About

Our Mission and Vision
Our Transformation Goals
GHS Resource Information

About James A. Garfield High School

As a diverse learning community of students, families, and professional educators, we respect both our differences and similarities in race, ethnicity, culture, language, religion, ideology, life choices, sexual orientation, socio-economic status, physical and mental differences, gender, age, appearance, and marital status. As Garfield Bulldogs we, the students, staff and families, work toward:

A climate of trust and respect; these are essential for an effective learning environment.
High standards and expectations for all students, with provisions for their individual learning styles.
Creating and promoting a positive environment for all to understand that doing so is everybody’s responsibility.
Assuming personal responsibility for achieving our school’s educational culture of student achievement.

Our Mission and Vision

One Garfield is a community of learners who recognize the history of our institution and the power of its vision and voice to encourage critical thinking and compassion as a means of creating future leaders. We are committed to growing diverse leaders who understand how to work together to create positive change in our school and in our communities.

In order to reach our vision, we will:

Encourage healthy dialogue and inquiry about race and equity
Build a foundation of collaboration, shared leadership, trust and safety.
Deepen our relationships with one another and with our students.
Encourage (foster) and expand the role of youth voice and leadership in decision-making and creating change.
Help students to identify their unique gifts and the belief that they can reach their dreams.
Create pathways for all students to be successful.

Our Transformation Goals

Staff members worked together to formulate the following:

Enhance staff collaboration, trust and mutual support within the contract day.
Implement targeted teaching and learning strategies to eliminate disproportionality in student achievement in the areas of reading, writing and math.
Develop staff skills (i.e., teaching techniques and learning strategies) across the curriculum in reading, writing and math.
Create personalized education and smaller learning communities for all students.
Coordinate parent engagement and community support for Garfield.

GHS Resource Information

Garfield HS No Student Parking on Campus

To keep our campus safe and ensure parking is available for staff and visitors, Garfield students are not permitted to park on school grounds. This includes all three parking lots:

Staff lot behind the Performing Arts Center (PEPAC)
Administrative lot next to the football field
Lower public lot in front of PEPAC and Medgar Evers Pool

Students are also not allowed to be in or around vehicles during the school day. Returning to a vehicle is only permitted with an approved early dismissal.

Transportation Options

While student parking is not allowed, there are several ways to get to Garfield:

Metro Bus and Light Rail: Students 18 and under ride free on all public transit in the region.
Youth ORCA Card: Students 13 and older can order a free ORCA card at myORCA.com. If you already have one, register it online to ensure it stays active until age 19.
Routes Serving Garfield: Metro routes 3, 4, 8, and 48 stop within a few blocks of campus.
Bicycles: Bike racks are available—please bring a lock.
Family Drop-Off and Pick-Up: Families may use designated drop-off and pick-up areas before and after school.

As of August 29, 2025 in Dr. Hart Newsletter

Attendance Matters at Garfield

At Garfield, we want every student in class every day because learning depends on it. When students are present, they hear the instruction, join the discussions, and practice the skills that lead to mastery. Regular attendance keeps students connected to teachers and classmates, and builds the consistency that drives academic success. Missing days breaks that rhythm, making it harder to understand new material, stay confident, and reach long-term goals. Why it matters:

Academic success

Daily attendance is the foundation of strong grades and steady progress.
Connection and belonging
Being in class builds relationships with classmates and teachers.
Future opportunities
Recent research confirms that attendance is one of the strongest predictors of graduating on time and being prepared for college, career, and life (Kearney et al., 2023; Gottfried et al., 2023).

Garfield’s 10–10 Rule

To protect learning time, Garfield follows the 10–10 rule.

No passes are given in the first 10 minutes of class.
No passes are given in the last 10 minutes of class.

These are the most important parts of class—when lessons are launched and wrapped up—so students are expected to be present. Passes may still be given in the middle of class for urgent needs, but the 10–10 rule keeps expectations fair and protects instructional time for everyone.

Garfield Expectations for Attendance

Students are expected to be in class on time, before the tardy bell rings.
Teachers take attendance within the first 10 minutes of every class.
Students arriving late without a valid excuse are marked tardy; more than 10 minutes late may count as absent.
Absences can only be excused by the Attendance Office once notification is received from a parent or guardian.

Supports for students and families

If attendance becomes a concern, families will hear from us early. Garfield has resources to help.

Academic supports – Peer tutoring, after-school tutoring, and teachers who are willing to provide extra help.
Mental health supports – Professional therapists in the Odessa Brown Teen Health Center, our school social worker, school counselors, and several community-based organizations that partner with us to support student well-being.
Problem-solving help – For challenges like transportation, health, or family needs, we can connect families with resources and community partners.

What families can do

Talk with your student about why daily attendance matters.
Check attendance regularly through The Source.
Schedule appointments and trips outside the school day whenever possible.
Follow Garfield’s Attendance Office process for excusing absences. Absences can only be excused once the Attendance Office receives notification from a parent or guardian
Reach out if barriers are getting in the way—we want to help problem-solve.

What students can do

Be in class every day, on time, before the bell rings.
If you miss school, check in with your teacher and make up the work quickly.
Use your passes responsibly.
Speak up if something outside of school is making attendance difficult.

References

Kearney, C. A., Gonzálvez, C., & Graczyk, P. A. (2023). Absenteeism as an early warning signal: Implications for education, mental health, and social development. Frontiers in Education, 8, 1253595.

Gottfried, M. A., Schwartz, H. L., & Liu, J. (2023). Chronic absenteeism in the post-pandemic era: Examining patterns and academic outcomes. Educational Researcher, 52(6), 348–358.

As of August 29, 2025 in Dr. Hart Newsletter

GHS Cell Phone Policy

Cell phones are one of the biggest distractions from learning and a frequent source of conflict in schools. To address this, Garfield has adopted a schoolwide cell phone policy that creates consistent expectations across classrooms. The purpose of this policy is to maximize instructional time, ensure fairness for all students, and reduce confusion for families.

Overview of Expectations

Every classroom has a designated cell phone hotel where phones are stored during instructional time.
Students are required to place their phones in the hotel at the start of class. Phones may not be kept in backpacks, on desks, or in pockets.
Teachers do not personally hold or store student phones.
Teachers enforce the policy consistently in every classroom, every day.
In the event of a lockdown or shelter-in-place, students will be permitted to have their phones with them.

When students do not follow the policy, teachers first reteach the expectation and remind students of the rules. Continued refusals are documented, parents are contacted, and classroom strategies are applied. If the behavior becomes a pattern, it will be treated as a discipline matter and may result in further consequences.

A consistent cell phone policy matters because it reduces conflict, creates equity across classrooms, and helps students stay focused on learning. By building clear, predictable routines, we ensure all students can access instruction in an environment that is safe, fair, and free from unnecessary distractions.

As of August 29, 2025 in Dr. Hart Newsletter

Garfield Grading Policy Update

Garfield’s grading practices are designed to be fair, consistent, and focused on student learning. Grades reflect what students know and can do, not behavior or compliance, and every student should have a fair chance to grow and succeed.

Minimum Grading: No assignment or assessment will be scored below 50 percent, even if it is not turned in. This prevents grades from becoming mathematically impossible to recover from.

Retakes and Revisions:

Students who score below proficiency on a summative assessment will have one retake or revision opportunity.
Summative assessments are major assignments or tests that measure learning at the end of a unit or key learning period (for example: unit tests, essays, projects, or performance tasks).
The new score replaces the original.
To qualify for a retake, students must:
- Request it within five school days of receiving the grade
- Complete it within ten school days of the request
- Complete any review work their teacher requires (such as corrections, extra practice, or attending a support session)
Homework and classwork, which are considered formative assessments, are not eligible for retakes.
Formative assessments are practice activities used during learning to check understanding (for example: homework, classwork, quizzes, drafts, or exit tickets).
If a student misses a test or other summative assessment because of an unexcused absence, the make-up counts as the first attempt, and the student may still earn a retake if they qualify.

Late Work: Assignments are due on the dates established by teachers. If a student misses a deadline, the late work policy applies. To earn credit, late work must be submitted within 10 school days of the original due date or by the end of the unit, whichever comes first. Late submissions are capped at 75 percent, with a minimum grade of 50 percent.

Gradebook Updates: Teachers will enter grades in The Source within ten school days of the due date so students and families can count on regular, accurate feedback.

Looking Ahead: Full details on Garfield’s grading policy, along with other school policies and procedures, will be published in the Garfield Student Handbook, available by September 8.

As of August 29, 2025 in Dr. Hart Newsletter