; or ● Attend available tutorials, complete assigned work, and meet established deadlines for the week. Students who do not meet these expectations may become ineligible for extracurricular and co-curricular participation during the following week. This may include athletic contests and practices, performances, competitions, leadership activities, school-sponsored travel, and other activities as determined by the School. Academic Contracts Students who are placed on Academic Probation twice or more during a single academic year may be required to participate in an Academic Support Conference involving the student, family, Assistant Division Head, and Division Head. As part of this process, the School may develop an Academic Contract designed to promote long-term success. Academic Contracts are intended to provide additional structure, accountability, and support for students who are experiencing ongoing academic difficulties. Academic Contracts may include: ● Tutorial requirements ● Academic check-ins ● Assignment completion plans ● Organizational support strategies ● Parent communication expectations Page 32

● Required meetings with teachers, advisors, or learning support personnel ● Other individualized interventions deemed appropriate by the School The Academic Contract will establish clear expectations for improvement and may be considered when evaluating promotion, re-enrollment, extracurricular eligibility, leadership opportunities, and other aspects of student life. Failure to meet the expectations outlined in an Academic Contract may result in additional interventions or may affect a student's academic standing, eligibility for activities, promotion, or re-enrollment. Academic standing is one component of a student's overall standing within the School community and may be considered alongside attendance and student life standing when determining eligibility for privileges, leadership roles, participation in certain activities, promotion, and re-enrollment. Late Work At Davidson Day School, students are expected to complete assignments on time as part of developing the habits of responsibility, organization, perseverance, and self-advocacy necessary for academic success. Consistent with our values of Ownership and Resilience, students are expected to manage deadlines responsibly, communicate proactively with teachers, and seek support when challenges arise. While deadlines are important, learning remains the primary goal. Students are therefore expected to complete all assigned work, even when submitted late. Formative Assessments Formative assessments include classwork, daily homework, practice activities, short quizzes, annotations, drafts, and other assignments designed to support skill development, provide feedback, and prepare students for future learning. Because formative assessments are intended to build understanding and prepare students for subsequent instruction, they generally must be completed while the learning cycle is still in progress. Once the associated summative assessment has occurred or the instructional unit has concluded, the educational value of many formative assignments has diminished. Late formative work may receive reduced credit at the teacher's discretion. In most cases, formative work will not be accepted after the associated summative assessment has been administered or the instructional unit has concluded unless otherwise approved by the teacher or Division Head. Summative Assessments Summative assessments include tests, essays, projects, presentations, laboratory reports, and other assignments designed to evaluate mastery of course standards and learning objectives. Students are expected to complete all summative assessments. Major assignments submitted after the deadline may receive a deduction of up to 10% per class meeting late. Unless approved by the Division Head, summative assessments will not be accepted more than two weeks after the original due date. Students who anticipate difficulty meeting a deadline should communicate with their teacher as early as possible. Extensions may be granted when requested in advance or when supported by documented circumstances.

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Relationship to Attendance The late work expectations outlined below apply to assignments that are submitted after an established deadline while a student is actively enrolled and attending school. Students who are absent from school should refer to the Attendance section for expectations regarding make-up work, assessments, and approved completion timelines. Work completed within an approved make-up period following an absence is not considered late and is not subject to late penalties. Assignments, projects, papers, and assessments assigned before an absence remain due on the originally scheduled date unless an extension is granted by the teacher. Patterns of Late Work Repeated failure to submit assignments on time may result in required tutorial attendance, parent communication, academic support interventions, Academic Probation, or an Academic Contract. Incomplete Grades A student may receive a grade of Incomplete (I) when significant coursework has been missed due to excused absences or other circumstances approved by the School. Students typically have one week following the end of the semester to complete outstanding work unless an alternative timeline is approved by the Division Head. Failure to complete required work within the established timeline may result in the semester grade being calculated based on work submitted. Summative Assessment Policy Davidson Day School seeks to balance academic rigor with student well-being by encouraging thoughtful coordination of summative/major assessments and long-term assignments. Faculty work collaboratively to distribute significant academic demands in ways that support meaningful learning, preparation, and balance across a student's academic program. Summative assessments include major tests, essays, projects, presentations, laboratory reports, and other assignments designed to evaluate mastery of course standards and learning objectives. As a general expectation, students will not be required to complete more than two summative assessments due on a single day. To support student planning and coordination across courses, teachers are expected to post summative assessment dates in Patriot Connect and on the divisional summative assessment calendars at least one week in advance whenever reasonably possible. Because of the rotating schedule and the individualized nature of student course schedules, conflicts may occasionally occur despite faculty coordination efforts. In such situations, students are expected to communicate proactively with their teachers to arrange an alternative assessment time or adjusted due date. Students should make these requests as soon as the conflict becomes apparent rather than waiting until the day of the assessment. While teachers strive to support students in managing academic demands, learning to communicate effectively, advocate appropriately, and plan ahead is an important part of student growth and preparation for future academic environments. There is no formal limit on formative assessments such as quizzes, reading checks, short writing assignments, or other daily learning activities, provided that the preparation required aligns reasonably with the typical nightly expectations for the course. Students who need assistance communicating with teachers or resolving assessment conflicts are encouraged to seek support from their advisor, Assistant Division Head, or Head of Middle and Upper School.

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Examinations and Cumulative Assessments Davidson Day School believes that students benefit from opportunities to synthesize, retain, and apply learning over time. Cumulative assessments encourage students to make connections across units of study, demonstrate long-term understanding, and develop the study habits and academic endurance necessary for future success in high school, college, and beyond. Semester Examinations (Grades 7–12) Students in grades 7–12 participate in cumulative semester examinations at the conclusion of each semester. Examinations are designed to assess mastery of course content and skills developed throughout the semester. Semester examinations count for 20% of the semester grade unless otherwise approved by the School. Examinations are scheduled according to the published exam calendar. For students without approved testing accommodations: ● Middle School (Grades 7–8) examinations are scheduled for up to 90 minutes. ● Upper School (Grades 9–12) examinations are scheduled for up to 2 hours. Students with approved accommodations will receive testing support consistent with their accommodation plans. Cumulative Mathematics Assessments (Grades 5–6) Students in grades 5–6 participate in a cumulative mathematics assessment at the end of the academic year. These assessments are designed to evaluate mathematical understanding, identify areas for growth, and provide information that supports future mathematics placement decisions. Mathematics placement decisions are based upon multiple factors, including classroom performance, teacher recommendations, student work, and cumulative assessment results. No single assessment is used as the sole determinant of placement. Senior Exam Exemptions As a recognition of sustained academic achievement, responsibility, and community membership, seniors may be eligible for exemptions from second-semester final examinations. Exam exemptions are considered a senior privilege and are not guaranteed. To be eligible for an exam exemption in a course, a senior must: ● Earn a second-semester average of 83% (B) or higher in the course; ● Maintain good Academic Standing, Attendance Standing, and Student Life Standing throughout the second semester; ● Have no Academic Integrity violations during the second semester; and ● Meet any course-specific expectations established by the teacher and approved by the Division Head. Final approval for exam exemptions rests with the teacher in consultation with the Division Head. The School reserves the right to deny an exam exemption when a student's academic performance, attendance, conduct, or other circumstances indicate that completing the final examination is in the student's best educational interest. Students who are not eligible for an exemption are required to complete the final examination according to the published exam schedule. There are no exam exemptions for students in grades 7–11. Final examinations may not be taken early except in extraordinary circumstances approved by the Page 35

Division Head. Students with unavoidable scheduling conflicts should communicate with the Division Head as soon as possible to discuss alternative arrangements.

Academic Integrity Academic integrity is fundamental to the mission of Davidson Day School and to the development of responsible, ethical learners. Students are expected to complete their work honestly, give appropriate credit to the ideas and contributions of others, and demonstrate integrity in all academic pursuits. Academic dishonesty undermines learning, erodes trust, and diminishes the value of individual effort and achievement. Accordingly, violations of academic integrity are considered serious breaches of community expectations and may be treated as major disciplinary infractions. Examples of academic dishonesty include, but are not limited to: ● Cheating on quizzes, tests, examinations, or assignments ● Using unauthorized materials or resources during an assessment ● Plagiarism, including the use of another person's words, ideas, or work without proper attribution ● Unauthorized collaboration ● Providing work to another student for submission as their own ● Purchasing, selling, sharing, or distributing academic work or assessment materials ● Misrepresenting research, data, sources, or academic work ● Unauthorized use of artificial intelligence or other technology tools ● Any attempt to gain an unfair academic advantage The School recognizes that academic integrity violations may vary significantly in severity, intent, and impact. In evaluating alleged violations, the School may consider factors including the student's age, developmental level, prior conduct, intent, degree of planning, willingness to accept responsibility, and the effect on the learning community. Students who voluntarily disclose an academic integrity mistake before submission may receive a different response than students whose misconduct is discovered later. Academic Consequences Academic integrity violations may result in academic consequences determined by the teacher and administration. Consequences may include repeating an assignment, receiving a reduced grade, receiving no credit, ineligibility for academic honors or awards, removal from leadership positions, or other academic responses deemed appropriate by the School. Student Conduct Consequences Because academic integrity is a matter of character and community trust, academic dishonesty may also result in disciplinary consequences. Depending on the circumstances, students may be subject to loss of privileges, Behavioral Contracts, Suspension, Student Life Probation, Re-enrollment Review, Dismissal, or other responses deemed appropriate by the School. Investigation and Resolution Alleged academic integrity violations will be reviewed by the appropriate School administrators. Students will be given an opportunity to share their perspective before a determination is made. In the Lower School, alleged academic integrity violations are reviewed by the Head of Lower School in consultation with the student's teacher(s). In the Middle School, alleged academic integrity violations are reviewed by the Assistant Head of Page 36

Middle School in consultation with the student's teacher(s). In the Upper School, alleged academic integrity violations are reviewed by the Assistant Head of Upper School. The Assistant Head of Upper School may refer cases to the Honor Council for review and recommendation. Following consideration of the Honor Council's recommendation, the Assistant Head of Upper School will determine the appropriate academic and disciplinary response. The School reserves the right to determine whether an academic integrity violation has occurred and to determine the appropriate academic and disciplinary consequences based on the circumstances of each case. Appeals For Middle and Upper School, students and families who wish to appeal an academic integrity determination or the resulting academic or disciplinary consequences may submit a written appeal to the Head of Middle and Upper School based on the grade level of the student. The decision of the Head of Middle and Upper School shall be final. Developmental Considerations Davidson Day recognizes that students continue to develop judgment, organizational skills, and ethical decision-making throughout adolescence. While all academic integrity violations are taken seriously, responses may differ based on a student's age, developmental level, and prior conduct. Academic integrity violations incurred during Lower School do not carry forward to Middle School, nor do violations in Middle School automatically carry forward to Upper School. Consistent with the School's commitment to growth and development, students who successfully complete Middle School are afforded the opportunity to begin Upper School with a fresh start.

Online Courses Davidson Day School recognizes that, on occasion, students may wish to pursue coursework that is not available within the School's curriculum or that cannot reasonably fit within a student's academic schedule. In such circumstances, students may be permitted to enroll in approved online courses through accredited educational providers. Online courses are intended to supplement, rather than replace, the Davidson Day academic program. Students will not ordinarily be approved to enroll in an online course if a substantially similar course is offered by Davidson Day and can reasonably be incorporated into the student's schedule. Enrollment in an online course requires prior approval from the Head of Middle and Upper School. Students considering online coursework are encouraged to consult with the College Counseling Office prior to enrollment, as online courses are identified as such on the student's transcript. Students may enroll in no more than one online course or independent study during a given academic year unless an exception is approved by the Head of Middle and Upper School. A designated School employee may serve as a mentor or point of contact for students enrolled in online courses; however, responsibility for instruction, coursework, and successful completion of the course remains with the student and the online course provider. Courses completed through approved outside institutions may appear on the student's transcript but are not included in Davidson Day GPA calculations unless otherwise approved by the School.

Independent Study Davidson Day School believes that intellectual curiosity and self-directed learning are important Page 37

components of academic growth. Independent studies provide qualified students with an opportunity to pursue advanced topics, specialized interests, research projects, or areas of study that are not otherwise available through the School's curriculum. Independent study proposals must demonstrate significant academic merit, include clearly defined learning objectives, and identify a Davidson Day faculty member willing to serve as the student's mentor. Independent studies are intended to supplement the School's curriculum and are approved only in exceptional circumstances. All independent studies require prior approval from the Head of Middle and Upper School. Approval will be based upon the student's academic standing, demonstrated readiness for independent work, availability of faculty supervision, and the educational value of the proposed course of study. Students may enroll in no more than one independent study or online course during a given academic year unless an exception is approved by the Head of Middle and Upper School. Independent studies will appear on student report cards and transcripts. Because independent studies vary significantly in scope, structure, and assessment, they are not included in Davidson Day GPA calculations. The School reserves the right to establish additional requirements regarding proposals, progress reports, presentations, assessments, and final products for approved independent studies.

Academic Honors Middle School Davidson Day School recognizes students who demonstrate consistent academic excellence through the Head of School's List and Honor Roll. At the conclusion of each semester, Middle School students who earn an A in all courses will be named to the Head of School's List. Students who earn grades of A and B in all courses will be named to the Honor Roll. Students who are found responsible for an Academic Integrity violation during the semester are not eligible for either recognition during that semester. Upper School Davidson Day School recognizes students who demonstrate high levels of academic achievement through the Head of School's List and Honor Roll. At the conclusion of each semester, Upper School students with an unweighted semester GPA of 3.67 or above will be named to the Head of School's List. Students with an unweighted semester GPA between 3.33 and 3.66 will be named to the Honor Roll. Students who earn a grade below C- in any course during the semester or who are found responsible for an Academic Integrity violation during the semester are not eligible for either recognition during that semester. National Honor Society The National Honor Society (NHS) is the nation's premier organization recognizing outstanding high school students. Membership is based upon the four pillars of scholarship, leadership, service, and character. Eligibility and selection procedures are determined by the Davidson Day School National Honor Society Page 38

Faculty Council in accordance with National Honor Society guidelines. Induction ceremonies are typically held during the spring semester.

Textbooks and Instructional Materials Textbooks and instructional materials are selected by Davidson Day School faculty to support the educational goals of each course and program. For students in Early Preschool through Grade 8, required textbooks and instructional materials are provided by the School and included in tuition. Non-consumable textbooks remain the property of Davidson Day School and must be returned at the end of the school year. Families may be charged for textbooks that are lost, not returned, or returned with excessive damage beyond normal wear and tear. Families of students in Grades 9–12 are generally responsible for purchasing required textbooks and instructional materials. Textbook lists, ordering information, and edition requirements are available through Patriot Connect. Families may purchase textbooks from the vendor of their choice, provided the correct edition is obtained when specified by the teacher or department. Some courses may utilize digital resources in place of traditional textbooks, while others may not require a textbook. In courses where teachers require a physical text, students are expected to obtain and bring the required edition to class. Unless otherwise approved by the teacher, students enrolled in English courses must use physical copies of assigned texts rather than digital versions. The School reserves the right to adopt, replace, supplement, or discontinue textbooks, digital resources, software platforms, and other instructional materials as educational needs evolve.

Student Support Services Davidson Day School is committed to supporting the growth and well-being of the whole child. We recognize that students learn best when they are known, challenged, supported, and connected to caring adults and peers. Student support at Davidson Day extends beyond academics to include social-emotional development, character formation, executive functioning, learning support, counseling, and family partnership. Beginning in the Lower School and continuing through Middle and Upper School, students are encouraged to develop the skills and habits necessary for success in school and beyond, including self-awareness, self-advocacy, resilience, emotional intelligence, responsible decision-making, healthy relationships, and the habits of lifelong learning. As students grow, they are increasingly expected to take ownership of their learning, seek assistance when needed, communicate directly with teachers and advisors, and actively participate in the support available to them.

Lower School Character Education and Social-Emotional Learning Character education and social-emotional learning are foundational components of the Lower School experience and are rooted in the values of the Patriot Pledge. Through classroom instruction, community experiences, and daily interactions, students learn what it means to be honest, courageous, respectful, compassionate, and safe. Students develop the knowledge, skills, and attitudes needed to understand and manage emotions, build healthy relationships, demonstrate empathy, make responsible decisions, and contribute positively to their communities.

Academic Support and Teacher Assistance Every Davidson Day teacher is committed to supporting student learning and growth. Students who Page 39

need additional assistance are encouraged to seek help promptly and communicate directly with their teachers. In the Lower School, teachers provide support throughout the school day and may offer additional assistance outside of regular classroom instruction as appropriate. In the Middle School and Upper School, students have access to teacher tutorials during the school day, study halls, and opportunities to meet with teachers before or after school. Additionally, Middle School students take a weekly Executive Functioning course designed to help them develop metacognitive skills, strengthen organization and planning habits, build resilience, and take increasing ownership of their learning.

Learning Support Services and Accommodations Davidson Day School seeks to provide reasonable accommodations that allow students with documented learning differences to access the curriculum and demonstrate their learning. Accommodations are designed to provide equitable access to learning and do not fundamentally alter course requirements, academic standards, graduation requirements, or essential program expectations. Students with documented learning differences may be eligible for a Learning Plan that outlines approved classroom and testing accommodations. Eligibility is determined through current psychoeducational, neuropsychological, or other appropriate educational evaluations and supporting documentation. Families are responsible for providing current documentation to the School. The School reserves the right to determine which accommodations can be reasonably implemented within the educational program. Documentation may need to be updated periodically in accordance with School guidelines and testing agency requirements. Families who suspect that a student may have an undiagnosed learning difference are encouraged to contact the appropriate Division Head and the Director of Learning Support to discuss available resources and recommendations.

Advisory Program Davidson Day believes that every student should be known well by at least one adult and connected to a community of peers. The Advisory Program serves as an important component of student support, helping students navigate academic, social, emotional, and developmental challenges while fostering a sense of belonging and connection. Middle School Advisory Middle School Advisory is designed to support students during a critical period of social, emotional, and intellectual development. Drawing on research from Harvard University's Making Caring Common initiative and other best practices in adolescent development, advisory provides students with opportunities to strengthen relationships, develop empathy, practice perspective-taking, navigate peer dynamics, and build the skills necessary for healthy participation in a diverse community. Students meet regularly in advisory groups to engage in discussions and activities related to belonging, character development, emotional intelligence, responsible decision-making, digital citizenship, community membership, and other topics that support student well-being and growth. Upper School Advisory Upper School Advisory is designed to ensure that every student is known, supported, and connected to Page 40

a trusted adult within the school community. Advisors serve as advocates, mentors, and partners in supporting students' academic progress, personal growth, well-being, and engagement in school life. Students meet regularly with advisors individually and in groups to discuss academic progress, goal setting, leadership, character development, post-secondary planning, and other topics relevant to student growth and success. Advisors also serve as an important connection point between students, families, teachers, counselors, and administrators. As students progress through Upper School, advisors help students develop the self-advocacy, decision-making, and planning skills necessary for success in college, careers, and life beyond Davidson Day.

Student Wellness and Counseling Services Davidson Day School is committed to supporting the academic, social, emotional, and personal well-being of students. Consistent with the School's mission and commitment to developing intellectual, emotional, and digital intelligence (IQ, EQ, and DQ), school counselors partner with students, families, teachers, and administrators to promote student success and healthy development. School counselors provide preventive, developmental, and short-term support services designed to help students navigate the opportunities and challenges of school life. Counseling services may include support related to academic stress, executive functioning, peer relationships, conflict resolution, emotional regulation, transitions, coping skills, anxiety related to school performance, grief, and other concerns that affect a student's educational experience. Student Wellness and Shared Responsibility Student wellness is a shared responsibility among students, families, and the School. Students are encouraged to seek help when needed and to support peers by reporting concerns to a trusted adult. Families are encouraged to communicate proactively with the School regarding significant changes in a student's emotional, behavioral, or mental health needs that may affect safety, learning, or participation in school life. Davidson Day seeks to partner closely with families in supporting student well-being. While the School may make recommendations regarding evaluations, counseling, therapy, or other services, decisions regarding medical and mental health treatment remain the responsibility of the student's parent(s) or guardian(s), except when required by law or when immediate safety concerns necessitate School action. Scope of School Counseling Services School counseling services are educational in nature and are not intended to provide ongoing individual therapy, psychological treatment, psychiatric services, or long-term mental health counseling. School counselors may provide short-term support, assessment, consultation, crisis intervention, and referrals to outside providers when appropriate. Families seeking ongoing therapeutic services will be encouraged to work with licensed mental health professionals in the community. Confidentiality and Communication School counselors make reasonable efforts to respect student privacy and foster trusting relationships. Because counseling occurs within an educational setting, confidentiality cannot be guaranteed in the same manner as in a private therapeutic relationship. Information may be shared with parents, guardians, administrators, teachers, healthcare providers, or Page 41

other appropriate individuals when necessary to support a student's educational experience, protect student well-being, comply with legal obligations, or address concerns involving health or safety. The School may request that parents provide written authorization for communication between School personnel and outside healthcare or mental health providers when such collaboration is determined to be beneficial to the student's educational progress, well-being, or safety. Student Safety and Threat Assessments Student safety is a shared responsibility and a priority of Davidson Day School. When concerns arise regarding self-harm, suicidal ideation, threats to others, significant emotional distress, concerning communications, or other safety-related concerns, the School may require a student to participate in a safety or threat assessment conducted by appropriate School personnel. The School may utilize research-based assessment tools and evidence-based protocols to evaluate student safety concerns and determine appropriate next steps. Students and families may not opt out of safety or threat assessments when the School determines that a safety concern exists. The School reserves the right to take immediate action when necessary to protect the well-being of the student or others. Return to School Following Mental Health Concerns When a student has experienced a significant mental health crisis, hospitalization, intensive treatment program, suicide risk concern, self-harm concern, or other situation affecting student safety, the School may require documentation from a licensed mental health professional before the student returns to school. The School may also require a re-entry meeting, ongoing communication with treatment providers, a safety plan, reasonable accommodations, or other conditions designed to support a successful return to the educational environment. The School reserves the right to determine whether sufficient information has been provided to support a student's safe return to school. Outside Mental Health Services and Medical Leave When School personnel determine that a student's needs exceed the scope of services that can reasonably be provided within the school setting, families may be required to seek evaluation, counseling, therapy, psychiatric care, or other services from qualified outside providers. In situations involving significant safety concerns, persistent emotional distress, substantial impairment of educational functioning, repeated crises, frequent disruption to the student's educational program, or ongoing concerns regarding student well-being, the School may require outside evaluation or treatment as a condition of continued enrollment or re-enrollment. In certain circumstances, the School may recommend or require a temporary medical leave when a student's health, safety, or treatment needs cannot be adequately supported within the educational environment. Decisions regarding return to school following a medical leave will be made in consultation with the student, family, treatment providers, and appropriate School personnel. Mandated Reporting All Davidson Day School employees, including counselors, teachers, coaches, administrators, and staff Page 42

members, are mandated reporters under applicable law. School employees are required to report suspected child abuse, neglect, dependency, threats of violence, or other situations requiring mandatory reporting. In such circumstances, information may be disclosed to appropriate authorities without student or parent consent as required by law. Commitment to Student Well-Being Davidson Day School believes that students thrive when families, educators, counselors, healthcare providers, and community partners work collaboratively to promote healthy development, resilience, safety, and academic success. The School is committed to fostering a caring and supportive environment while maintaining appropriate expectations for student well-being, safety, and engagement in school life.

Learning Enrichment Center (LEC) The Learning Enrichment Center (LEC) extends Davidson Day School's commitment to supporting the academic, social, emotional, and developmental growth of every student. Through individualized services and specialized instruction, the LEC helps students develop the skills, strategies, and confidence needed to thrive both in and beyond the classroom. The LEC serves students from age two through grade twelve and offers a range of fee-based support services designed to complement the School's academic and student support programs. Services may include academic tutoring, executive functioning coaching, Orton-Gillingham instruction, standardized test preparation, speech-language therapy, occupational therapy, social skills development, and enrichment opportunities based on student interests and needs. Participation in LEC services is voluntary unless recommended or required as part of a student support plan. LEC services are not a substitute for classroom instruction and do not alter the academic expectations of Davidson Day courses. Rather, they are designed to provide targeted support that promotes student growth, independence, self-advocacy, and success. Additional information regarding available services, scheduling, fees, evaluations, and registration procedures is available through the Learning Enrichment Center.

Outside Tutoring and Educational Services At times, a student may require support beyond what can reasonably be provided through classroom instruction, accommodations, tutorials, or other school-based services. In such cases, families may choose to engage outside tutors, therapists, educational specialists, or other service providers. Families are encouraged to communicate with the student's teachers, advisor, counselor, and appropriate administrator regarding outside support arrangements when those services may affect the student's educational program. With appropriate parent authorization, School personnel may collaborate with outside providers when such collaboration supports student success.

Parent-Teacher Conferences and Family Partnership Davidson Day School believes that strong partnerships between families and educators are essential to student success. Parents and guardians are encouraged to communicate regularly with teachers, advisors, counselors, and administrators regarding academic, social, emotional, or behavioral concerns. Formal conferences are held twice each year, in the fall and spring. In the Lower School, conferences are led by homeroom teachers and focus on student growth, progress, and development. In the Middle Page 43

and Upper School, conferences are typically led by advisors. Fall conferences focus on goal setting, relationship building, and an early review of academic and social-emotional progress. Spring conferences provide an opportunity to reflect on the school year and support students and families through the course request and academic planning process for the following year. Students are encouraged to participate actively in these conversations as they assume increasing responsibility for their academic and personal growth. Additional conferences may be scheduled throughout the year as needed. In most situations, families are encouraged to begin by communicating directly with the teacher or advisor before involving additional school personnel.

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PART IV: STUDENT LIFE, COMMUNITY MEMBERSHIP & ACCOUNTABILITY Student Rights and Responsibilities As members of the Davidson Day School community, students are entitled to be treated with dignity, respect, fairness, and care. Students also share responsibility for creating and maintaining a community that reflects the School's mission and core values of Courage, Ownership, Resilience, and Empathy. At Davidson Day School, education extends beyond academic achievement. We seek to develop individuals of character who are prepared to lead meaningful lives, contribute positively to their communities, and navigate challenges with integrity and purpose. Rights and responsibilities are inseparable; every member of the community is expected to exercise their privileges in ways that support the well-being, safety, and learning of others. Students can expect: ● To learn in an environment that is safe, supportive, and conducive to learning. ● To be treated with dignity and respect by fellow students, faculty, staff, coaches, and administrators. ● To have reasonable opportunities to express their ideas and perspectives in a manner consistent with the School's values and expectations for civil discourse. ● To be informed of School expectations and policies. ● To receive fair consideration when concerns, conflicts, or disciplinary matters arise. ● To seek guidance and support from trusted adults within the School community. Students are responsible for: ● Demonstrating honesty, integrity, and respect in their academic work and personal conduct. ● Showing Courage by speaking truthfully, making ethical decisions, standing up for what is right, seeking help when needed, and contributing positively to the School community. ● Practicing Ownership by accepting responsibility for their actions, honoring commitments, meeting academic obligations, and learning from mistakes. ● Developing Resilience by persevering through challenges, responding constructively to setbacks, embracing growth, and demonstrating adaptability in the face of adversity. ● Demonstrating Empathy by treating others with dignity and respect, valuing different perspectives and experiences, and contributing to a culture of belonging and mutual support. ● Following School policies, procedures, and expectations. ● Respecting the rights, safety, and property of others. ● Using technology and social media responsibly, ethically, and in ways that reflect positively on themselves and the School community. ● Attending classes and School activities as required and engaging fully in their educational experience. ● Cooperating with School personnel and participating honestly in School investigations and disciplinary processes. ● Representing Davidson Day School honorably both on and off campus. Membership in the Davidson Day School community is both a privilege and a responsibility. Students are expected to uphold the values of Courage, Ownership, Resilience, and Empathy and to contribute to a culture of trust, respect, belonging, personal growth, and academic excellence. Through their actions, students help create a community where all members are challenged, supported, and inspired Page 45

to become their best selves. Nothing in this statement should be interpreted as limiting the authority of the School to establish expectations, interpret policies, or make decisions regarding student conduct, discipline, enrollment, participation, or other matters affecting the School community.

Dress, Appearance, and Community Standards Community Standards for Dress (ECH- Grade 12) Davidson Day School seeks to create a learning environment that is respectful, inclusive, and focused on personal growth. Students are encouraged to express their individuality while exercising sound judgment about attire that is appropriate for a school setting. Learning to balance self-expression with community expectations is an important part of preparing students for success in school and beyond. All clothing worn at School or School-sponsored events should reflect the values of the Davidson Day community and support a positive learning environment. The following are not permitted: ● Undergarments should not be visible. ● Sheer or see-through clothing that does not provide appropriate coverage. ● Exposed midsections are not permitted. ● Clothing must appropriately cover the chest, back, and sides. ● Sleepwear, including pajamas and pajama pants. ● Clothing that depicts, promotes, or references alcohol, drugs, vaping, tobacco products, sexual activity, violence, or illegal conduct. ● Clothing containing language, images, symbols, or messages that are vulgar, discriminatory, harassing, hateful, or otherwise inconsistent with the School's mission and community standards. ● Clothing that substantially disrupts the learning environment or creates a safety concern. Shoes must be worn at all times, both indoors and outdoors. Non-religious head coverings, including hats, caps, hoods, and similar items, are not permitted indoors during the academic day. Religious head coverings are always permitted. Lower School (Preschool - Grade 4) Students may wear: ● Navy blue or white polo shirt, short or long sleeve; must have official school logo embroidered on the left chest ● Navy blue or tan skirt, jumper, shorts, skorts, or long pants ● Navy blue polo dress, either short sleeve or long sleeve ● Shorts, skirts, dresses, and jumpers must be mid-thigh in length ● Bike shorts or leggings must be worn under skirts, dresses, and jumpers ● Solid color belts – navy, black, brown/tan or red ● Cotton or fleece sweatshirts or jackets may be worn; must official school logo embroidered on the left chest or be a Davidson Day spirit wear sweatshirt ● Tennis shoes only, including Early Preschool Middle School Uniform Policy (Grades 5–8) Davidson Day Middle School students are expected to wear the School uniform during the academic day and at School-sponsored activities when required. The uniform promotes a positive learning Page 46

environment, encourages a sense of community and belonging, and helps students focus on learning while developing habits of responsibility and professionalism. Students should wear clothing that is neat, clean, in good repair, and appropriate for a school environment. Clothing should allow students to participate comfortably in the activities of the school day and provide appropriate coverage while standing, sitting, walking, and engaging in normal school activities. Standard Daily Uniform Students are required to wear: ● Red, white, or navy polo shirts or polo dresses with the official Davidson Day logo. ● Navy or khaki shorts, pants, skirts, or skorts that are free of external logos, lettering, or cargo pockets. ● Closed-toe shoes with a secured heel that are appropriate for daily school activities, recess, and Physical Education classes. Outerwear During the school day, students may wear approved Davidson Day outerwear, including School-issued spirit wear, team apparel, sweaters, quarter-zips, sweatshirts, and other approved items designated by the School. Students may dress appropriately for the weather conditions during outdoor activities, including recess. Spirit Days and Athletic Team Days On designated Spirit Days and other approved special occasions, students may wear Davidson Day- or Patriot-branded t-shirts, Middle School House shirts, and Patriot athletic team apparel. Bottoms can include uniform, jeans in good repair, or shorts, provided they remain consistent with the Community Standards for Dress (see page 46). Members of athletic teams may be permitted to dress in a manner that promotes team unity and School spirit on designated game days. Expectations for team attire will be communicated by coaches and the Athletic Department and must remain consistent with School expectations for appropriate dress. Upper School Dress Code (Grades 9–12) The Davidson Day Upper School Dress Code reflects our commitment to creating a learning environment that is respectful, inclusive, and focused on personal growth. We believe students should have meaningful opportunities for self-expression while also learning to exercise sound judgment about attire in different settings. Developing the ability to balance individuality with community expectations is an important part of becoming college, career, and world-ready. Students are expected to attend school in clothing that is neat, clean, in good repair, and appropriate for an educational environment. Clothing should allow students to participate comfortably in the activities of the school day and provide appropriate coverage while standing, sitting, walking, and engaging in normal school activities. Students may wear a wide variety of clothing, including athletic wear, hoodies, leggings, and other casual attire, provided that it is appropriate for a school setting and consistent with the Community Standards for Dress.

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Dress-Up Days (ECH - Grade 12) At various times throughout the year, students may be asked to dress in more professional attire for ceremonies, presentations, community events, special programs, or visits from guests. Acceptable Dress-Up Day attire may include dresses, skirts, blouses, sweaters, collared shirts, dress pants, khakis, and other professional clothing appropriate to the occasion. Denim, athletic wear, and casual leisurewear are generally not permitted unless specifically approved for a particular event. Enforcement and Administrative Discretion (ECH - Grade 12) Students who are not dressed in accordance with School expectations may be asked to modify their attire, change clothing, or make other arrangements as determined by School administrators. Repeated dress code concerns may result in disciplinary consequences. The School reserves the right to determine whether attire is appropriate for the educational environment, even when a particular item is not specifically addressed in this policy.

Student Independence and Privileges As students progress through the Middle and Upper School, Davidson Day provides increasing opportunities to exercise independence, manage time responsibly, and demonstrate readiness for greater autonomy. These privileges are designed to support student growth while fostering the habits of responsibility, self-advocacy, and good judgment necessary for success in school, college, and beyond. Students must remain in good academic, attendance, and student life standing to maintain eligibility for most of the privileges outlined below. Student standing is reviewed holistically and may be considered when determining eligibility for leadership positions, honors, awards, recommendations, travel opportunities, student government, athletic captaincies, and other positions of trust within the School community. Lunches Middle School Middle School students (grades 5–8) do not have assigned lunch seats. Students in good student life standing may eat outside in the courtyard (weather permitting) on their grade level’s designated day. Upper School Prior to class trips, in order to build community, ninth-grade students must eat in the Commons. Afterward, ninth-grade students may eat outside in the courtyard daily (weather permitting) along with all Upper School students. Ninth-grade students may only leave campus for lunch when accompanied by a faculty member for a pre-approved purpose. Students in grades 10–12 who are in good student-life standing may sign out and walk to local restaurants within approved walking distance of campus. Students may not use their vehicles during the school day, including lunch periods, except for health-related or other pre-approved appointments.

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Tutorials, Flex Periods, and Recess Tutorials (Middle School and Upper School) Middle School and Upper School teachers provide additional academic support during the school day at least twice each week through the Tutorial program. Similar to collegiate office hours, tutorials help students learn to seek assistance, advocate for themselves, and take increasing ownership of their learning. Students may use tutorials to clarify course content, receive feedback on assignments, prepare for assessments, complete make-up work, or seek additional support from teachers. Students may be invited by a teacher to attend tutorials or may choose to attend on their own initiative. While tutorials are optional in most circumstances, they are an important habit-building tool that helps students learn to manage both their learning and their time effectively. Recess (Middle School) Recess is an integral part of the Middle School program, providing students with opportunities for movement, social connection, and academic support. During recess, students may engage in physical activity, spend time with peers in approved areas, or attend teacher tutorials and academic support sessions. Because tutorials occur during recess, students learn to balance academic responsibilities with social opportunities while developing the independence, judgment, and self-advocacy skills expected of Middle School students. These experiences help prepare students for the increased responsibility and flexibility of Upper School. Flex Periods (Upper School) Flex Periods, typically held on Monday and Friday, provide students with flexibility in managing their academic and extracurricular responsibilities. Students may use this time to attend tutorials, participate in club meetings, complete schoolwork independently, or gather with peers in approved campus locations. Through Flex, students learn to balance academic commitments, extracurricular involvement, and social opportunities while developing the independence, judgment, and time-management skills necessary for success in Upper School and beyond. Regular participation in tutorials also encourages students to practice the self-advocacy and help-seeking behaviors expected in college office hours and other adult learning environments. Students in grades 10–12 who are in good academic, attendance, and student life standing may be granted the privilege of signing out early for lunch.

Free Periods and Study Halls Study Hall (Middle School and Upper School) Study Hall provides students with dedicated time during the school day to focus on their academic responsibilities and develop the habits necessary for long-term success. By using study halls effectively, students learn to manage their workload, plan ahead, seek help when needed, and take ownership of Page 49

their learning. Students are expected to use study hall productively for academic purposes, including completing assignments, studying, reading, or working on school-related projects. To support a focused learning environment, students should work independently and quietly. Collaboration on academic work is permitted when appropriate and should be conducted in a manner that does not disrupt the concentration of others. A well-used study hall helps students develop the organizational and time-management skills necessary to maintain balance between academics, extracurricular commitments, family responsibilities, and personal interests. As with class time, phones are not permitted during study hall in order to minimize distractions and support focused academic work. Free Periods (Upper School) Free periods provide eligible upperclassmen with opportunities to exercise the independence, responsibility, and time-management skills necessary for success in college and beyond. Students in grades 11 and 12 who are in good academic, attendance, and student life standing may be granted free periods. Students in grade 10 who maintain good standing may become eligible for free periods during the second semester. To utilize a free period, students must first sign out of their assigned study hall. The privilege of a free period reflects the School’s confidence in a student's ability to manage both personal freedom and community responsibilities. During free periods, students are expected to remain in approved locations and use their time responsibly. Students may complete academic work, meet with teachers if approved during their planning periods, collaborate with classmates, read, participate in school activities, or spend time connecting with peers. In doing so, students learn to balance academic responsibilities, extracurricular commitments, and social opportunities in a manner that mirrors the increased independence of college and adult life.

Driving and Parking Privileges Driving to school is a privilege extended to licensed Upper School students who demonstrate responsibility and good standing within the School community. Students who wish to drive to school must possess a valid driver's license, complete all required authorization forms, register their vehicle with the Dean of Student Life, and display any required parking permit. Vehicles must be parked only in designated student parking areas. Except for the senior privileges outlined below or if pre-approved by Administration for an appointment, students may not drive their cars between 8:15-3:20 on school days. Students must observe the campus speed limit of 10 mph, comply with all traffic regulations, and refrain from using cell phones or other electronic devices while operating a vehicle on School property. Students may not return to their vehicles during the school day without permission from a School administrator. Transportation of other students is permitted only in accordance with School policies and required authorization forms. Driving and parking privileges may be restricted or revoked due to unsafe driving, violations of School policy, or concerns related to Attendance Standing, Academic Standing, Student Life Standing, or other circumstances indicating a student is not exercising the level of responsibility expected of those privileges. Additional procedures and expectations governing student drivers are outlined in the Student Driver Page 50

Authorization Form. The School reserves the right to assign parking locations, establish parking procedures, and modify or revoke driving and parking privileges when necessary to promote safety, maintain orderly operations, or support student success. Complete policy details are outlined on the Student Driver Authorization form.

8th Grade Privileges As the oldest students in the Middle School and the rising members of the Upper School community, 8th-grade students are afforded certain privileges designed to foster independence, responsibility, and preparation for Upper School. These privileges may be restricted if a student is not in good Academic, Attendance, or Student Life Standing. Beginning after Upper School Visit Days in January, 8th-grade students may dress down on Mondays. Students must follow the Upper School Dress Code with the additional expectations that shoes must be closed-toe, and hats and hoods may not be worn inside school buildings except for approved religious purposes. Additionally, advisors may periodically take students during recess to designated locations across the street from campus. Students must remain with their advisor, follow all school expectations, and demonstrate the maturity, responsibility, and good judgment expected of the oldest students in the Middle School.

Senior Privileges Senior privileges recognize the leadership, maturity, and independence expected of students in their final year at Davidson Day. These privileges reflect the School’s confidence in seniors’ ability to manage increased freedom while continuing to meet their academic, attendance, and community responsibilities. Eligible seniors may be assigned a dedicated parking space on campus. Seniors who have a first-block study hall may arrive after 8:15 a.m.; however, they must arrive by 9:00 a.m. and sign in via SchoolPass. Other than the senior privilege of arriving late, if they have a first-block study hall or leaving early if they have a last-block study hall, seniors are not permitted to drive their car without pre-approval from Administration during the school day. Seniors may also sign out of study hall and leave campus during free periods. Students utilizing this privilege must sign out of their assigned study hall and complete the required sign-out process through SchoolPass before leaving campus. Additionally, as explained in Academic Policies and Procedures, Seniors may be exempt from their second-semester exams by meeting grade criteria and maintaining good Academic, Student Life, and Attendance standing.

Student Sign-Out and Early Dismissal Students may not leave campus during the school day without permission from the School and a parent or guardian. Students leaving campus for an appointment, illness, or other approved reason must follow established sign-out procedures and sign out through the designated School office before departing. Students returning to campus during the school day must sign back in upon arrival. Students may not sign in or out on behalf of another student, nor may they leave campus without authorization. Failure to follow sign-out procedures may result in disciplinary consequences and may affect Student Life Standing.

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Additional procedures regarding attendance reporting, early dismissal requests, and student sign-out are communicated through School administrative procedures.

Student Standing and Community Privileges Davidson Day School believes that privileges, leadership opportunities, and increasing independence are earned through responsible participation in the life of the School. As students demonstrate maturity, accountability, sound judgment, and a commitment to the community, they may earn opportunities for greater responsibility and participation in student life. A student's standing at Davidson Day is evaluated through multiple dimensions of community membership, including: ● Academic Standing – A student's fulfillment of academic responsibilities and expectations, including effort, preparation, academic integrity, and satisfactory progress. ● Attendance Standing – A student's commitment to regular attendance, punctuality, and meaningful engagement in the educational program. ● Student Life Standing – A student's conduct, citizenship, decision-making, and adherence to the School's behavioral and community expectations. These areas are interconnected and collectively reflect a student's overall standing within the School community. Concerns in any one area may result in intervention, support, or the temporary loss of certain privileges. In addition, the School may consider a student's overall standing—including patterns of academic irresponsibility, excessive tardiness or absences, behavioral concerns, or other indicators of unmet community expectations—when determining eligibility for leadership positions, student government, extracurricular participation, athletics, parking privileges, free periods, open-campus privileges, senior privileges, field trips, school-sponsored travel, and other opportunities or privileges. Because each student's circumstances are unique, Davidson Day School reserves the right to evaluate student standing holistically and to make decisions regarding privileges and participation in a manner that supports both the individual student's growth and the well-being of the school community.

School Trips, Travel, and Off-Campus Activities School-sponsored trips, athletic travel, outdoor education experiences, conferences, performances, competitions, service-learning opportunities, and other off-campus activities are considered extensions of the Davidson Day educational program. Students participating in such activities are expected to conduct themselves in a manner consistent with the School's mission, values, policies, and community expectations. Participation in School-sponsored travel and off-campus activities is a privilege, not a right. Students represent both themselves and Davidson Day School while participating in these experiences and are expected to demonstrate responsibility, sound judgment, respect for others, and compliance with all School expectations. The School reserves the right to establish additional expectations or requirements for specific trips or activities. Students and families may be required to sign trip-specific agreements or acknowledgments as a condition of participation. Behavior that violates School policies during a School-sponsored trip or activity may result in disciplinary action, removal from activities, loss of future travel privileges, suspension from the trip, or other consequences deemed appropriate by the School. In serious situations, the School may require a Page 52

student to return home at the family's expense. The School reserves the right to determine a student's eligibility to participate in School-sponsored travel, overnight trips, athletic travel, leadership experiences, and other special programs based on the student's academic standing, attendance standing, student life standing, safety considerations, and overall readiness to represent the School community responsibly.

Community Expectations & Accountability Davidson Day School seeks to cultivate a community grounded in Courage, Ownership, Resilience, and Empathy. An essential part of that mission is helping students develop the judgment, responsibility, integrity, and self-discipline necessary to thrive both in school and beyond. Enrollment at Davidson Day carries both privileges and responsibilities. Students are expected to conduct themselves in a manner consistent with the School's mission, Core Values, and community expectations, demonstrating respect for others, integrity in their actions, and accountability for their choices. We recognize that mistakes are a natural part of learning and development. When students make poor choices, the School seeks to balance accountability with growth. Whenever appropriate, our responses are intended not only to address misconduct, but also to help students understand the impact of their actions, repair harm, restore trust, and make better decisions in the future. Because students mature at different rates and each situation is unique, the School considers the student's age, developmental level, prior conduct, acceptance of responsibility, the impact on others, and the well-being of the School community when determining an appropriate response. The School may use educational, restorative, supportive, or disciplinary measures as circumstances warrant. Because no handbook can anticipate every situation, students may be held accountable for conduct that is inconsistent with the School's mission, values, or community expectations, even if a specific behavior is not expressly addressed in a written policy. The School reserves the right to determine the appropriate response to any situation at its sole discretion.

Guiding Principles of Discipline Disciplinary decisions are informed by several guiding principles: Natural Consequences: Whenever possible, students should experience reasonable and logical consequences that help them understand the connection between their actions and their responsibilities as members of the community. Examples may include repairing damaged property, making up missed obligations, temporarily losing privileges, or taking actions to restore trust. Restorative Practices: When appropriate, the School may utilize restorative practices to help students reflect on their choices, understand the impact of their actions, take responsibility, and repair harm done to others or the community. Restorative practices may include facilitated conversations, reflection activities, mediation, apology letters, community service, or other educational interventions. Developmental Growth: Students mature at different rates and require varying levels of support and accountability. The School seeks to respond to misconduct in ways that promote growth, strengthen decision-making skills, and reinforce community expectations while maintaining appropriate Page 53

accountability. Community Responsibility: Every student contributes to the culture and well-being of the School community. Students are expected not only to avoid misconduct, but also to demonstrate Courage by doing what is right, Ownership by accepting responsibility for their actions, Resilience by learning from mistakes, and Empathy by considering the impact of their choices on others.

Categories of Behavioral Concerns While it is impossible to list every behavior that may result in disciplinary action, concerns generally fall into three categories: Routine Behavioral Concerns, Minor Behavioral Infractions, and Major Behavioral Infractions. Routine Behavioral Concerns Routine behavioral concerns are low-level behaviors that have minimal impact on the learning environment or the well-being of others. Examples may include occasional tardiness or being unprepared for class. Routine concerns are generally handled informally and may not result in formal disciplinary action. However, repeated or persistent routine concerns may be documented and addressed as minor infractions. Minor Behavioral Infractions Minor infractions involve behaviors that interfere with the learning environment, disrupt the community, or negatively affect the experience of others. Examples may include repeated routine concerns, inappropriate language, misuse of technology, disrespectful behavior, horseplay, or misconduct in shared community spaces. Minor infractions are typically documented and addressed through conversations, reflection, restorative practices, behavioral notes, loss of privileges, detention, behavioral interventions, or other educational responses designed to promote growth and accountability. Repeated minor infractions may result in more significant disciplinary consequences and may indicate that a student requires additional support, increased accountability, or formal behavioral expectations. Major Behavioral Infractions Major infractions involve serious violations of School policies, community standards, safety expectations, or core values. Examples may include, but are not limited to, bullying, harassment, discrimination, threats, acts of violence, theft, significant property damage, academic dishonesty, possession or use of prohibited substances, serious technology violations, retaliation, or repeated failure to meet behavioral expectations after prior interventions. Major infractions require administrative review and may result in significant disciplinary consequences, including loss of privileges, student life probation, suspension, re-enrollment review, dismissal, or expulsion. The School reserves the right to classify conduct as a major infraction based on the severity of the behavior, even if the conduct would not otherwise fall within a listed example.

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Major Behavioral Violations The following sections describe behaviors that are inconsistent with the mission, values, and community expectations of Davidson Day School. These examples are intended to provide guidance but are not exhaustive. The School reserves the right to determine whether conduct constitutes a major behavioral infraction and to respond in a manner consistent with the best interests of the School community. Students are expected to demonstrate Courage, Ownership, Resilience, and Empathy in their interactions with others. Conduct that undermines the safety, dignity, integrity, or well-being of members of the School community may result in disciplinary action.

Understanding Student Conflict and Harmful Behavior As students learn and grow, disagreements and mistakes are inevitable. Davidson Day School distinguishes among conflict, rude behavior, mean behavior, bullying, and harassment so that situations may be addressed appropriately and developmentally. Conflict Conflict occurs when students disagree or experience interpersonal difficulties without an intent to harm and without a power imbalance. Conflict is a normal part of human relationships and often presents an opportunity for growth, communication, and problem-solving. School responses may include coaching, mediation, restorative conversations, or other supportive interventions designed to help students resolve differences constructively. It is possible that student behaviors while navigating conflict may lead to more disciplinary violations. Rude Behavior Rude behavior involves inconsiderate or disrespectful actions that may hurt others but are not intended to cause harm. Examples may include interrupting, excluding someone unintentionally, making thoughtless comments, or failing to consider the feelings of others. Such behaviors are typically addressed through redirection, reflection, counseling, or restorative conversations. Rude behaviors are typically considered minor disciplinary incidents. Mean Behavior Mean behavior involves deliberate words or actions intended to hurt, embarrass, or exclude another person. Examples may include name-calling, mocking, gossip, social exclusion, or other intentionally hurtful conduct. While isolated incidents of mean behavior may not constitute bullying, they are inconsistent with the School's values of empathy, respect, and belonging. Mean behaviors may be considered minor disciplinary incidents and are more likely to be documented than rude behaviors; however, escalating mean behavior or patterns of mean behavior towards peers may be treated as a major disciplinary matter. Bullying Bullying is the repeated, targeted, and intentional mistreatment of another individual. Bullying may be physical, verbal, relational, psychological, or digital in nature. Examples may include: ● Physical aggression or intimidation ● Threats or verbal abuse ● Deliberate exclusion or social manipulation ● Rumor-spreading or humiliation ● Online bullying ● Exploitation of a student's vulnerabilities or differences Page 55

The School reserves the right to treat a single severe incident as bullying when the conduct creates a hostile, intimidating, or unsafe environment. Conduct that constitutes bullying is considered a major behavioral infraction and will be addressed through the School's disciplinary framework. Harassment and Discriminatory Conduct Davidson Day School is committed to fostering a community in which all individuals are treated with dignity and respect. Harassment includes unwelcome conduct that demeans, intimidates, targets, or excludes an individual based on actual or perceived characteristics, including but not limited to race, ethnicity, religion, national origin, sex, gender identity, sexual orientation, disability, socioeconomic status, appearance, or other personal characteristics. Unlike bullying, harassment does not need to be repeated to constitute a serious violation of School expectations. Students are expected to demonstrate empathy, respect, and appreciation for the diversity of experiences and perspectives that strengthen our community. Conduct that violates the dignity of another person is inconsistent with Davidson Day's values and community standards. Sexual Harassment and Sexual Misconduct Davidson Day School is committed to providing a learning environment that is safe, respectful, and free from sexual harassment and sexual misconduct. Sexual harassment includes unwelcome verbal, physical, visual, written, or digital conduct of a sexual nature that creates an intimidating, hostile, offensive, or disruptive educational environment. Examples may include: ● Sexual comments, jokes, or gestures ● Unwanted physical contact ● Sharing or possessing sexually explicit messages, images, or content ● Inappropriate questions regarding another person's body or relationships ● Pressure, coercion, or unwanted sexual advances Students are expected to understand and respect personal boundaries and consent. Conduct that makes another person feel unsafe, objectified, pressured, or violated is inconsistent with Davidson Day's values and expectations. Retaliation Davidson Day School strictly prohibits retaliation against any individual who reports misconduct, participates in an investigation, serves as a witness, or supports another member of the community in raising a concern. Retaliation may include intimidation, threats, social exclusion, harassment, bullying, coercion, or any action intended to discourage reporting or participation in School processes. Retaliation undermines the trust, courage, and integrity necessary for a healthy school community and most likely itself constitutes a major disciplinary infraction. Academic Integrity Academic integrity is fundamental to the mission and educational program of Davidson Day School. Acts of academic dishonesty—including cheating, plagiarism, unauthorized collaboration, misuse of artificial intelligence, falsification of academic work, or attempts to gain an unfair academic advantage—are considered serious violations of community expectations. Academic integrity violations may result in both academic and disciplinary consequences, including loss of privileges, Behavioral Contracts, Suspension, Student Life Probation, Re-enrollment Review, Page 56

Dismissal, or other responses deemed appropriate by the School. The complete Academic Integrity Policy, including definitions, procedures, and academic consequences, can be found in the Academic Policies section of this handbook. Honesty and Cooperation Trust is essential to a healthy school community. Students are expected to act honestly, provide truthful information, and cooperate with School personnel in matters affecting the well-being of the community. Students may not knowingly provide false or misleading information, forge signatures or documents, falsify records, impersonate another person, make false accusations, conceal relevant information, or otherwise engage in conduct intended to deceive School personnel or undermine School processes. Students are expected to participate honestly and cooperatively in School investigations and disciplinary matters. Conduct that undermines trust, honesty, or the integrity of School processes is inconsistent with responsible community membership and may result in disciplinary action. Technology, Social Media, and Digital Conduct Technology offers powerful opportunities for learning, communication, creativity, and collaboration. Students are expected to use technology and digital platforms in ways that reflect the values of Courage, Ownership, Resilience, and Empathy and that contribute positively to the School community. Conduct occurring through technology, social media, messaging platforms, artificial intelligence tools, gaming platforms, or other digital spaces may be subject to School discipline when it impacts the safety, well-being, dignity, reputation, or educational experience of members of the Davidson Day community. Examples of prohibited conduct include, but are not limited to: ● Cyberbullying, harassment, or intimidation ● Creating, sharing, or encouraging harmful, threatening, discriminatory, or inappropriate content ● Digital impersonation or creating accounts intended to deceive or misrepresent another person ● Recording, photographing, or distributing images, audio, or video of others without permission when such conduct violates privacy, dignity, or community expectations ● Sharing private, confidential, or sensitive information about another individual without authorization ● Circumventing School technology safeguards or attempting unauthorized access to accounts, systems, or devices ● Misuse of artificial intelligence or other digital tools in violation of School policies ● Any other technology-related conduct that undermines the safety, dignity, integrity, or well-being of the School community Respect for Property: Theft, Vandalism, and Misuse of Property Davidson Day School seeks to cultivate a community built on trust, responsibility, and respect. Students are expected to demonstrate care for School facilities, equipment, materials, technology resources, and the personal property of others. Respect for property is an important aspect of responsible community membership and reflects the School's values of Ownership and Empathy. Students may not steal, attempt to steal, possess stolen property, intentionally damage property, misuse School resources, or engage in conduct that interferes with another person's use and enjoyment of their property. Examples of prohibited conduct include, but are not limited to: Page 57

● ● ● ● ● ● ● ●

Theft or attempted theft of personal or School property Possession, concealment, or distribution of stolen property Vandalism, graffiti, or intentional destruction of property Damage to School facilities, furnishings, equipment, technology, or vehicles Misuse of School technology, resources, or materials Tampering with another person's belongings without permission Unauthorized access to restricted areas, equipment, or property Reckless conduct resulting in significant damage to property

Students may be required to repair, replace, or provide restitution for damaged, lost, or stolen property when appropriate. Respect for School Operations The effective functioning of a school community depends upon mutual respect, cooperation, and adherence to reasonable expectations established for the safety, well-being, and orderly operation of the School. Students are expected to comply with reasonable directions from faculty, staff, coaches, administrators, and other School personnel acting within the scope of their responsibilities. Students may not engage in conduct that intentionally disrupts School operations, interferes with educational activities, prevents others from participating fully in the life of the School, or otherwise undermines the orderly functioning of the community. Examples may include significant disruption of classes, assemblies, events, or School-sponsored activities; repeated refusal to comply with reasonable directions from School personnel; unauthorized access to restricted areas; or conduct that substantially interferes with the educational environment. Hazing and Endangerment Davidson Day School is committed to fostering a culture of belonging, dignity, and respect. Students should feel welcomed, supported, and valued as members of the School community. Activities intended to humiliate, exclude, intimidate, control, or endanger others are inconsistent with the School's mission and values. Hazing is prohibited regardless of a student's willingness to participate or consent. A student's apparent agreement to participate does not diminish the seriousness of the conduct. Hazing includes any activity connected to membership, participation, leadership, initiation, or affiliation with a team, club, organization, class, group, or informal student association that could reasonably be expected to cause physical injury, emotional distress, humiliation, degradation, coercion, embarrassment, intimidation, or risk to a student's well-being. Examples may include, but are not limited to: ● Forced consumption of food, beverages, substances, or other items ● Activities involving physical discomfort, exhaustion, or danger ● Humiliating, degrading, or embarrassing acts ● Social exclusion, intimidation, or coercion ● Forced servitude or personal errands ● Sleep deprivation ● Dangerous pranks or stunts ● Any activity that creates an unreasonable risk of physical or emotional harm Students who encourage, organize, participate in, observe without reporting, or otherwise contribute Page 58

to hazing or endangerment may be subject to disciplinary action. Substances and Prohibited Items Davidson Day School is committed to providing a safe, healthy, and supportive learning environment. The possession, use, distribution, sale, purchase, exchange, or being under the influence of prohibited substances is inconsistent with the School's expectations and may place individuals and the community at risk. Prohibited substances and items include, but are not limited to: ● Alcohol ● Illegal drugs or controlled substances ● Cannabis, Cannabinoids, or marijuana products ● Nicotine products ● Electronic cigarettes, vaping devices, and vaping products ● Drug paraphernalia ● Misuse of prescription medications ● Misuse of over-the-counter medications ● Any substance represented as, or intended to function as, an intoxicating or mood-altering substance Students may not possess, use, distribute, sell, purchase, exchange, be under the influence of, or assist others in obtaining prohibited substances or items while on campus, at School-sponsored events, during School travel, or in circumstances that impact the School community. In addition to disciplinary consequences, the School may require a student to participate in an assessment with a school counselor, substance abuse professional, licensed mental health provider, or other qualified professional when concerns exist regarding alcohol, drug, nicotine, vaping, or other substance use. Recommendations resulting from such assessments may be considered in determining conditions for continued enrollment, re-enrollment, extracurricular participation, or return to school following a suspension. Weapons, firearms, ammunition, explosives, fireworks, knives that could be used as weapons, or other dangerous instruments are prohibited on School property, at School-sponsored activities, and in any circumstances governed by School authority unless specifically authorized by the School. Violations of this policy may be treated as major disciplinary infractions and may result in suspension, re-enrollment review, dismissal, or other significant disciplinary consequences. Safety and Threatening Conduct The physical and emotional safety of students, employees, families, and visitors is fundamental to the mission of Davidson Day School. Conduct that threatens the safety, security, or well-being of others is inconsistent with responsible community membership and will be addressed seriously. Prohibited conduct includes, but is not limited to: ● Threats of violence or harm toward oneself or others ● Physical aggression, fighting, or assault ● Intimidation or conduct intended to create fear ● Dangerous, reckless, or disruptive behavior that places individuals or property at risk ● False reports of emergencies, threats, or safety incidents ● Tampering with fire alarms, security systems, emergency equipment, locks, or other safety devices ● Possession or use of dangerous objects in a manner that threatens safety ● Encouraging, assisting, or participating in conduct that endangers others

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The School reserves the right to respond to threats, threatening statements, concerning communications, or dangerous conduct regardless of whether the individual intended to carry out the behavior or believed the conduct to be a joke.

Searches, Inspections, and School Investigations To maintain a safe, secure, and supportive learning environment, Davidson Day School reserves the right to investigate potential violations of School policies and community expectations. The School's ability to gather information, conduct reasonable searches, and investigate concerns is an important part of protecting students, maintaining trust within the community, and supporting the educational mission of the School. Students should not expect privacy with respect to items, property, or information brought onto, stored on, transmitted through, or maintained on School property, School technology systems, or at School-sponsored activities. Whenever reasonably possible, searches and investigations will be conducted in a manner that respects student dignity and developmental needs while balancing the School's responsibility to maintain a safe and orderly community. The School may inspect or search lockers, desks, storage areas, vehicles parked on School property, backpacks, bags, personal belongings, electronic devices, or other property when it reasonably determines that such action is necessary to investigate suspected misconduct, protect student safety, enforce School policies, safeguard School property, or otherwise serve the interests of the School community. Lockers, desks, and other storage areas provided by the School remain School property and may be inspected at any time. The School may review information contained on personal or School-issued electronic devices and may require students to produce electronic communications, social media content, photographs, videos, messages, or other digital information that the School reasonably believes is relevant to an investigation. This authority extends to conduct occurring on or off campus whenever there is a sufficient connection to the School community or when the conduct may reasonably affect student safety, the educational environment, or the operations or reputation of the School. Students are expected to cooperate fully with School investigations. Refusing to cooperate, withholding or providing false information, deleting, altering, or concealing relevant information, or otherwise interfering with an investigation may itself constitute a violation of School policy and may result in disciplinary action. As part of an investigation, School officials may interview students, employees, parents, witnesses, and other individuals with relevant information. School investigations are administrative—not criminal—in nature, and the procedures used by the School are intended to be fair and appropriate within an educational setting rather than to mirror legal or judicial proceedings. The School reserves the right to determine the timing, scope, and procedures of any investigation and may implement interim measures while an investigation is pending, including restrictions on privileges, participation in activities or events, schedule modifications, or other actions the School determines are appropriate to protect individuals and the broader School community. Nothing in this policy limits the School's authority to address conduct occurring on campus, off campus, online, or during School-sponsored activities when the conduct may reasonably affect the safety, well-being, educational environment, reputation, or orderly operation of Davidson Day School.

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Security Camera Footage Davidson Day uses security cameras throughout campus to help keep students, staff, and visitors safe. Footage supports the School's ability to monitor campus activity, respond to incidents, and maintain a secure environment for learning. Access to camera footage is limited to security personnel and School administrators. Footage is reviewed only for safety, security, and disciplinary purposes, and is not shared with families If a family has a concern involving an incident on campus, the appropriate point of contact is your child's Division Head. Administrators may review any relevant footage as part of the School's standard procedures and follow up directly with those involved.

Lockers and Student Property Students in grades 5–12 are assigned lockers for the storage of books, school supplies, and personal belongings. Students are expected to maintain lockers in a clean, orderly, and respectful manner. Students may not access another student's locker without permission. Perishable food items should be removed regularly, and students are responsible for keeping lockers free from excessive clutter, damage, or materials that may create health or safety concerns. Lockers remain the property of Davidson Day School. Students may not use permanent markers, adhesives, stickers, or other materials that may damage locker surfaces. Families may be charged for repair or replacement costs resulting from excessive damage beyond normal wear and tear. Students are responsible for securing and safeguarding their personal belongings. Davidson Day School is not responsible for lost, stolen, or damaged personal property. Lockers are subject to the School's policies regarding Searches, Inspections, and School Investigations.

Off-Campus and Online Conduct Membership in the Davidson Day School community carries responsibilities that extend beyond the classroom and school day. Students are expected to conduct themselves in a manner consistent with the School's mission, values, and community expectations whether on campus, at School-sponsored activities, online, or in other settings that affect the School community. The School reserves the right to investigate and respond to conduct occurring off campus or outside of school hours when such conduct may reasonably affect the safety, well-being, dignity, educational experience, or rights of members of the School community; disrupt the educational environment; damage relationships within the community; or otherwise interfere with the School's mission and operations. Examples may include, but are not limited to: ● Cyberbullying, harassment, or intimidation ● Threats or acts of violence ● Hazing or endangerment ● Academic dishonesty ● Misuse of technology or social media ● Criminal conduct ● Possession or use of prohibited substances ● Conduct that significantly affects the reputation, safety, or functioning of the School community Davidson Day expects students to uphold the same standards of respect, responsibility, and integrity both in and out of school. Our goal is not only to maintain a safe and supportive school environment, Page 61

but to help students grow into ethical, accountable members of their broader communities. The School will determine, in its sole discretion, whether there is a sufficient connection between off-campus conduct and the School community to warrant investigation or disciplinary action.

Reporting Concerns and Seeking Help A safe, respectful, and supportive community depends upon the willingness of its members to speak up when concerns arise. Consistent with Davidson Day's values of Courage, Ownership, Resilience, and Empathy, students are encouraged to seek help for themselves and others and to report concerns that may affect the safety, well-being, dignity, or educational experience of members of the School community. The School believes and teaches that asking for help or advocating on behalf of others is an act of strength and Courage. Students should promptly report concerns involving bullying, harassment, discrimination, threats, hazing, substance use, self-harm, safety risks, or other conduct that may harm individuals or the School community. Reports may be made to a teacher, advisor, coach, counselor, administrator, or other trusted adult. The School will not tolerate retaliation against any person who, in good faith, reports a concern or participates in a School process.

Good Samaritan Policy The health and safety of students is of paramount importance. Students are expected to seek immediate assistance from a parent, faculty member, administrator, school official, medical professional, or emergency responder whenever they are concerned about the health or safety of themselves or another person. A student who, in good faith, seeks help for themselves or another person experiencing a medical emergency related to alcohol, drugs, severe intoxication, mental health concerns, or other significant health or safety risks will generally not be subject to the full range of disciplinary consequences that might otherwise apply. The School reserves the right to require educational, counseling, restorative, or other supportive interventions and will consider all circumstances when determining an appropriate response. Students who distribute substances, intentionally place others at risk, or engage in other serious misconduct may still be subject to disciplinary action.

Response to Major Behavioral Violations Major behavioral violations are addressed through the School's disciplinary framework. In determining an appropriate response, the School considers the nature, severity, intent, impact, and context of the conduct, as well as the student's age, prior history, willingness to accept responsibility, and overall standing within the School community. Responses may include educational, restorative, supportive, or disciplinary interventions, including loss of privileges, restitution, detention, Behavioral Contracts, Suspension, Student Life Probation, Re-enrollment Review, Dismissal, or other measures deemed appropriate by the School.

Continuum of Accountability and Support Davidson Day School seeks to respond to student misconduct in ways that promote accountability, Page 62

personal growth, restoration of trust, and the well-being of the School community. Consistent with our commitment to Courage, Ownership, Resilience, and Empathy, disciplinary responses are intended not only to address behavior, but also to help students develop the judgment, responsibility, and character necessary for success in school and beyond. The School utilizes a range of responses that may be educational, restorative, supportive, or disciplinary in nature. Responses are selected based on the specific circumstances of each situation, including the student's age and developmental level, prior conduct, willingness to accept responsibility, impact on others, and the severity of the behavior. The disciplinary responses described below do not represent a required sequence of consequences. Depending on the circumstances, the School may impose any response individually or in combination with other interventions. The School reserves the right to determine the appropriate response to any disciplinary matter in its sole discretion.

Behavioral Notes and Accountability Thresholds Davidson Day School believes that growth occurs through a combination of accountability, reflection, support, and partnership. While occasional mistakes are a normal part of student development, repeated behaviors that disrupt learning, diminish community well-being, or demonstrate a lack of responsibility require increased intervention and support. To promote consistency, communication, and accountability, Davidson Day utilizes a Behavioral Note system through Patriot Connect to document minor behavioral infractions and recurring patterns of concern.

Behavioral Notes Minor behavioral infractions and repeated routine behavioral concerns may be documented through a Behavioral Note in Patriot Connect. Behavioral Notes serve as a communication tool and are intended to help students, families, teachers, advisors, and administrators identify patterns of behavior before more significant concerns emerge. When a Behavioral Note is submitted, notification will be sent through Patriot Connect to the student, parent(s)/guardian(s), homeroom teacher, advisor, and appropriate School administrators. Advisors and administrators may follow up with students to encourage reflection, support behavior change, and reinforce community expectations. The purpose of Behavioral Notes is not punitive. Rather, they provide students and families with timely feedback and create opportunities for intervention before concerns become more significant. Behavioral Notes are one tool used by the School to evaluate a student's Student Life Standing and identify patterns requiring intervention or support.

Accountability Thresholds Davidson Day recognizes that isolated mistakes and recurring patterns of behavior require different responses. Accordingly, the accumulation of Behavioral Notes within a semester may result in increasing levels of accountability and support. While disciplinary decisions remain subject to administrative discretion, the following thresholds generally guide School responses: Page 63

Three Behavioral Notes in a Semester A student conference and reflection process may be initiated. Families may be contacted if they have not already been involved, and homeroom teachers or advisors may work with students to develop strategies for improvement. Five Behavioral Notes in a Semester Students may receive a detention, temporary loss of privileges, or other appropriate intervention designed to reinforce expectations and accountability. Seven Behavioral Notes in a Semester A meeting involving the student, family, advisor, and administrator may be required. At this stage, the School may implement a Behavioral Contract outlining expectations, supports, and consequences for continued concerns. Eight Behavioral Notes in a Semester Students may be placed on Student Life Probation and may experience additional restrictions on privileges, leadership opportunities, participation in activities, or other aspects of community life. Behavioral Notes are reviewed on a semester basis for purposes of accountability thresholds. However, the School may consider a student's broader conduct history, demonstrated growth, and pattern of behavior when making decisions regarding disciplinary standing, privileges, leadership opportunities, re-enrollment, or other student life matters. The School recognizes and values meaningful growth. Administrators may consider sustained positive behavior, successful completion of behavioral goals, and individual circumstances when evaluating a student's disciplinary standing. Administrative Discretion Behavioral Notes and accountability thresholds are intended to provide consistency and transparency, not to replace professional judgment. The School reserves the right to accelerate, modify, or bypass any threshold based on the severity, frequency, impact, or context of the behavior. Likewise, serious misconduct may result in significant disciplinary consequences regardless of whether a student has previously accumulated Behavioral Notes. Students are expected to demonstrate Courage, Ownership, Resilience, and Empathy in their daily conduct. Behavioral Notes and accountability thresholds exist to support students in meeting those expectations and to help preserve a positive learning environment for all members of the Davidson Day community.

Loss of Privileges Davidson Day School believes that privileges are expressions of trust and responsibility within the community. As students demonstrate maturity, sound judgment, accountability, and responsible community membership, they may earn opportunities for greater independence and participation in student life. When a student's behavior, attendance, punctuality, academic standing, or overall conduct raises concerns regarding readiness for increased independence, the School may temporarily restrict or revoke certain privileges. Loss of privileges is intended to provide additional structure, reinforce accountability, and support students in reestablishing the trust necessary for greater autonomy. Loss of privileges may occur in response to behavioral concerns, excessive tardiness, attendance issues, academic irresponsibility, violations of a Behavioral Contract, Student Life Probation, or other circumstances deemed appropriate by the School. Page 64

Middle School Privileges Examples of Middle School privileges that may be restricted or suspended include, but are not limited to: ● Courtyard lunch privileges ● Participation in special events, celebrations, or non-academic activities ● Independent movement privileges ● Eligibility for certain leadership opportunities ● Other privileges determined by the School Upper School Privileges Examples of Upper School privileges that may be restricted or suspended include, but are not limited to: ● Free periods ● Open-campus lunch privileges ● Courtyard lunch privileges ● Student parking privileges ● Participation in certain social events or non-academic activities ● Eligibility for leadership positions, student government, athletic captaincies, or other leadership opportunities ● Senior privileges ● Other privileges determined by the School Loss of privileges may be imposed for a defined period of time or until specific conditions for restoration have been met. The duration and scope of any restriction will depend upon the nature of the concern, the student's overall standing, demonstrated growth, and readiness to resume the responsibilities associated with the privilege. Whenever appropriate, students will be informed of the expectations and conditions necessary for privileges to be restored. In determining whether privileges should be restored, the School may consider the student's conduct record, attendance and punctuality, academic standing, response to prior interventions, and feedback from teachers, advisors, coaches, counselors, or other adults working closely with the student. The purpose of a loss of privileges is not punitive. Rather, it reflects the School's belief that increased independence should be accompanied by demonstrated responsibility and that students benefit from additional structure and support when concerns arise regarding their readiness for greater autonomy.

Detention Detention is a structured disciplinary response that may be assigned for minor behavioral infractions, repeated concerns, excessive class tardiness, or situations in which an immediate consequence is appropriate. Detention provides students with an opportunity to reflect on their choices, consider the impact of their actions on others, and recommit to the expectations of the Davidson Day community. Students may be assigned reflective writing, restorative activities, community responsibilities, academic work, or other tasks deemed appropriate by the School. Detentions are generally assigned on the school day immediately following the incident and are held from 3:30 p.m. to 4:15 p.m. Students may request that a detention be rescheduled later in the same week due to a school-sponsored athletic contest, theatrical performance, academic competition, field trip, medical appointment, or other approved absence. Participation in athletic practices, rehearsals, club meetings, or other routine extracurricular activities will not excuse or delay a detention. Failure to Page 65

attend detention or comply with detention expectations may result in additional disciplinary action.

Behavioral Contract A Behavioral Contract is a formal support and accountability plan used when a student's conduct, attendance, punctuality, academic responsibility, or overall standing indicates a need for increased structure, support, and monitoring. Behavioral Contracts are intended to help students address concerns, rebuild trust, and demonstrate responsible community membership. A Behavioral Contract may be implemented in response to repeated behavioral concerns, accumulation of Behavioral Notes, excessive tardiness, significant attendance issues, return from suspension, violations of prior disciplinary expectations, or other circumstances deemed appropriate by the School. Behavioral Contracts are individualized and designed to support student success. Depending on the circumstances, a contract may include behavioral, academic, attendance, or community expectations, as well as required meetings, advisor check-ins, counseling support, progress monitoring, restorative actions, restrictions on privileges, or other interventions deemed appropriate by the School. Whenever appropriate, Behavioral Contracts will identify: ● Areas of concern ● Expectations moving forward ● Available supports and interventions ● Methods for monitoring progress ● Conditions for successful completion ● Potential consequences for continued concerns The School may consult with teachers, advisors, coaches, counselors, and other adults working closely with the student when evaluating progress under a Behavioral Contract. Successful completion of a Behavioral Contract may result in the restoration of privileges and a return to good standing. Failure to meet the expectations outlined in a Behavioral Contract may result in additional disciplinary responses, including Student Life Probation, Suspension, Re-enrollment Review, or other interventions deemed appropriate by the School. The School reserves the right to determine the duration, conditions, and successful completion of any Behavioral Contract.

Suspension Suspension is a significant disciplinary response that may be assigned for serious misconduct, repeated behavioral concerns, or situations in which a student's continued participation in the regular school environment is not appropriate. Suspension may be imposed independently or in conjunction with other disciplinary responses. Davidson Day School may utilize either an In-School Suspension or an Out-of-School Suspension depending on the nature of the behavior, the impact on the community, and the needs of the student. In-School Suspension Students assigned In-School Suspension remain on campus but are removed from their regular classes, activities, and social interactions for a designated period of time. During In-School Suspension, students may complete academic work, engage in guided reflection activities, meet with school counselors or administrators, and participate in other educational or restorative interventions designed to promote accountability and positive behavioral change. Out-of-School Suspension Students assigned Out-of-School Suspension are prohibited from attending classes, participating in school activities, being present on campus, or attending school-sponsored events during the Page 66

suspension period unless specifically authorized by the School. Students serving either form of suspension are considered absent from school. The School may permit students to complete missed academic work at the discretion of the Division Head and classroom teachers. Re-Entry Following Suspension Prior to returning to regular school activities, students will generally meet with the Division Head and other appropriate school personnel to reflect on the incident, discuss expectations moving forward, and develop a plan for successful re-engagement with the School community. Additional supports, restrictions, Behavioral Contracts, Student Life Probation, or other interventions may be implemented as part of the re-entry process. The School reserves the right to determine the length, conditions, and requirements of any suspension based on the specific circumstances of the situation.

Student Life Probation Student Life Probation is a significant disciplinary status indicating that the School has serious concerns regarding a student's conduct, attendance, academic responsibility, judgment, or overall standing within the Davidson Day community. Student Life Probation may be imposed in response to repeated disciplinary concerns, failure to meet the expectations of a Behavioral Contract, serious misconduct, repeated suspensions, significant attendance or punctuality concerns, or other circumstances deemed appropriate by the School. The purpose of Student Life Probation is to provide students with a final opportunity to demonstrate meaningful improvement while making clear that continued concerns may place their enrollment at risk. Students on probation are expected to demonstrate sustained progress, responsible decision-making, and a renewed commitment to the expectations of the School community. Students placed on Student Life Probation may be subject to additional conditions or restrictions, including but not limited to: ● Loss of privileges ● Restrictions on leadership opportunities ● Restrictions on participation in extracurricular activities or special events ● Required meetings with administrators, advisors, counselors, or other support personnel ● Progress monitoring or additional accountability measures ● Other conditions deemed appropriate by the School The School may consult with teachers, advisors, coaches, counselors, and other adults working closely with the student when evaluating a student's progress while on probation. Student Life Probation may remain in effect for a specified period of time or until the School determines that the student has demonstrated sufficient growth and readiness to return to good standing. Successful completion of probation may result in the restoration of privileges and removal from probationary status. Placement on Student Life Probation may be considered when evaluating eligibility for leadership positions, special privileges, honors, awards, recommendations, and re-enrollment. Failure to demonstrate satisfactory improvement while on Student Life Probation may result in additional disciplinary action, including Suspension, Re-enrollment Review, or Dismissal. The School reserves the right to determine the conditions, duration, and successful completion of Page 67

Student Life Probation.

Re-Enrollment Review Enrollment at Davidson Day School is renewed annually and is contingent upon a student's academic, behavioral, attendance, and community standing. In certain circumstances, the School may determine that a student's continued enrollment should be reviewed. A Re-enrollment Review may occur when a student demonstrates a pattern of behavioral concerns, repeated disciplinary violations, significant attendance issues, academic irresponsibility, repeated suspensions, or conduct that raises concerns regarding the student's judgment, character, safety, or commitment to the expectations of the School community. The School evaluates disciplinary matters based on the nature, severity, and impact of the conduct, rather than solely on the disciplinary consequence imposed. Accordingly, the significance of a disciplinary incident is not determined by the length of a suspension but by the underlying behavior and its effect on the School community. A single serious incident may result in a Re-enrollment Review, just as a pattern of less serious concerns may collectively lead to a review of a student's standing. The School may also consider a student's response to prior interventions, willingness to accept responsibility, demonstrated growth, and overall commitment to community expectations. Following review, the School may determine that continued enrollment is appropriate, that additional conditions should be placed upon enrollment, or that re-enrollment will not be offered.

Dismissal Dismissal is the termination of a student's enrollment at Davidson Day School and represents the most serious disciplinary response available to the School. Dismissal may occur when a student's conduct is determined to be fundamentally inconsistent with the safety, integrity, mission, values, or community expectations of Davidson Day School. The School reserves the right to dismiss a student for a single serious incident or for a pattern of behavior that demonstrates an unwillingness or inability to meet the expectations of responsible community membership. Dismissal may occur with or without prior disciplinary interventions, depending on the nature and severity of the conduct. Students who are dismissed may not attend classes, participate in school-sponsored activities, be present on campus, or represent the School in any capacity unless specifically authorized by the Head of School. The decision to dismiss a student rests solely with the Head of School, in consultation with appropriate School administrators. The School's decision regarding dismissal shall be final.

Digital Citizenship, Technology Use, and Online Conduct Technology is an integral part of teaching and learning at Davidson Day School. Students use digital tools to create, collaborate, communicate, research, and solve problems in ways that prepare them for success in college, career, and life. Consistent with the School's commitment to developing intellectual, Page 68

emotional, and digital intelligence (IQ, EQ, and DQ), students are expected to use technology responsibly, ethically, and in ways that support learning and community well-being. Access to School technology resources is a privilege that carries responsibilities and should reflect the School's values of Courage, Ownership, Resilience, and Empathy.

Digital Conduct and Online Behavior Students are expected to demonstrate the same standards of respect, integrity, and responsibility in digital spaces as they do in face-to-face interactions. Examples of inappropriate technology use may include, but are not limited to: ● Cyberbullying, harassment, intimidation, or exclusion ● Recording, photographing, or sharing images, videos, or conversations without permission ● Digital impersonation or misrepresentation ● Creating, sharing, or distributing manipulated images, recordings, or AI-generated content that misrepresents, embarrasses, harms, or impersonates another person ● Accessing, creating, sharing, or promoting inappropriate content ● Violations of privacy, confidentiality, or intellectual property rights ● Technology-related violations of the Academic Integrity Policy ● Conduct that disrupts the learning environment or harms members of the School community Students should recognize that online actions may create a lasting digital footprint. Content created, shared, or distributed online may affect relationships, reputation, educational opportunities, employment opportunities, and community trust long after it is posted. Students remain subject to School policies when using personal accounts, devices, or platforms if the conduct affects the School community, learning environment, or the safety and well-being of students or employees. Technology-related misconduct may be addressed through the School's disciplinary framework and may result in the loss of technology privileges, loss of other student privileges, behavioral consequences, or other disciplinary responses deemed appropriate by the School. Lower School To promote learning, social development, and face-to-face interaction, Lower School students may not use personal electronic devices during the school day. Cell phones, smartwatches, and similar devices should not be brought to school unless specifically approved by the School. Students who bring such devices to campus must keep them secured and inaccessible during the school day. If students need to communicate with parents or guardians during the school day, assistance is available through the classroom teacher, school office, or other appropriate School personnel. Likewise, parents and guardians should communicate with students through School personnel rather than through personal devices. Middle School At Davidson Day, technology is used intentionally to support learning, creativity, and collaboration. Middle School students are issued school-managed Chromebooks for academic use throughout the school day. Chromebooks are intended for educational purposes and may be used only as directed by teachers and School personnel. Students who complete assigned work should engage in reading or other approved activities unless otherwise directed by their teacher.

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To support focus, attention, and digital well-being, personal electronic devices—including cell phones, tablets, laptops, smartwatches, headphones, and earbuds—may not be used during the school day. Students are required to check in their phones and smartwatches each morning and retrieve them at dismissal. Headphones and earbuds may be used only with teacher permission or as outlined in an approved learning or accommodation plan. Parents and guardians should not contact students directly during the school day. Urgent messages should be communicated through the School office, School Nurse, or appropriate administrator. Upper School Technology is an important tool for communication, collaboration, and learning in the Upper School. Students are expected to use personal devices responsibly and in ways that support, rather than distract from, the educational environment. Cell phones, smartwatches, and other personal electronic devices may not be used during classes, advisory, assemblies, clubs, or other required School activities unless specifically authorized by the teacher or School personnel. Students are required to place phones and smartwatches in designated classroom storage areas during class meetings. Students may access personal devices between classes, during lunch, and during approved free periods, provided such use does not interfere with School expectations or community standards. Students who have approved accommodations involving headphones, earbuds, white noise, or other technology supports should work with the Learning Support Team to ensure those accommodations are implemented appropriately.

Acceptable Use of School Technology Systems Davidson Day School provides students with access to devices, networks, software, online platforms, and digital resources that support learning, communication, collaboration, and creativity. Students are expected to use these resources responsibly and in accordance with all School policies. Responsible Use Students are expected to: ● ● ● ● ●

Use School technology resources responsibly and for educational purposes. Protect usernames, passwords, and other account credentials. Respect the privacy, intellectual property, and digital work of others. Evaluate the reliability and credibility of online information. Report security concerns, suspicious messages, phishing attempts, or inappropriate content to a teacher or administrator. ● Follow all teacher and School expectations regarding the use of devices, software, online platforms, and artificial intelligence tools. Prohibited Uses Students may not: ● Access, create, store, or distribute inappropriate, offensive, illegal, or harmful content. ● Attempt to access another person's account, files, or information without authorization. ● Install software, applications, extensions, or system modifications on School-managed devices Page 70

● ● ● ●

without permission. Interfere with, disrupt, damage, or attempt to bypass School technology systems, networks, security measures, or content filters. Use proxies, virtual private networks (VPNs), spoofing tools, or other methods to circumvent School technology restrictions. Use School technology resources in ways that violate the Academic Integrity Policy, Student Conduct policies, or applicable laws. Engage in unauthorized commercial activities, fundraising, or personal business using School technology resources.

Monitoring and Privacy School-owned devices, accounts, networks, and technology resources remain the property of Davidson Day School. Students should have no expectation of privacy when using School technology resources. The School reserves the right to monitor, review, access, or retain information stored on or transmitted through School devices, accounts, networks, and technology systems when deemed necessary to support educational operations, investigate concerns, protect community safety, maintain system security, or enforce School policies.

Content Filtering and Internet Access In compliance with applicable law and consistent with its educational mission, Davidson Day utilizes content-filtering and network security tools designed to limit access to inappropriate online material. No filtering system is perfect, and students may occasionally encounter material that is inaccurate, objectionable, or inappropriate. Students should immediately report such material to a teacher or administrator.

Violations Violations of this policy may result in restrictions on technology access, loss of technology privileges, behavioral consequences, disciplinary action, or other responses consistent with the School's disciplinary framework. The School reserves the right to determine appropriate consequences based on the nature, severity, and frequency of the violation.

Artificial Intelligence and Emerging Technologies Davidson Day School believes that artificial intelligence (AI) and other emerging technologies are transforming the ways people learn, work, create, and solve problems. Consistent with the School's commitment to developing intellectual, emotional, and digital intelligence (IQ, EQ, and DQ), students are expected to engage with these technologies thoughtfully, ethically, and responsibly. The School recognizes that AI can enhance learning, support creativity, improve productivity, and provide opportunities for exploration and innovation. At the same time, AI should support learning rather than replace the critical thinking, problem-solving, creativity, communication, and intellectual effort that are central to a Davidson Day education. Academic Integrity and AI Use The use of artificial intelligence must always be consistent with the Academic Integrity Policy. Teachers may determine how AI may or may not be used for specific assignments, assessments, projects, or courses. Students are responsible for understanding and following the expectations established by their teachers. Unless otherwise directed, students should assume that any work submitted for academic credit must Page 71

reflect their own thinking, understanding, and effort. Submitting AI-generated work as one's own, using AI in ways that violate teacher expectations, or failing to acknowledge AI use when required by a teacher may constitute an Academic Integrity violation. Responsible and Transparent Use When AI tools are permitted, students may be asked to disclose, document, cite, or explain how AI was used during the learning process. Appropriate uses of AI may include: ● Brainstorming ideas ● Generating questions for further research ● Receiving feedback on writing ● Exploring alternative perspectives ● Practicing skills ● Supporting organization and planning ● Learning about emerging technologies and their applications The appropriateness of any AI use depends upon the goals of the assignment and the expectations established by the teacher. Digital Intelligence and Critical Thinking Students should recognize that AI-generated content may be inaccurate, incomplete, biased, misleading, or entirely fabricated. AI outputs should be evaluated critically and verified through reliable sources, sound judgment, and human expertise when appropriate. The ability to evaluate information, question assumptions, verify accuracy, exercise ethical judgment, and make thoughtful decisions remains an essential human responsibility. Privacy and Data Security Students are expected to comply with all School technology policies and privacy expectations when using AI and other emerging technologies. Personal information, confidential information, student records, passwords, and other sensitive data should never be entered into AI tools or shared through unauthorized platforms. School Authority Because artificial intelligence technologies continue to evolve rapidly, Davidson Day School reserves the right to establish additional expectations, limitations, or guidelines regarding AI use as technologies and educational practices develop. Questions regarding the appropriate use of AI should be directed to the student's teacher before the technology is used for an assignment or assessment.

Family Communication and Social Media Davidson Day School recognizes that parent and family communication plays an important role in building community and supporting students. Parent text groups, messaging platforms, social media groups, and other informal communication channels can provide opportunities for connection, information sharing, and mutual support. Families should also recognize that online conversations can influence student relationships, community trust, and the overall school climate. Concerns involving students, employees, classroom Page 72

experiences, disciplinary matters, or other members of the School community are often best addressed directly with the individuals involved or through established School communication channels rather than through group messages or social media discussions. Parents and guardians are encouraged to model the values of Courage, Ownership, Resilience, and Empathy by communicating respectfully, seeking accurate information, extending goodwill to others, and addressing concerns directly and constructively. Families should be mindful that information shared in group messages or on social media may be incomplete, inaccurate, or confidential and are encouraged to verify information through appropriate School personnel before sharing concerns more broadly. While Davidson Day School does not monitor or regulate private family communications, the School may address conduct occurring through parent communication channels, social media platforms, or other digital spaces when it materially affects the educational environment, student well-being, employee safety, or the functioning of the School community.

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PART V: STUDENT HEALTH AND SAFETY School Nurse and Health Services Davidson Day School employs a licensed, registered nurse whose role is to support student health, safety, and readiness to learn. The School Nurse provides first aid, health assessments, medication administration, emergency response, health education, and coordination with families, healthcare providers, and school personnel. The School Nurse supports students during the school day but is not a substitute for a student's primary healthcare provider. Students who become ill, injured, or unable to participate meaningfully in the school day may be sent home at the discretion of the School Nurse or School administration.

Health Records, Emergency Contacts, and Immunizations All students are required to have current health information on file with the School, including emergency contact information, medical history forms, and any other required health documentation. Families are responsible for updating this information annually and whenever significant changes occur. North Carolina law requires all students attending public or private schools to submit required immunization documentation or an approved exemption. Students who do not meet state immunization requirements may be excluded from attendance until documentation is received. Families are expected to notify the School Nurse of significant changes to a student's physical or mental health, medications, diagnoses, hospitalizations, injuries, or other conditions that may affect the student's safety, well-being, or participation in school activities.

Illness, Injury, and Return to School Students should remain home when experiencing symptoms that may be contagious, prevent meaningful participation in the school day, or pose a risk to the health and safety of the school community. In general, students should remain home if they have: ● A fever of 100°F or higher ● Vomiting ● Diarrhea ● Symptoms of a contagious illness ● Symptoms that significantly interfere with learning or participation in school activities Students must be fever-free for at least 24 hours without the use of fever-reducing medication before returning to school. Additional return-to-school requirements may apply depending on the nature of the illness or injury. The School reserves the right to exclude students from attendance when symptoms, injuries, or medical conditions present a risk to the student or the broader school community. Students returning to school following a significant illness, injury, surgery, hospitalization, concussion, Page 74

or medical leave may be required to provide documentation from a healthcare provider outlining any restrictions, accommodations, or recommendations.

Medication Administration To ensure student safety and compliance with state regulations, medications administered during the school day require appropriate authorization and documentation. Prescription medications require authorization from both a healthcare provider and parent or guardian. Over-the-counter medications may be administered only with appropriate parental authorization. All medications must be provided in their original, properly labeled containers. Students with asthma, severe allergies, diabetes, or other medical conditions requiring emergency medication may be permitted to carry and self-administer approved medications when appropriate documentation and authorization forms have been completed and approved by the School. Medications not approved for self-carry must be stored and administered in accordance with School procedures. Additional requirements regarding medication administration, documentation, storage, and field trips are available through the School Nurse.

Student Health During Field Trips and School Travel Students participating in field trips, athletic events, overnight travel, or other school-sponsored activities remain subject to all School health and medication policies. Families are responsible for providing required health information and medication documentation prior to participation. The School Nurse will work with faculty sponsors and families to ensure that student health needs are appropriately addressed during school-sponsored travel and activities. Additional procedures for medication administration and health support during trips may be communicated prior to the event.

Concussion Management and Return-to-Learn / Return-to-Play Davidson Day School is committed to the health, safety, and well-being of students who experience concussions or other head injuries. Any student suspected of having sustained a concussion, whether during athletics, physical education, recess, or another school-related activity, will be removed from physical activity and may not return to participation until appropriately evaluated. Families must provide documentation from a licensed healthcare provider when a concussion is diagnosed or suspected. The School Nurse or designated Concussion Coordinator will communicate with teachers, coaches, counselors, and other appropriate personnel regarding symptoms, accommodations, restrictions, and recovery recommendations. The School will implement reasonable academic accommodations as needed to support a student's recovery. Accommodations may include reduced workload, extended time, modified testing environments, rest breaks, adjusted schedules, alternative assignments, or other supports determined appropriate by the School. Students must successfully resume full participation in their academic program before beginning a Return-to-Play progression. Return-to-Play will follow a supervised, stepwise process consistent with Page 75

medical recommendations and applicable state requirements. If concussion-related symptoms persist beyond two weeks or significantly interfere with school participation, the School may require a meeting with the family to review accommodations, support plans, and recommendations from medical professionals. The School may also require updated medical documentation or clearance from an appropriate healthcare provider before a student returns to full academic or extracurricular participation.

Emergency Medical Care In the event of a medical emergency, Davidson Day School may seek emergency medical evaluation or treatment when a parent, guardian, or emergency contact cannot be reached or when immediate medical attention is deemed necessary. Parents and guardians are responsible for any costs associated with emergency medical treatment, transportation, or related services.

Health Information and Communication Partnership between families and the School is essential to supporting student health and safety. Parents and guardians are encouraged to communicate proactively with the School Nurse, School Counselor, Learning Support Team, coaches, and administrators regarding medical, mental health, or safety concerns that may affect a student's educational experience. Health information is handled with appropriate care and discretion. Information will be shared only with School personnel who have a legitimate educational, health, or safety need to know in order to support the student and maintain a safe learning environment.

Our Commitment to Safety The safety and well-being of every student is one of Davidson Day School's highest priorities. We are committed to providing a secure, welcoming campus where students can learn, grow, and thrive with confidence. Protecting our community requires partnership. Faculty, staff, students, parents, and visitors each play an important role in maintaining a safe school environment by following campus procedures, respecting security measures, and remaining attentive to the well-being of others.

Campus Security & Visitor Access Davidson Day maintains multiple layers of campus security designed to provide a safe learning environment while preserving the welcoming atmosphere that defines our school community. Security measures include controlled building access, visitor management procedures, security personnel, and security cameras located throughout campus. Camera footage may be reviewed by authorized school personnel when necessary to support safety, security, or incident investigations. All visitors must enter through the designated main entrance during school hours, sign in using the school's visitor management system, and wear a visitor badge while on campus. Visitors must sign out before leaving campus. Additional entry procedures for after-school programs, performances, athletic events, and other campus activities are communicated directly to families as needed.

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Student Supervision & After-Hours Access Students are expected to remain under the supervision of school personnel while participating in school-sponsored activities. Use of school facilities outside the regular school day is a supervised privilege. Students may only access campus facilities after school, in the evenings, or on weekends when accompanied by a Davidson Day faculty member, coach, or staff member as part of an approved school activity.

Arrival, Dismissal & Carpool Safe arrival and dismissal depend on the cooperation of every member of our community. Families are expected to follow established traffic patterns, observe the directions of school personnel, and exercise patience during arrival and dismissal. Students should be prepared to enter and exit vehicles promptly, and parents should remain attentive throughout the carpool process. For the safety of all students, drivers may not use cell phones while participating in carpool. Current arrival, dismissal, and traffic procedures are communicated annually and are available through Patriot Connect.

Parking Visitor parking is available in designated spaces near the main entrance. To ensure safe traffic flow during arrival and dismissal, families should observe posted parking restrictions and avoid parking in neighboring private lots that are not owned or managed by Davidson Day School.

Animals on Campus To promote the safety and comfort of all members of our community, dogs and other pets are not permitted on campus, including during athletic events and after-school activities. The only exception is for service animals as defined by applicable law. Animals may remain inside vehicles during carpool but must remain inside the vehicle at all times.

Inclement Weather, Delayed Openings, and Emergency Closures The safety of our students, faculty, staff, and families is always our highest priority. Decisions regarding school closures, delayed openings, or early dismissals due to inclement weather or other emergency conditions are made by the Head of School and senior leadership after carefully evaluating current and forecasted conditions. When making these decisions, the School considers a variety of factors, including local weather forecasts, road conditions throughout the greater Lake Norman and Charlotte region, guidance from emergency management officials and local school leaders, and the ability of students, families, faculty, and staff to travel safely to and from campus. Because Davidson Day families commute from many different communities, weather conditions may vary significantly across our school community. Whenever the School is able to remain open, families should use their own judgment in determining whether travel from their location is safe. School Closures or Delayed Openings Whenever possible, decisions regarding school closures or delayed openings will be communicated by 6:00 a.m. If school is closed or operating on a delayed schedule, Davidson Day will communicate through:

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Emergency text messages and notifications Patriot Connect email communications The Davidson Day School website The School's official social media channels, as appropriate

Please ensure your family's contact information remains current in Patriot Connect so you receive all emergency communications. Delayed Openings Delayed openings are used only when conditions are expected to improve sufficiently to allow students and employees to travel safely later in the morning. Unless otherwise communicated, a delayed opening shifts the start of the school day by two hours. A delayed opening does not typically affect the regular dismissal time or after-school activities. However, if weather conditions change, families will receive updated communication regarding athletics, extracurricular activities, or After School Care. Early Dismissals If weather or another emergency creates unsafe conditions during the school day, Davidson Day may dismiss students early. Families will be notified through the School's emergency communication systems with dismissal instructions and pick-up procedures. Please rely on these official communications rather than calling the School, as phone lines must remain available for emergency operations. Parents and guardians are encouraged to discuss emergency dismissal plans with their children at the beginning of each school year so students understand who will pick them up and what to do if normal transportation arrangements change. Faculty and staff will remain with students until every child has been safely dismissed to an authorized adult. After-School Programs and Activities Unless otherwise communicated, After School Care, athletics, rehearsals, practices, meetings, and other after-school activities are canceled whenever the School closes early due to inclement weather or emergency conditions.

Emergency Preparedness Davidson Day maintains comprehensive emergency preparedness and crisis response plans developed in partnership with local law enforcement, fire, and emergency management professionals. Students and employees participate in age-appropriate emergency drills throughout the school year to ensure readiness for a variety of situations, including severe weather, evacuation, shelter-in-place, and lockdown procedures. In the event of an emergency, the School's priority is the safety and well-being of students and employees. Parents will receive timely updates through official school communication channels, including text message alerts and email, as information becomes available. Page 78

For the safety of everyone involved, families should not come to campus during an active emergency unless specifically directed to do so. If reunification becomes necessary, families will receive detailed instructions regarding the reunification process and location. To support this process, parents are responsible for keeping emergency contact and authorized pickup information current in Patriot Connect.

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PART VI: ATHLETICS AT DAVIDSON DAY Learning Through Athletics Athletics are an integral part of the Davidson Day educational experience. We believe that some of life's most important lessons are learned through competition, teamwork, preparation, adversity, and shared purpose. The playing field, court, course, and track provide opportunities for students to develop character, build meaningful relationships, and discover what they are capable of achieving both individually and as part of a team. Our athletic program seeks to cultivate the same qualities we value in every classroom: courage to embrace challenge, ownership of one's responsibilities, resilience through both success and disappointment, and empathy for teammates, opponents, coaches, and officials. Winning is celebrated, but character, sportsmanship, personal growth, and commitment to the team define lasting success. As a member of the North Carolina Independent Schools Athletic Association (NCISAA), Davidson Day is committed to providing a competitive athletic program that reflects our mission, supports student well-being, and prepares students to lead with integrity both on and off the field.

Athletic Participation Students may participate in athletics beginning in Grade 5 and may be eligible for junior varsity and varsity competition as early as Grade 7, depending on the sport and team needs. Team offerings vary each year based on enrollment and student interest. Participation in athletics is a privilege that carries responsibilities. Student-athletes are expected to demonstrate commitment to their team by attending practices, competitions, and team activities throughout the season except in approved circumstances. Families are expected to support this commitment and help student-athletes balance their academic and athletic responsibilities.

Athletic Philosophy Davidson Day coaches are committed to creating a positive, supportive environment that prioritizes student development, safety, teamwork, and sportsmanship. While competitive success is valued, we believe the greatest measures of achievement are effort, integrity, discipline, resilience, continuous improvement, and how our student-athletes represent themselves, their teammates, and the School.

Sportsmanship & Conduct Student-Athletes Student-athletes are representatives of Davidson Day School and are expected to demonstrate integrity, respect, self-control, and good sportsmanship at all times. Unsportsmanlike conduct may result in removal from a contest at the discretion of the coach or game official. Consequences for repeated unsportsmanlike conduct may include: ● First offense: Removal from the contest; re-entry is at the coach's discretion. ● Second offense: Suspension from the next two contests or practices. ● Third offense: Removal from the team for the remainder of the season or longer, as determined by the Director of Athletics and School administration. Page 80

Parents & Spectators Parents, students, and guests are expected to model respectful behavior toward officials, coaches, athletes, and fellow spectators. Unsportsmanlike conduct may result in removal from an athletic event by game officials or School administrators. Repeated violations may result in suspension from attending future Davidson Day athletic events. The School reserves the right to determine appropriate consequences based on the circumstances. Communication Strong partnerships between families and coaches contribute to a positive athletic experience for every student. Questions regarding schedules, expectations, or team matters should first be addressed directly with the coach at an appropriate time. If a concern remains unresolved after speaking with the coach, families are encouraged to contact the Director of Athletics. Because playing time, team strategy, game decisions, and other coaching judgments are integral to the coach's professional responsibilities, these decisions are not subject to appeal.

Athletic Eligibility & Required Forms Before participating in practices or competitions, all students in Grades 5–12 must complete all athletic eligibility requirements, including: ● A current Athletic Pre-Participation Physical ● Required medical and emergency forms ● Baseline concussion testing (when applicable) ● Parent/guardian permission forms Students may not participate in practices or contests until all required documentation has been submitted and approved by the Athletics Department. Forms and instructions are available through Patriot Connect.

Transportation Davidson Day School provides transportation for students to and from School-sponsored activities using School-owned, rented, or chartered vehicles when appropriate. All School vehicles are operated by approved drivers who maintain a valid driver's license and satisfy the School's driver eligibility standards. Commercial Driver's License (CDL) drivers are subject to applicable federal and state Department of Transportation requirements. Students are expected to conduct themselves in a safe and respectful manner while traveling to and from School-sponsored activities. Students must: ● Remain seated while the vehicle is in motion and wear seat belts when available ● Follow all instructions provided by the driver and supervising employees ● Maintain an appropriate noise level that does not distract the driver ● Keep hands, arms, feet, and personal belongings inside the vehicle at all times ● Refrain from throwing objects from the vehicle or engaging in behavior that could endanger themselves or others ● Help keep School vehicles clean by removing personal belongings and disposing of trash appropriately

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Students are generally expected to travel to and from School-sponsored activities with the team or group. Requests for alternate transportation arrangements must be approved in advance by the appropriate School administrator, coach, or activity sponsor in accordance with School procedures.

NCISAA Membership Davidson Day School is a member of the North Carolina Independent Schools Athletic Association (NCISAA) and conducts its athletic program in accordance with all applicable NCISAA rules and regulations, including the Association's ejection policy. In addition to any penalties imposed by the NCISAA, Davidson Day School reserves the right to impose additional disciplinary consequences when deemed appropriate by the Director of Athletics or School administration.

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PART VII: ABOUT THIS HANDBOOK At Davidson Day School, we believe that education is built on relationships. This handbook outlines many of the policies, expectations, and procedures that help our school operate safely and effectively. More importantly, it reflects the values that shape our community every day: courage to embrace challenge, ownership of our choices, resilience through setbacks, and empathy for others. No handbook can anticipate every circumstance. What guides us when situations arise is our shared commitment to our mission, our values, and to treating one another with respect, integrity, and care. Thank you for choosing to partner with Davidson Day School. We are honored to share in your child's education and look forward to another year of learning, growth, and community. Together, we empower students to embrace challenge, live with character, and lead with purpose.

Handbook Disclaimer Davidson Day School reserves the right to interpret, modify, amend, suspend, or discontinue the policies, procedures, and programs described in this handbook at any time, with or without prior notice, as circumstances warrant. This handbook is intended as a general guide for students and families and does not constitute a contract between the School and any student, parent, or guardian. The School retains the sole discretion to make decisions that it determines are in the best interests of its educational mission, community, and the safety and well-being of its students.

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