GAlVIN MIDDLE SCHOOL Wakefield, Massachusetts

Student/Parent Handbook 2016-2017

Revised January 17, 2017 1

Galvin Middle School Wakefield, Massachusetts


Mr. Christopher Callanan Mr. Ronald Masse Ms. Kate Morgan

Mr. Robert Tiro Mr. Tom Markham

CENTRAL OFFICE ADMINISTRATION Dr. Kimberly J. Smith, Jr. Superintendent of Schools Mr. Doug Lyons, Assistant Superintendent of Schools Mr. Michael Pfifferling, Business Administrator

GALVIN MIDDLE SCHOOL ADMINISTRATION Mr. Adam C. Colantuoni, Principal Mrs. Jennalee Coyne, Assistant Principal Mr. Andrew D. Tetrault, Assistant Principal

Revised January 17, 2017 2

WAKEFIELD PUBLIC SCHOOLS MISSION STATEMENT The mission of the Wakefield Public Schools is to educate and inspire all students to be lifelong learners who are meaningful contributors to society and meet their academic, social, civic, and physical potential.

NON-DISCRIMINATION STATEMENT The Wakefield Public Schools is committed to the prevention of harassment and discrimination based upon sex, gender identity, race, color, ethnicity/national origin, religion, age, handicap/disability, sexual orientation, physical appearance, and physical/mental capacity. To file a complaint alleging discrimination or harassment by Wakefield Public Schools on the basis of sex, race, color, ethnicity/national origin, religion, age, handicap/disability, sexual orientation, physical appearance, or physical/mental capacity, or to make inquiry concerning the application of Title VI, Title IX, Section 504 of the ADA, the Age Discrimination Act, and their respective implementing regulations, please contact:

Harassment Liaison & 504 Compliance Officer Lyn O’Neil Administrator of Special Education and Student Services 60 Farm Street Wakefield, Ma. 01880 Phone: (781) 246-6400

Inquiries concerning the applicability of the aforementioned federal laws and regulations to Wakefield Public Schools also may be referred to the U.S. Department of Education, Office of Civil Rights (OCR), JW McCormack POCH, Boston, Massachusetts 02109-4557. Telephone (617) 223-9662 TTY (617) 223-9695

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Galvin Middle School Vision and Values The Galvin Middle School exists to provide students with a safe, respectful, positive learning environment where they can and will achieve academic success within the framework of 21st century skills and standards. Our school community embraces the unique intellectual, emotional, physical, and social needs of our students while striving to meet every student’s need no matter where the student may be developmentally. Students will continuously develop a love of learning and compassion for others while becoming socially responsible community members. Academic Skills

Core Values

Students will…  Exhibit/share performances and make iNTEGRITY their work public  Use dialogue/discourse to demonstrate We do the right thing understanding  Assess their progress through COMMUNITY individual and collaborative inquiry  Demonstrate learning through We care deeply about our school performance on growth and achievement measures ACCEPTANCE  Assume responsibility and self-direct their own learning We celebrate our differences  Confront complex problems and persevere in their attempt to solve them RELATIONSHIPS  Communicate in a variety of ways

We respect each other

Social Skills


Students will…  Respect individual differences We give our best  Demonstrate honesty and integrity  Assume responsibility for their actions “To do the right thing and take care of one another while striving to be an inclusive and student-centered learning environment”

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A Welcome Letter from the Principal Dear Galvin Middle School Families, On behalf of the faculty, staff, and administration, I would like to welcome you to the Galvin Middle School for the 2016-2017 school year. Each September we all have the opportunity to start a new school year and set new goals. Students have the opportunity to meet new teachers and classmates. Teachers have the opportunity to form connections and relationships with a new group of students. All stakeholders of the Galvin Middle School community have developed this handbook. The purpose of the handbook is to ensure that parents and students have a clear understanding of what is expected of students in our school. It is our expectation that all students and parents take the time to read our handbook and use it as a resource throughout the school year. Our primary goal, this and every year, is to meet the academic, social, and emotional needs of every student. It is our responsibility to provide every student with the opportunity for growth and the opportunity to experience success. It is every student’s responsibility to give his/her best effort every day and practice being a positive member of our school community. Finally, I urge parents to remain involved in your child’s education throughout the school year. We believe that positive and proactive communication between school and parents provides the support necessary to maximize your child’s educational experience. I wish each and every student the best of luck as this year begins. Please do not hesitate to stop by my office or contact me at any time if you have any suggestions or concerns for this upcoming year. Sincerely, Mr. Adam C. Colantuoni GMS Principal

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Homeroom 7:50-7:53

Homeroom 7:50-7:53

Homeroom 7:50-7:53

Homeroom 7:50-7:53

Period 1 7:54-8:43

Period 1 7:54-8:43

Period 1 7:54-8:43

Period 1 7:54-8:43

Period 2 8:45-9:34

Period 2 8:45-9:34

Period 2 8:45-9:34

Period 2 8:45-9:34

Period 3 9:36-10:25

Period 3 9:36-10:25

Period 3 9:36-10:25

Period 3 9:36-10:25

Period 4 10:27-11:16

Period 4 10:27-11:16

Period 4 10:27-10:52

Period 4 10:27-11:16

Period 5 11:18-12:07

Lunch 10:54-11:16

Period 5 11:18-11:43

Period 4 11:18-11:42

Lunch 11:45-12:07

Period 5 11:44-12:33

Period 5 12:09-12:33

Lunch 11:19-11:41

Lunch 12:10-12:32

Period 5 11:44-12:33

     

Period 6 12:35-1:24

Period 6 12:35-1:24

Period 6 12:35-1:24

Period 6 12:35-1:24

Period 7 1:26-2:15

Period 7 1:26-2:15

Period 7 1:26-2:15

Period 7 1:26-2:15

Classes are 49 minutes Students have 4 core academic classes every day (ELA, Math, Science, Social Studies) Students have 2 specialist classes every day Students have an opportunity for an enrichment or intervention block 4 out of the 5 days On Mondays the school Drops Everything And Reads until 8:20AM On Mondays the school spends the last 30 minutes of the day in an Advisory block

Breakfast Enter School 1st Late Warning Bell Morning Music Late Bell

7:00-7:45 a.m. 7:40 a.m. 7:45 a.m. 7:48 a.m. 7:50 a.m.

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Grade 8 Teams

Grade 7 Teams

Grade 6 Teams

Grade 5 Teams













TEAMS The students of the Galvin Middle School are organized into teams for their core academic instruction. In 5th grade, teams are generally made up of two teachers and the number of students on a two teacher team is around 50. In grades 6th – 8th teams are made up of four teachers and the number of students on a four teacher team is around 100. Each team will have one teacher representative to be the “team leader” who can act as the point person for parental communication and questions. Students will have their core academic classes on their team and conversely their specialist classes off team. When students are at their specialist classes, the team of teachers will have the opportunity to meet to discuss their students, analyze data from assessments, review curriculum, plan for upcoming events and/or assessments, schedule meetings for parents, or converse about strategies that can meet the individual needs of all their students. Through this team approach we are able to create a small school feel within each grade. Additionally we are able to produce smaller class sizes for the students. As most contemporary literature, scholarly articles, and common best practices suggested, the smaller we can make a school and the smaller the class size, the greater the yield to better teaching, instruction, and student learning. Many mitigating circumstances go into student placement on teams; individual educational needs and services, teacher input, student to student dynamics, etc. We do welcome parental requests and we will do our best to honor them, but we cannot guarantee all wishes.

HOUSES In an effort for our school to function more efficiently, both in operations and organization, we have created two houses. Our “upper” house consists of 7th and 8th grade and our “lower” house consists of 5th and 6th grade. Our Principal is the overseer of both houses. Each house has an Assistant Principal, Counselor, and Psychologist that will work together to best support the needs of all students and families. Revised January 17, 2017 7

PRINCIPAL Lower House Assistant Principal Counselor, Psychologist (support staff) 5th Grade Staff, 6th Grade Staff

Upper House Assistant Principal Counselor, Psychologist (support staff) 7th Grade Staff, 8th Grade Staff

HOME TO SCHOOL PARTNERSHIP As a general communication guideline for parents and students, communication should first begin with the student’s teacher(s). Emails are the quickest and easiest way to connect with a teacher but sometimes placing a phone call can avoid any misinterpretations. If after initial talks with the teacher there are still concerns or questions we encourage parents to reach out to the designated counselor/psychologist. There are times when a situation may arise and parents may find contacting the designated Assistant Principal as a more appropriate step. These incidences are common and we welcome this as an option. If after communicating with teaching staff, support staff, and administration there is still a question or concern please feel free to contact the Principal for final clarification. We are a school that knows how important it is to work with parents and/or guardians. In response to this value, our school sets aside dates throughout the year, both during the school day and after school hours, to be available to talk about your child. Below are the various structures set in place to bridge the home to school communication gap: Progress reports IParent PTO Back-To-School Night Student Showcase Night Principal Hour

Google Classrooms Weekly Team meeting time Parent Teacher Conference Daily Bulletin Instagram Facebook

School Messenger Twitter Galvin Gazette School websites Report cards

TIPS FOR PARENTS TO SUPPORT YOUR STUDENT IN MIDDLE SCHOOL Developing good study/work habits is an important skill for students that will have long lasting positive effects. These habits do not come naturally, especially in adolescents living in a world where everything is faster and instant gratification is the norm. Studying and putting in extra time towards school work needs to be practiced often. Through repetition and practice, come habits. And as is the case with habits, they tend to stick but they may take a long time to hone. We hope the following tips will be helpful to our students and parents.  Create a study area free from distractions  Set up a routine/regular time to do homework  Make sure your child has the proper supplies to be successful Revised January 17, 2017 8

    

Preparation for the next school day (i.e.- have student pick out clothes for the next school day, get organized the night before to prevent chaos in the morning) Enforce reasonable hours – students who are well rested perform better (i.e. - take electronic devices away at a certain time at night, go to bed at a healthy time) Make sure your child has a good breakfast Make time once a day for your child to be physically active Seek academic help for your child if needed (i.e. – contact teachers, student services, administration, etc.)

PARENT VOLUNTEERS All volunteers are required to complete and submit an application for a background check (CORI) before they can work in the school or chaperone a field trip. This must be done every 3 years. This requirement is for the protection of our children. Additionally, any parent chaperoning an overnight or out of state field trip must be fingerprinted.

PARENT TEACHER ORGANIZATION A very active Parent-Teacher Organization operates for parents of students in grades 5-8. Information about the Parent-Teacher Organization will be available at the beginning of the school year. Monthly meetings are held and are attended by interested parents and administration. The goals of the PTO include improving communication and support for the student activities. The organization has been responsible for raising funds to allow our students and teachers to participate in a variety of programs.

SCHOOL COUNCIL An advisory group of school staff, parents, community representatives and administration that meets regularly during the school year to review school issues and matters. The School Council has been in operation since the passage of the Education Reform Act of 1993.

ATTENDANCE Achievement and overall success are directly related to school and class attendance. You cannot learn if you are not present. Students should remain out of school only for serious illness. 1) Whenever absences occur, parents/guardians will notify the Child Safety Line at 781-2466410 (press #1) from 3:30 p.m. to 9:00 a.m. Students who arrive at school after 11:00 a.m. will be considered absent for the day. 2) When a parent calls in for their child’s absence, the attendance record will indicate “absent” for their child. If no call is received, the absence will be considered “unexcused.” When a physician’s note validating the student’s illness and the dates of an “absence” or “unexcused” absence is received by the main office, the attendance record shall indicate an “excused” absence. 3) Students shall have an absence “excused” and shall be “excused” from any school activity if the absence is for the purpose of observing a religious holiday consistent with his/her creed or belief. 4) Private school visits and/or shadow days at other educational institutes will be “excused” absences with proper documentation from the said educational institute. 5) Legal matters, which require personal appearance in court, shall be “excused.” Revised January 17, 2017 9

6) Students must attend every assigned class on their schedule 7) Absence from school excludes the student from participation in any Wakefield Public School activity for the remainder of that calendar day unless administration gives permission. Absence from school for family vacations is strongly discouraged. Teachers are not required to provide work prior to family vacations. It is the students’ responsibility to make arrangements with the teacher to make up missed work due to the vacation. Students who have taken a vacation during school time will have the opportunity to make up any missed homework or tests. Parents should notify teachers and the office in writing if a student will miss school due to vacations.

CLASS ATTENDANCE Attendance by students for every assigned period is required. To be absent from a class without administrative and/or staff approval is a “cut”. The corrective action for cut classes will be detentions for first offense and possible suspension for subsequent offenses.

TARDINESS A student is considered tardy if s/he is not in his/her homeroom before the 7:50 a.m. late bell. A tardy will be excused with medical documentation (note from doctor, dentist, or hospital). Exceptions may be made for extenuating circumstances. On the 3rd tardy of the quarter a warning letter is sent to the student’s home. On the 6th tardy of the quarter and, on each subsequent tardy for the remainder of the quarter, a Saturday detention will be assigned. A student assigned two Saturday detentions due to tardiness will not be allowed to attend the following dance.

PROCEDURE FOR HABITUAL TARDINESS/ABSENCE Any student who has six (6) unexcused absences or six (6) unexcused tardies will have the administration, support service team, and teacher representative meet to discuss absences/tardies. The team will discuss proactive ways to support the student’s attendance and alert the family to consequences regarding the attendance policy. At ten (10) absences and/or tardies the team will hold a meeting with the parents/guardians and student to develop a plan to increase attendance. Chapter 76, section 1 of the Mass. General Laws states all children must attend school. A school district may excuse up to seven (7) sessions or fourteen (14) half-day sessions in any period of six months. A school district may file a CRA (Child Requiring Assistance) petition in court or a 51A with the Dept. of Children and Families on behalf of a child under the age of eighteen not attending school on a regular basis.

BEVERAGES During school hours the only beverage allowed to be carried and consumed in the hallways is water. In the cafeteria all other school appropriate beverages are allowed. Teachers will schedule a time during the day when students can have a snack. Our hope and suggestion is for the snack to be a healthy, quick, and clean eating option.

BICYCLES/SCOOTERS/SKATEBOARDS The school does not accept the responsibility of protecting students’ bikes/scooters/skateboards (B/S/S) while students are at school. It is the responsibility of students to lock their B/S/S securely to the bike racks. B/S/S may not be stored inside the school due to fire safety codes. It is strongly suggested that B/S/S be walked at all times on school property and at crosswalks. The use of helmets is encouraged. Revised January 17, 2017 10

BOOK BAGS AND BACKPACKS Book bags and backpacks will be left in the student’s assigned locker or assigned area. Students may not carry any type of book bags or string bags during the day.

BREAKFAST Breakfast will be served beginning at 7:00 a.m. and ending at 7:40 a.m. The meal will usually consist of a warm item, cold cereal, milk, and juice. It is the student’s responsibility not to be late for homeroom attendance. Only students having breakfast are to report to the cafeteria before school.

BUILDING HOURS The building is open 7:00 a.m.-4:00 p.m. After 4:00 p.m. the office staff may not be present in the office. Parents and/or students may not enter the building after 4:00 p.m. to retrieve books/belongings without administration approval and/or supervision.

CELL PHONES All phones must be turned off once the welcome music is played in the morning. Any student asking to go to the lavatory during a class will be prompted to leave his/her cell phone on the teacher’s desk or a central designated area. Any student caught using a cell phone inappropriately during the day will be subject to the behavior expectation rubric. A Galvin staff member can grant access and permission for a student to use their cell phone for situational necessities (i.e. – academic purpose, yearbook pictures, etc.)

DAMAGES TO SCHOOL PROPERTY Students are responsible for all school property damages (books, etc.) and/or the replacement of lost school property items. Incidents are subject to behavior expectation rubric. (See Rubric)

DISMISSAL To be dismissed from school, a note signed by a parent/guardian, stating the specific reason for dismissal, must be brought in. Please include a phone number where the Administration may reach your parent. Parents/guardians must come into the main office to pick up their child for dismissal. Students will not be dismissed by a phone call except in an extreme emergency. Students who leave early due to illness must be dismissed through the School Nurse or the Administration. Students are not allowed to walk to a dentist or doctor’s appointment once they arrive at school. A student must be dismissed to a parent or authorized adult listed on emergency card. Anyone picking up a student must show a driver’s license or some other form of identification prior to the school releasing the student.

DRESS Students’ attire should be appropriate for school and the learning environment. Dress and grooming shall not be such as to disrupt the educational process or cause disorder in the environment. As a general guideline, inappropriate clothing for school can include but is not limited to: torn/dirty clothes, muscle shirts, clothes showing underwear, bathing suits, hats/hoods with the exception of religious, cultural, or medical circumstances, shirts that expose stomachs or that are extremely low cut, shorts/skirts/dresses that expose bottoms (suggested length is to the tip of the student’s thumb), pajamas, clothing displaying alcohol, drugs, violence towards others, tobacco, or has a sexual connotation, or improper language should not be worn. If a student Revised January 17, 2017 11

wears attire that does not comply with the recommended dress, the student will be asked in a respectful manner to adjust. If the student continues to violate the school attire guidelines an administrator will call home for appropriate attire. The dress attire guideline applies to all extracurricular activities. The Principal of the school, or his/her designee, shall be the arbiter of a particular mode of dress when it is questioned. Appeal shall be to the Superintendent of Schools, and his/her decision shall be final. The administration reserves the right to take immediate, appropriate steps to remedy violations of the above.

HEALTH SERVICES There is a nurse in the building at all times during the school day. The focus of the health office of the Galvin Middle School is on wellness. Students are encouraged to be in their classes learning and the health office is devoted to help students in any way it can to meet that end. If it is necessary for a student to consult with the nurse during the course of the day, a pass is provided by the teacher allowing the student to go to the nurse. Students may be dismissed from school for medical reasons only through the health office. Students should not be calling/texting/emailing parents to come dismiss them from school without being seen by the nurse. Students will be dismissed to their parents or designated person on the student’s emergency card. Medication that must be taken during the course of the day may be dispensed only by the school nurse. Regulations around medications include: medications in a properly labeled container from the pharmacy, dated written orders from the physician (prescribed medications of a week or less do not require a written physician order, the pharmacy bottle will suffice), dated written permission from the parent, non-Aspirin may be given to students with written parent permission for treatment of headache, muscular/skeletal discomfort, menstrual cramps, and dental pain. Students may carry inhalers with them that have been prescribed by their physician. It is important that the school nurse is made aware when a student is carrying his/her own inhaler. Parents of students with allergies will provide Epi-pens/Benadryl for use at school, preferably, one for the classroom and one for the office.

VISITORS Visitors enter the building through the front door, closest to the parking lot and adjacent to the main office. To assist in maintaining the safety of the students and staff of the Galvin Middle School, visitors ring the doorbell, check-in with the main office staff, sign the visitor logbook and wear an ID badge. Parents and students should not be in classrooms if the teacher is not present.

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ACADEMIC LIFE COURSEWORK 5TH Grade ELA/Humanities Math Science ~ I.C.E. (“I can excel”) P.E. Health Tech. Engineering Performing Ensemble Art Computer

6th Grade

7th Grade

8th Grade

ELA Math Science Social Studies ~ I.C.E. (“I can excel”) P.E. World Language Performing Ensemble Art Computer

ELA Math Science Social Studies ~ I.C.E. (“I can excel”) P.E. World Language Health Tech. Engineering *Performing Ensemble *Art *Computer

ELA Math Science Social Studies ~ I.C.E. (“I can excel”) P.E. World Language Health Tech. Engineering *Performing Ensemble *Art *Computer

* Indicates election in some student schedules

HOMEWORK Homework is an important extension of activities that have originated in school. Homework provides practice of skills, application of principles and concepts, and the reinforcement of good habits. If students put in the time and genuine effort into working on school related assignments outside of the school day, long term success as independent learners as well as future contributing societal members in the work force are more likely to occur. Though it is impossible to predict the time necessary for individual students to spend and complete homework as each student is at a different learning rate, we can suggest time ranges: 5th Grade: 30minutes – 60minutes 6th Grade: 45minutes – 60minutes 7th Grade: 60minutes – 90minutes 8th Grade: 90minutes – 120minutes ***If students are spending more time on Homework than the suggested time range, please communicate the short note to the teacher***  Students who have been absent should see individual teachers as soon as possible upon their return, to determine when and what missed work must be made up.  Students will be excused from homework for religious or ethnic observances as outlined in school policy 906-R.  Teachers are not required to provide homework prior to family vacations and students who have taken a vacation during school time should be prepared to make up work when they return.  Parents may request homework assignments be sent to the office after two (2) consecutive days of regular absence and the homework may be picked up in the office after 2:15 p.m.  Students who are suspended from school will not be supplied homework for the days they are out of school. Upon their return to school, they will have the opportunity to make up any missed quizzes or tests. It is the student’s responsibility to make arrangements with the teacher to make-up work.

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HONORS PROGRAM Our honors program is for 7th and 8th graders. Students who meet the following criteria are recognized through their individual report cards and local newspaper. High Honors requires a quarterly average of an “A” in all subjects on the student’s schedule. The student must also earn a 1 or 2 in effort and conduct in all classes. Honors requires a quarterly average of an “A” in at least two core subjects (English, Math, Science, Social Studies) and a “B” or better in all other subject areas with effort and conduct grades being a 1 or 2 in all classes. Honorable Mention requires a quarterly average of “B” or better in all subjects with effort and conduct grades being a 1 or 2 in all classes.

PROGRESS REPORTS Progress reports are issued throughout the semester. Parents and students are asked to review these reports and discuss ways to improve performance. Progress reports must be signed and returned to the individual teachers as soon as possible after receiving them. For those students at risk academically, an intervention meeting consisting of parents, teachers, the at risk student, student support staff, and administration may occur in order to implement specific strategies to help the student succeed. Teachers will also work diligently to update grades online through IPass.

REPORT CARDS Report cards are issued four (4) times during the school year. If a student receives an incomplete on the report card due to illness or absence he/she will be given two weeks from the time grades close to complete the missing work. Prolonged illnesses or extenuating circumstances will be taken into consideration.

RETENTION PROCEDURE/SUMMER SCHOOL 1. A student who fails for the year one or more of the following subjects: English, Math, Science, or Social Studies the student will be required to attend and pass summer school for that subject. Parents will be responsible for the cost of summer school. 2. If a student fails three (3) or more subjects: English, Math, Science, Social Studies he/she may be retained. A parent/guardian may petition the principal to allow that student to attend summer school and be promoted. The principal retains the right to make the final decision in all cases. Early Notification and Intervention: Immediately after the 2nd and 3rd quarter report card, if a student is in danger of failing one (1) or more subjects, a notification will be sent home. The notification will explain the retention procedure. The parent(s) will be required to meet with the team to establish an academic plan Revised January 17, 2017 14

to improve performance. At the review meeting, student progress will be discussed and an attempt will be made to identify the problem. Options for the student will be discussed which could include, but are not limited to, academic interventions and/or required after school help.

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STUDENT LIFE ACTIVITIES Students are encouraged to participate in after school activities. Participation in any of these activities can provide students with extended learning opportunities, social skills development, and a strong sense of belonging to the school. We hope to offer something every student can find enjoyable. Students absent from school may not participate in any extracurricular activities happening on the same day as the absence. Additionally, any after school obligation (detention, make-up work, etc.) are to be completed first before participation in an extracurricular activity.

FIELD TRIPS Field trips are a privilege, and as such, we expect our students to reflect our core values at all times during the field trip. Students who go on field trips are representatives of the Galvin Middle School, the Town of Wakefield, and their parents/guardians. Students who consistently struggle to meet these expectations during the school year may be excluded from attending field trips during a specific quarter. Final decisions will be subject to administrative review. Students not participating in field trips are expected to attend school the day of the trip. All chaperones/volunteers will be subject to a Criminal Offender Records Investigation (CORI).

CAMP BOURNEDALE 5TH GRADE As part of the American History Curriculum, fifth graders travel to Camp Bournedale in South Plymouth for an overnight field trip. They experience first-hand how the early settlers lived and survived the wilderness of New England. This experience to Plymouth includes visits to Plymouth Plantation, a Wampanoag village, Plymouth Rock and the Mayflower II. Students attend hands-on workshops, which range from survival and military exercises to ceramics and Pilgrim cooking. For any individual who chooses not to attend, Camp Galvin will run at the school providing similar learning experiences. This opportunity usually has a financial cost for the students.

NATURES CLASSROOM 6TH GRADE The sixth grade students attend a five (5) day outdoor educational experience with their teachers and parent chaperones. This fall trip is interdisciplinary in nature, involving science, math and language arts. Also important is the aspect of trust, confidence building and group projects. The students opting not to attend this trip will be provided with an array of similar projects at the Galvin Middle School by attending Camp Galvin. This opportunity usually has a financial cost for the students.

7TH GRADE NEW YORK EXPERIENCE The 7th grade students have the opportunity to travel to the exciting and historic city of New York. This trip is a three (3) day two (2) night trip where students will have an opportunity to have a professional tour of all the various sites in New York. Past trips have given the students the experience of Times Square, a Broadway show, a behind the scene tour of the historic Madison Square Garden, the Empire State tower, Ground Zero and much more. This is a great time and we encourage all students to go. This opportunity usually has a financial cost for the students.

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8TH GRADE WASHINGTON D.C. ADVENTURE This four (4) day three (3) night class trip is a chance for the 8th grade students to end their career here at the Galvin with an educational and memorable experience. Students will have a professional tour of the nation’s capital making stops at Arlington cemetery, the Washington monument, the Lincoln and Jefferson memorials, and much more. We highly encourage all students to go and be a part of a special bonding experience before they leave the Galvin for the next chapter of their lives. This opportunity usually has a financial cost for the students.

5th GRADE ICE CREAM SOCIAL All incoming 5th Graders will have a special Ice Cream Social during the summer before the start of the school year. This will be a chance for students to get to know their school, their classrooms, and their classmates!

6th GRADE SOCIAL In the beginning of the school year the 6th grade class has a social night where prizes, music, games, food, and dancing happen. Students usually make a donation to a local organization as an entrance fee to the night.

DANCES Dances are a privilege and are for 7TH and 8TH grade Galvin Middle School students only. Dances are a school activity and all school rules regarding dress and conduct apply. Students and parents must sign a contract for students to attend school dances. If a student has five (5) or more office detentions and/or one (1) or more suspensions and/or Saturday School for disciplinary issues and/or two (2) Saturday Schools for tardiness and/or owes office detentions, she/he will lose the privilege of attending the next school dance.

LOCKERS Each student is assigned a locker. All students are responsible for putting locks on their lockers. Students should always secure their lockers to prevent theft/vandalism. Students are responsible for anything removed from their lockers. The school will not assume responsibility for anything lost or stolen from a locker. It is the students’ responsibility to securely lock their gym lockers while in gym class. Students may not share lockers and they must utilize only the locker they have been assigned. Students are allowed access to their lockers at prescribed times. At all other times, a student must have a pass from a teacher/staff to access his/her locker.

LEARNING COMMONS/EDNA MAY PAULSON LIBRARY The Edna-May Paulson Learning Commons is our state of the art library where the student’s academic needs and interests can be met through the physical and virtual Learning Commons. Library and information literacy-based instruction will support independent research and the production of information that the students may need. There are vast amounts of non-fiction and fiction texts, online books, and virtual platforms to assist students in their learning. The Learning Commons is open from 7:45-2:15 every day with extended hours on Monday/Wednesday until 3:00pm. For more information please visit the Learning Commons website: Revised January 17, 2017 17

ADULT AND PEER MENTOR PROGRAM The Peer Mentor Program provides 7TH and 8TH graders the opportunity to serve as peer mentors to younger 5TH and 6TH grade students two days a week after school. The time commitment is one hour twice a week. 7TH and 8TH grade students help 5TH and 6TH graders study for tests, start homework, organize binder and folders, and form genuine connections with model peers. The Adult Mentor Program run through Big Brother and big Sister allows community volunteers to serve as mentors to the Galvin Middle School students. For more information please contact someone from the student services team.

MATH CLUB Math club is for any student in grades 5-8 who loves math. Students meet with fellow “Mathletes” to work on practice problems in preparation for math meets. At these meets, students compete with other middle school students from various cities and towns in the area. We meet two (2) mornings a week before school for about 35 minutes. Math meets are once a month, on Thursdays.

DRAMA CLUB The GMS drama club produces one musical per year in the early spring. The drama club consists of two parts: cast and crew. Participation in the cast is based on an audition, experience and need. No audition is required for participation in the crew. All grades may participate. Depending on roles received, the commitment could range from 2-5 hours a week. Rehearsals (T 2:30-4:30, W 2:30-4:30, Th 3:30-4:30) will typically run from January to March.

WAKEFIELD YOUTH ACTION TEAM The Youth Action Team is a group of 7th and 8th grade leaders whose main goal is to promote a positive and healthy future for Galvin students and for Wakefield as a whole. The club members work together with the Youth Action Team Leaders from the high school to create and implement series of projects that gear towards making healthy decisions. Some of the projects include, The News Flush, Movie Night, Video Contests and Galvin Family Feud. The Youth Action Team meets after school for 1 hour, every other week.

COMMUNITY SERVICE CLUB Community Service Club is for any student in grades 5-8 who want to make a positive difference in the lives of others in our school, community, and the world at large. Students participate in a variety of volunteer opportunities, fundraisers, and collection drives. They also design and run their own service project. The club meets about once per week for an hour after school for most of the school year.

YEARBOOK CLUB The Yearbook Staff is responsible for compiling the student yearbook. Meetings usually start in early January, are once a week, and last until the end of April. We value students with enthusiasm, top-notch organizational skills, and high attention to detail. We also seek students who can definitely commit to meeting once a week.

Revised January 17, 2017 18

SCIENCE OLYMPIAD The Science Olympiad team is full of Galvin Students who participate in training and preparing for competitions which have over 23 individual/team events. These events reflect the ever changing nature of genetics, earth science, chemistry, anatomy, physics, geology, mechanical engineering and technology. For the past two years the Galvin Middle School has hosted warm-up meets with other communities in preparation for the state tournament. If having fun, meeting new people, and competing against other students in science concepts please connect with one of the team’s coaches.

WAKEFIELD ACADEMY Wakefield Academy offers a number of extended day programs at the Galvin Middle School designed to promote students’ academic, physical, social, and emotional growth. Additionally, Wakefield Academy caters to working families by providing a safe and enriching environment for students both before and after school. Wakefield Academy offers programs as early as 7am and as late as 6pm. In addition to before and after school programs, there are over 25 enrichment programs offered throughout the year. Updates on upcoming program options are made available regularly via email and can be accessed through Wakefield Academy’s website:

STUDENT COUNCIL Our student council is made up of one student-elected representative from each homeroom for every grade. Additionally, each homeroom can elect an alternate student to fulfill the roles and responsibilities should the elected representative be unable to do so. The student council meets once a month and performs many initiatives, campaigns, and fundraisers in an effort to enhance the school culture of the Galvin Middle School. If interested please fill out the candidacy form in the beginning of the school year.

EXPECTATIONS AND REGULATIONS In order to have a positive school environment we have established a clear set of expectations and regulations that allow us to function as a school community where everyone will feel safe and comfortable at all times. Students will be disciplined when behavior is inappropriate, disruptive, disrespectful, or when conduct could cause injury to anyone. If a student is sent out of class, he/she should report immediately to an administrator in the office. Resolution Levels: A. Staff member:

Staff members are encouraged to resolve minor school infractions, which may include a warning and detention with staff member. If the staff member feels that the situation requires administrative action, the student will then be sent to the office.

B. Administrative

Students referred by staff for administrative action may receive the following actions: a. Warning b. Assigned detention c. Saturday Detention

Revised January 17, 2017 19

d. In-house suspension e. Suspension f. Expulsion C. Appeal Process

Administrative decisions are subject to appeal by parents upon review. Appeals should be made in writing to the Principal, however each circumstance is different. Consequences are held in abeyance until the appeal process is completed. After hearing said appeal, the principal will make a binding decision within forty-eight hours of the request.

DETENTION The easiest thing for students to do in order to avoid detention is to follow school expectations and regulations. However, if detention is assigned, then it must be served without exception. Students assigned to a detention are to report promptly from 2:20 p.m. to 3:00 p.m. Students arriving after 2:20 p.m. are required to have a pass for admittance. Any reason for not attending detention must be approved by an administrator prior to the appointed time. Each student is required to bring necessary materials and assignments to keep him/her busy during this time. Additionally, reflection assignments must be filled out during the detention before doing academic work. Students excluded from detention by the detention supervisor will be dealt with by an administration. There are two (2) types of detention: 1. Teacher Detention: Is assigned by the classroom/subject teacher for violation(s) of classroom/teacher expectations and/or for schoolwork that has not been completed. It is served in the classrooms and takes precedence over administrative detention, which will be rescheduled. Fifth and Sixth Grade: When classroom teachers assign a detention, teachers will notify parents. Seventh and Eighth Grade: Classroom teachers will assign a classroom detention. Detention will be served on the same day contingent upon parent approval. It is the student’s responsibility to notify the parent(s)/guardian and the student may use the office phone for this purpose. If a teacher detention causes a problem (e.g. doctor’s appointment), parents should contact the teacher for the student to stay the next day. 2. Administrative Detention: is assigned only by an administrator usually after the teacher has attempted to resolve the situation and has requested administrative intervention. Administrative detention is also assigned for out of class violation(s). Fifth and Sixth Grade: Administrators will assign an administrative detention with a twenty-four (24) hour notification and a call will be made to the parent/guardian for notification. Seventh and Eighth Grade: Administrators assign administrative detention and, with parent permission, may require the administrative detention to be served the same day. Administrators will call home to notify parents of detentions. Administrative detentions for METCO students are delayed twenty-four (24) hours to give their parents the opportunity to make alternate afternoon transportation arrangements. Revised January 17, 2017 20

DISCIPLINARY DUE PROCESS 1. Short Term Disciplinary Sanctions: Prior to the imposition of any disciplinary sanction that might result in a student’s suspension from school for ten (10) consecutive school days or less, the student will be given oral notice of the offense with which he/she is charged and an opportunity to respond. In the event that the principal determines that the student will be suspended from school, the student’s parent(s)/guardian(s) will be notified by telephone and in writing, and a re-entry meeting will be scheduled. After the parent/guardian and student have conferred with an administrator the student may be readmitted to school.

2. Long Term Disciplinary Sanctions: Prior to the imposition of any disciplinary sanction that might result in the student’s suspension for more than ten (10) consecutive school days or expulsion, the parent(s)/guardian(s) will be given written notice of a hearing at which they may be represented by an attorney at their expense and may examine and present witnesses and documentary evidence. Following this hearing, the decision maker (principal/school committee) will issue a written decision. The parent(s)/guardian(s) will have the right to appeal any decision imposing a long-term exclusion from school. Where the student is excluded in accordance with M.G.L. c. 71 §37H, the student shall have ten (10) days from the effective date of the exclusion to file a written appeal with the Superintendent of Schools. For exclusions imposed pursuant to M.G.L. c.71 §37H1/2, the student shall have five (5) days from the effective date of the exclusion to file a written appeal with the Superintendent. For exclusions imposed by the School Committee in accordance with M.G.L. c.76 §17, the student shall have the right to file a written request for reconsideration by the Committee within ten (10) days of the effective date of the exclusion. Pending the outcome of any such appeal, the disciplinary sanction imposed shall remain in effect. M.G.L. c. 76 §17, M.G.L. c. 71 §37H, M.G.L. c. 71 §37H1/2.

3. Students with Disabilities: Students who have been identified as students with disabilities in accordance with the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act or who the school has reason to believe might be eligible for special education services are entitled to additional procedural protections when a disciplinary exclusion is considered. Prior to the imposition of any disciplinary sanction that would result in a change in placement the student’s Team will meet to determine whether the student’s conduct was a manifestation of the student’s disability. If the Team determines that the conduct was a manifestation of the student’s disability they shall review any existing behavior plan or, if no such behavior plan exists, conduct a functional behavioral assessment. In many cases, a student with a disability will be entitled to services identified by the student’s Team as necessary to provide the student with a free appropriate public education during periods of disciplinary exclusion exceeding ten (10) school days in a given year. For additional information regarding the rights of students with disabilities in the context of school discipline, please contact the school district’s Director of Special Education or the building principal.

DISCIPLINE AND STUDENTS WITH DISABILITIES All students are expected to meet the requirements for behavior as set forth in this handbook. In addition to those due process protections afforded to all students, the Individuals with Disabilities Revised January 17, 2017 21

Education Act and related regulations require that additional provisions be made for students who have been found eligible for special education services or who the school district knows or has reason to know might be eligible for such services. Students who have been found to have a disability that impacts upon a major life activity, as defined under §504 of the Rehabilitation Act, are also entitled to increased procedural protections prior to imposing discipline that will result in the student’s removal for more than ten (10) consecutive school days or where there is a pattern of short term removals exceeding ten (10) school days in a given year. The following additional requirements apply to the discipline of students with disabilities: (1)




The IEP for every student eligible for special education or related services shall indicate whether the student can be expected to meet the regular discipline code of the school or whether the code should be modified to address the student’s individual needs. Students with disabilities may be excluded from their programs for up to ten (10) school days to the extent that such sanctions would be applied to all students. Before a student with a disability can be excluded from his/her program for more than ten (10) consecutive school days in a given school year or subjected to a pattern of removal constituting a “change of placement”, building administrators, the parent(s)/guardian(s) and relevant members of the student’s IEP or 504 Team will meet to determine the relationship between the student’s disability and behavior (Manifestation Determination). In most instances, during disciplinary exclusions exceeding ten (10) school days in a single school year, the student shall have the right to receive services identified as necessary by the Team to provide him/her with a free appropriate public education during the period of exclusion. If building administrators, the parent(s)/guardian(s) and relevant members of the student’s IEP or 504 Team determine that the student’s conduct was not a manifestation of the student’s disability, the school may discipline the student in accordance with the procedures and penalties applicable to all students but will continue to provide a free appropriate public education to those students with IEPs. The student’s IEP or 504 Team will identify the services necessary to provide a free appropriate public education during the period of exclusion, review any existing behavior intervention plan or, where appropriate, conduct a functional behavioral assessment. If building administrators, the parent(s)/guardian(s) and relevant members of the student’s IEP or 504 Team determine that the conduct giving rise to disciplinary action was a manifestation of the student’s disability, the student will not be subjected to further removal or exclusion from the student’s current educational program based on that conduct (except for conduct involving weapons, drugs, or resulting in serious bodily injury to others) until the IEP or 504 Team develops, and the parent(s)/guardian(s) consent to, a new placement or unless the District obtains an order from a court or from the Bureau of Special Education Appeals (BSEA) authorizing a change in the student’s placement. The Student’s Team shall also review, and modify as appropriate, any existing behavior intervention plan or arrange for a functional behavioral assessment. (5) If a student with a disability possesses or uses illegal drugs, sells or solicits a controlled substance, possesses a weapon, or causes serious bodily injury to another on school grounds or at a school function, the District may place the student in an interim alternative educational setting (IAES) for up to forty-five (45) school days. A court or BSEA Hearing Officer may also order the placement of a student who presents a substantial likelihood of injury to self or others in an appropriate interim setting for up to forty-five (45) school days.

Revised January 17, 2017 22

Galvin Middle School School Rubric 2016-2017 NOTE: Any behavior that is not specifically stated in the rubric is subject to administrator review and assignment of consequences. NOTE: Any suspension results in student prohibited from participating in next school dance. + 3rd Consequence + 4th Consequence Escalating 2nd Consequence 1st Consequence + Consequences Behavior

(If stated in box, parents called by student with adult who observed behavior)

Failure to serve detention(s)

Inappropriate Use of Electronic Devices in school (Cell phones, Internet misuse, video or digital music and gaming devices, cameras, laser pointer, ear buds, head phones, etc.)

  

Use of an audio recording device without permission can result in a criminal action by the police

    

Office detention served that day at lunch and after school 2 lunch Detentions Item confiscated Student picks up device after school Parent notified

(Student calls parents observed by teacher or office)

(Parents called by office w/student)

Detention number doubled

Saturday detention

1 Day In House

 

4 Lunch detentions Item will be dropped off daily in the Main Office and picked up after school for four weeks Item confiscated Parent notified to pick up item in office

  

Parent meeting Saturday detention Item will be dropped off daily in the Main Office and picked up after school for eight weeks Item confiscated Parent notified to pick up item in office 1 Day Suspension

 

1 Day Suspension Item will be dropped off daily in the Main Office and picked up after school for remainder of school year Item confiscated Parent notified to pick up item in office

3 Day Suspension

 

Student adjusts Student calls parent for change of clothes if needed


 

 

Item confiscated Parent picks up item Parent/student conference 3 Detentions Possible police notification Student adjusts Student calls parent for change of clothes if needed

Saturday detention

 

Student adjusts Student calls parent for change of clothes if needed

 

Student adjusts Student calls parent for change of clothes if needed

Violation for inappropriate dress

 


  

Parent called Damage restitution Detention or suspension depending on severity

   

Suspension Parent conference Damage restitution Police notified

  

Suspension Police notified Damage restitution

Inappropriate Language Depending on the severity, minimum consequences

Office detention

 

3 Office detentions Parent called

Saturday detention


(Parents called by office w/student)

 

Unauthorized absence from class

Four office detentions Parent called

Parent conference Saturday detention

1 Day In House

1 Day Suspension

Unauthorized Absence from School

Saturday detention

 

2 day In House

 

 

3 day In House Possible Court Involvement

Leaving school grounds without permission

Parent notified by administration Suspension/Saturday detention Police may be notified Administrator notified Parent called Possible disciplinary action. Zero on assignment

  

Parent conference 2 Day Suspension Police will be notified

 

3 day In House Possible Court Involvement 5 Day Suspension Court Involvement

Subject to administrative review

Subject to administrative review

Subject to administrative review

  

Suspension Item replaced Parent conference Police notified Suspension Parent called Damage restitution In House Suspension Police notified

Suspension(s) Police notified

    

Plagiarism Plagiarism is defined as taking the words, thoughts, or ideas of another including the internet or website sources and using them as one’s own without giving proper credit to the original author, writer, or speaker. Any student who is found to have plagiarized material be it a test, quiz, book report, or final exam will be disciplined by the teacher.


    

  

Offensive Graffiti Drawings/Hate Symbols

   

Parent called Item replaced Suspension Police may be notified Parent called Damage restitution In House suspension Possible Police notified

Possession of drugs, drug paraphernalia, alcohol, other controlled substances Possession with intent to sell drugs, drug paraphernalia, alcohol

      

Parent notified Suspension Police notified Possible exclusion Suspension Exclusion hearing Parents notified


    

Suspension Exclusion hearing Parents notified Police notified

and controlled substances

Police notified

Smoking and possession of tobacco related products including electronic cigarettes matches or lighters in school and within 100 feet of school Any student encouraging, arranging, or planning a fight between 2 or more students Possession of weapon or item perceived as a weapon

2 Day Suspension

3 Day Suspension

5 Day Suspension

Sent directly to Administrator 1-2 day suspension

  

Sent directly to Administrator Student calls home Saturday detention Suspension & possible exclusion Police notified

Sent directly to Administrator 3 day suspension

Defiance of authority to school staff

  

Sent to Administrator 3 Office Detentions Parent called

Saturday detention

3 Day Suspension

5 Day Suspension

Disruptive behavior on the bus

 

Warning Parent called

1 week suspension from bus

1 month suspension from bus

All bus privileges revoked

Student Involvement in Hazing

   

Suspension Parent Conference Police Notification Possible Exclusion

 

Exclusion Hearing Suspension

Exclusion Hearing Suspension

Exclusion Hearing Suspension

Display of Affection The corridors and classrooms of any school building or school-sponsored events are not proper places for kissing or other physical means of showing affection.


Referred to Administrator

Referred to Administrator

Referred to Administrator

False Fire Alarm or 911 call, or any Fire related issue

 

Suspension Police Notified Fire Department notified


5 day Suspension Police notified

Galvin Middle School Harassment/Bullying Rubric 2016-2017 Note: Harassment/Bullying forms can be found and filled out online on our district web page and Galvin Middle School web page. Escalating Consequences


1 Consequence






3 Consequence


4 Consequence

Depending on the incident notification to parent(s) will happen by teacher(s) and/or administrator(s)

Teasing – name calling, annoying, bothering

Inflammatory/libelou s/slanderous statements i.e. Spreading rumors

Harassment –a.k.a Discriminatory Harassmentremarks about physical traits, gender, sexual orientation, ethnicity, learning disabilities

Verbal, written, and/or electronic threats – (including cyber bullying) insinuating/stating emotional or bodily harm, threatening remarks

Spoken to by Teacher

Minimum 1 detention with Teacher

 

  

   

  

Sent directly to Administrator Student calls home 3 office detentions Admin. Speaks with home Sent directly to Administrator Admin. calls home Student calls home 3 office detentions Possible Police notification

Sent directly to Administrator Student calls home Admin Speaks with home Saturday detention


      

  

Sent directly to Administrator Admin. calls home Saturday detention

Sent directly to Administrator Admin. calls home Suspension Police notification Saturday detention for make-up work

Sent directly to Administrator Admin calls home 1-2 day suspension Possible police notification

 

   

  

Spoken to by Administrator 2 office detentions Sent directly to Administrator Admin. calls home 1 day suspension

Saturday detention

 

Admin. calls home 3 Day Suspension

Sent directly to Administrator Admin. calls home Multi-day suspension Police notification Saturday detention for make-up work

 

10 Day Suspension Exclusion Hearing

Sent directly to Administrator Admin. calls home 3 day suspension Police notified

  

Admin calls home 5 day Suspension Police notified

Bullying as defined in M G.L.c.71

   

Sent directly to Administrator Admin. calls home Student calls home 3 office detentions Possible Police notification

Sent directly to Administrator Admin. calls home Student calls home 2 day suspension

Sent directly to Administrator Student calls home Admin. calls home 3 office detentions

 

Physical Contact – including Punching, Fighting, Pushing, Kicking

Socially excluded on purpose, ignored other student to be hurtful

Forced another student to do something they did not want to do

   

Sent directly to Administrator Student calls home Admin. calls home Saturday detention

Unprovoked physical attack

  

Admin. calls home 5 day suspension Police notified

  

Admin. calls home Suspension Possible Police notification Exclusion Hearing

Assault of any Administrator, teacher or staff

  

  


  

 

 

  

Sent directly to Administrator Admin. calls home Suspension Police notification Saturday detention for make-up work

Sent directly to Administrator Admin. calls home 4 day suspension

Sent directly to Administrator Admin. calls home Saturday detention

Sent directly to Administrator Admin. calls home 1-2 day suspension Possible police notification Admin. calls home Suspension/possible exclusion hearing Police notified

   

  

 

  

Sent directly to Administrator Admin. calls home Multi-day suspension Police notification Saturday detention for make-up work Sent directly to Administrator Admin. calls home 6 day suspension Police Notified

 

10 Day Suspension Exclusion Hearing

  

Admin. calls home Suspension Exclusion Hearing

Sent directly to Administrator Admin. calls home 1 day suspension

 

Admin. calls home 3 Day Suspension

Sent directly to Administrator Admin. calls home 3 day suspension Police notified

  

Admin. calls home 5 day Suspension Police notified

WAKEFIELD PUBLIC SCHOOLS BULLYING PREVENTION AND INTERVENTION PLAN The Wakefield Public Schools are committed to providing all students with a safe learning environment that is free from bullying or harassment. This commitment is an integral part of our comprehensive efforts to promote learning, and to prevent and eliminate all forms of bullying and other harmful and disruptive behavior that can impede the learning process. We understand that members of certain student groups, such as students with disabilities, LGBTQ students, students of varying races and ethnic backgrounds, and homeless students may be more vulnerable to becoming targets of bullying, harassment, or teasing. The school and/or district will take specific steps to create a safe, supportive environment for vulnerable populations in the school community, and provide all students with the skills, knowledge, and strategies to prevent or respond to bullying or harassment. We will not tolerate any unlawful or disruptive behavior, including any form of bullying, harassment, or retaliation, in our school buildings, on school grounds, or in school-related activities. We will investigate promptly all reports and complaints of bullying, harassment or retaliation, and take prompt action to end that behavior and restore the target’s sense of safety. We will support this commitment in all aspects of our school community, including curricula, instructional programs, staff development, extracurricular activities, and parent/guardian involvement. The Bullying Prevention and Intervention Plan is a comprehensive approach to addressing bullying and harassment, and the school or district is committed to working with students, staff, families, law enforcement agencies, and the community. In consultation with these constituencies, we have established this Plan for preventing, intervening, and responding to incidents of bullying, harassment, and retaliation. Annual Training and Curricula: All school staff completes a mandatory training on Bullying Prevention, Intervention, and Reporting each year. The principal of each school ensures implementation of the identified bullying prevention curricula. Grades K-8 utilize the Olweus Bullying Prevention Program and Grades 9-12 use the Anti-Defamation League’s World of Difference Institute Diversity Leader Program supported resources from Bully Proofing for High Schools. Student and Family Resources: School counselors, together with building administrators, will work to identify the school’s capacity to provide counseling, case management and other services for these students who are targets, aggressors, or bystanders of bullying. In addition the district will work to educate and support parents, conduct parent workshops and apprise parents of outside resources. Students with Disabilities: As required by M.G.L. c. 71B, § 3, as amended by Chapter 92 of the Acts of 2010, when the IEP Team determines the student has a disability that affects social skills development or the student may participate in or is vulnerable to bullying, harassment, or teasing because of his/her disability, the Team will consider what should be included in the IEP to develop the student's skills and proficiencies to avoid and respond to bullying, harassment, or teasing.


Definitions: Harassment Harassment includes communications such as jokes, comments, innuendoes, notes, display of pictures or symbols, gestures, or other conduct which offends or shows disrespect to others. By law, what constitutes harassment is determined from the perspective of a reasonable person with the characteristic on which the harassment is based. What one person may consider acceptable behavior may reasonably be viewed as harassment by another person. Therefore, individuals should consider how their words and actions might reasonably be viewed by other individuals. It is also important for individuals to make it clear to others when a particular behavior or communication is unwelcome, intimidating, hostile or offensive. Racial Harassment Unwelcome verbal, written or physical conduct directed at a person based on his/her race or color, including characteristics of a person’s race or color, such as racial slurs or insults, racial graffiti or symbols, hostile acts based on race, nicknames based on racial stereotypes, negative comments about appearance, imitating mannerisms, taunting, or invading personal space to intimidate. Sexual Harassment While all types of harassment are prohibited, sexual harassment requires particular attention. Sexual harassment includes sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature when: 1. acceptance of or submission to such conduct is made either explicitly or implicitly a term or condition of employment or education; 2. the individual’s response to such conduct is used as a basis for employment decisions affecting an employee or as a basis for educational, disciplinary, or other decisions affecting a student; or 3. such conduct interferes with an individual’s job duties, education or participation in extra-curricular activities. Bullying As defined by M.G.L. c. 71 sec. 370, is the repeated use by one or more students or a member of a school staff of a written, verbal, or electronic expression or a physical act or gesture or any combination thereof, directed at a target that: 1. causes physical or emotional harm to the target or damage to the target’s property; 2. places the target in reasonable fear or harm to himself or herself or of damage to his or her property; 3. creates a hostile environment at school for the target; 4. infringes on the rights of the target at school; or 5. materially and substantially disrupts the education process or the orderly operation of a school.

Cyber-bullying Bullying through the use of technology or any electronic communication, which shall include, but shall not be limited to, any transfer of signs, signals, writing, images, sounds, data or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo electronic or photo optical system, including, but not limited to, electronic mail, internet communications, instant messages or facsimile communications. Cyber-bullying shall also include: (i) the creation of a web page or blog in which the creator assumes the identity of another person; or (ii) the knowing impersonation of another person as the author of posted content or messages, if the creation or impersonation creates any of the conditions enumerated in clauses (a) to (e) inclusive, of the definition of bullying. Cyber- bullying shall also include the distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons, if the distribution or posting creates any of the conditions enumerated in the above clauses (a) to (e) inclusive, of the definition of bullying. While the focus of this policy is on bullying between students it is recognized that adults may also be aggressors


in this regard. Bullying should not be confused with isolated conflicts between students or staff. Research on bullying identifies it as behavior that occurs repeatedly, that is intended to harm the target, and that involves a power imbalance between the target and the person or persons who are bullying. Aggressor A student or member of a school or district staff (teacher, paraprofessional, cafeteria worker, coach, etc.) who engages in bullying, cyberbullying or retaliation towards a student. Reporting and Resolution Process: Designated Officials for Reporting School- Based: The school principal is responsible for receiving reports and complaints of violations of this Policy at the school level. A report or complaint of a violation of this Policy may be filed with: Maureen Hughes, Ph.D., Principal Dolbeare Elementary School 340 Lowell Street 781-246-6480

Margo Perriello, Director Doyle Early Childhood Center 11 Paul Ave. 781-246-6420

Deborah Collura, Principal Greenwood Elementary School 1030 Main Street 781-246-6460

Jeri Hammond, Principal Walton Elementary School 18 Davidson Road 781-246-6494

Michelle Zottoli Woodville Elementary School 30 Farm Street 781-246-6469

Adam Colantuoni Galvin Middle School 525 Main Street 781-246-6410

Rich Metropolis Wakefield Memorial High School 60 Farm Street 781-246-6440 District-level: The Assistant Superintendent is responsible for receiving and addressing reports or complaints of violations of this Policy at the district level. A report or complaint involving the District Human Rights Officer should be filed with the Superintendent; a report or complaint involving the Superintendent should be filed with the School Committee. Lyn O’Neil, Administrator of Special Education and Student Services Human Rights Officer/Title IX Coordinator/504 Compliance Officer 60 Farm Street, Wakefield, MA, 781-246-6400

Reporting Any person who believes that a student, teacher, administrator, or other school personnel has engaged in conduct prohibited by this procedure, whether such conduct has been directed at him/her or some


other person, should report the alleged prohibited conduct as soon as possible to the appropriate school personnel (a guidance or adjustment counselor, teacher, nurse, or administrator). 1. The district designates the Assistant Superintendent as the District Human Rights Officer with responsibility to oversee administration of these procedures and to monitor compliance. If a complaint involves the Assistant Superintendent, the complaint shall be made or filed directly with the Superintendent. If a complaint involves the Superintendent, the report will be filed with the School Committee. 2. In each school the school Principal (or designee) is the person responsible for receiving and investigating oral or written reports of alleged prohibited conduct. Any school district personnel who receives a report of alleged prohibited conduct shall inform the Principal (or designee) as soon as possible. If the complaint involves the Principal, the complaint shall be filed with the Superintendent. 3. In district-wide departments, the Assistant Superintendent (or designee) is the person responsible for receiving and investigating oral or written reports of alleged prohibited conduct. Any school district personnel who receives a report of alleged prohibited conduct shall inform the Assistant Superintendent (or designee) as soon as possible. If the complaint involves the Assistant Superintendent, the complaint shall be filed with the Superintendent. Formal Complaint A formal complaint is filed with the building Principal (or designee) or the Assistant Superintendent if the Principal is the person against whom the harassment or bullying has been alleged. If a school official becomes aware of a claim of harassment or bullying and believes that the claim has merit and requires further investigation, the school official can file a formal complaint even if the original complainant decides not to proceed with the formal complaint. Although the district will attempt to keep the complainant's name confidential, the complainant cannot be given an absolute promise of confidentiality. The complainant will be informed that the school official intends to file a formal complaint and will explain to the complainant what the school will do to prevent and, if necessary, punish acts of retaliation. When a complaint of harassment or bullying is alleged, the person making the allegations (the complainant) or a person witnessing the incident may fill out a Harassment or Bullying Reporting Form. If the complainant or reporter is a student and the student chooses not to fill out a written form, the person accepting the complaint shall listen to the student and complete the Reporting Form for the student. A Reporting Form must be completed for all incidents of harassment or bullying that are reported. The Principal (or designee) shall meet with the complainant within three (3) school days of receiving the written complaint and shall promptly investigate the complaint and determine whether the complaint has merit. At any time during the investigation process, the Principal at his/her discretion, but in conformity with Massachusetts General Laws, may inform a student's parent(s)/legal guardian(s) that their son/daughter/ward has filed a complaint of harassment/bullying and/or that student has been accused of harassment/bullying. In the event the Principal (or designee) is accused of engaging in sexual harassment, the complaint should be filed directly with the Assistant Superintendent, who is the designated Title IX Coordinator for the system. The Assistant Superintendent shall then appoint someone to investigate the complaint and the written report shall be forwarded directly to the Superintendent. The building level investigation should be completed within seven (7) school days. Any action taken must be consistent with state and federal law and take into consideration any applicable collective bargaining agreements and the Student Handbook where applicable. State and Federal law will always take precedent over any collective bargaining or Student Handbook considerations. Resolution may or may not occur at this level. If all parties involved believe that a resolution has been achieved, no further action will be taken and a final report will be filed with the Title IX Coordinator. If any of the parties or the person investigating considers that resolution has not been achieved, it will move to the Assistant Superintendent/ Superintendent level.


If the complainant is referred to the Assistant Superintendent/Superintendent level before it is resolved, the Assistant Superintendent/Superintendent shall fully investigate the complaint, issue appropriate findings and recommendations, and take appropriate actions within ten (10) school days. Hearings before the Superintendent If the Superintendent is not able to resolve the issues generated within a complaint of harassment or bullying to the satisfaction of the complainant or the accused within ten (10) school days after he/she has received the report from the Principal (or designee), or if the complainant wishes to appeal a finding by the Principal (or designee) that the complaint is not valid, the complainant may request that the Superintendent hold a hearing. The Superintendent may also determine that a hearing is necessary. The hearing will be scheduled within ten (10) school days after the ten (10) school day period referred to above. The purpose of the hearing held by the Superintendent will be to determine whether school district procedure has been violated, and, if it has been, the Superintendent will define the appropriate sanctions for the transgressor. In determining whether alleged conduct constitutes a violation of the procedure, the surrounding circumstances, the nature of the behavior, the relationship between the parties involved and the context in which the alleged incidents occurred may be considered. The Superintendent will issue a written decision within ten (10) school days of the commencement of the hearing and shall notify the School Committee of that written decision unless otherwise determined by Massachusetts General Laws. In most instances, the complainant and the accused will be expected to speak for themselves. However, a parent, an advocate, and/or legal counsel who may attend for the purpose of providing advice may accompany either party. In the event the Superintendent is accused of engaging in sexual harassment, and the complainant seeks a hearing, the School Committee shall appoint someone other than the Superintendent to arrange for and conduct the hearing. In this situation, the Title IX Coordinator will conduct all steps in the process prior to the request for a hearing and the School Committee will be made aware of the complaint. Investigations Any investigation pursuant to this procedure may consist of personal interviews with the complainant, the individual against whom the complaint is filed, and others who may have knowledge of the alleged incident(s) or circumstances surrounding the complaint. The investigation may also consist of any other methods and documents deemed pertinent by the Principal (or designee), the Title IX Coordinator (Assistant Superintendent), or the Superintendent. Corrective Procedures Upon completion of an investigation and substantiation of the alleged harassment, the district will take appropriate corrective action. Such action may include, but is not limited to, a written and/or verbal apology, a written directive to stop the offensive behavior, counseling or training, written and/or verbal warning, suspension, exclusion, expulsion, transfer, remediation, termination of employment and possible police/court involvement. School district action taken for violation of the policy will be consistent with requirements of applicable collective bargaining agreements, Massachusetts and federal laws, and School District policies. Non-employees and Non-students The Superintendent can fashion whatever sanctions he/she deems appropriate for any non-employees and non-students who have been found to have violated the Sexual Harassment Policy, so long as those sanctions are consistent with state and federal laws.

Monitoring The Title IX Coordinator will maintain written complaints filed pursuant to this procedure and process in a central location and will give monthly reports to the Superintendent on the status and outcome of complaints. (If a complaint involves the Superintendent, the report will be filed directly with the School


Committee). Annually, students and employees will receive a copy of this procedure and a review of the procedure for filing a complaint. The Superintendent shall report periodically, in Executive Session, to the School Committee any substantiated complaint. Retaliation It is a violation of this procedure for any person to retaliate, coerce, intimidate, harass or interfere with a member of the school community, or any other individual who has filed a report regarding harassment or bullying or assisted with an investigation. Swift and appropriate action will be taken against any member of the school community who retaliates against any other member of the school community because he/she reported harassment or bullying, assisted in the investigation of a harassment or bullying complaint, or testified or otherwise participated in a proceeding or hearing relating to an allegation of harassment or bullying within the public school system. Retaliation includes, but is not limited to, any form of hostility, intimidation, reprisal or harassment. Any employee or member of the school community found to have engaged in this conduct shall be subject to sanctions, including, but not limited to, warning, suspension or termination from employment or expulsion from school, subject to applicable procedural requirements. Confidentiality Harassment or bullying of students may constitute child abuse under Massachusetts’s law (G.L.c.119 51A) and the public schools shall comply with Massachusetts laws in reporting suspected cases of child abuse. Accordingly, the School Committee, and those employed by the school district will maintain a policy of confidentiality upon receipt of a complaint of harassment or bullying, only as is consistent with Massachusetts General Laws. Responsibilities of Teachers and Others Adult members of the school community have a legal responsibility to report incidents of harassment they witness or hear about to their immediate supervisor, their school Principal and/or the Superintendent. Once a school staff member learns a student or employee has been illegally harassed or bullied, the school is on notice of that behavior and is obligated by law to take adequate steps to address it. The school can discharge this duty only if the staff member reports the harassment or bullying or personally takes steps to address it. Although students have no legal obligation to come forward, the School Committee strongly encourages students to report to their guidance counselor or other adult member of the school community any incidents of harassment or bullying they hear about or witness. Alternative Legal Remedies Nothing contained in this procedure is intended to deny any member of the public school community the right to pursue other avenues of recourse in the event he/she believes that he/she has experienced sexual harassment. Such recourse may include filing charges with a state or federal enforcement agency, or initiating civil or criminal action under state and federal law. These agencies include the Massachusetts Commission Against Discrimination, the Equal Employment Opportunity Commission and the Office of Civil Rights of the U.S. Department of Education. Maintenance of Records The Assistant Superintendent, designated as the Human Rights Officer/title IX Coordinator, will maintain written complaints filed pursuant to this procedure and process in a central location. Dissemination of Policy and Procedure This process, along with the corresponding School Committee policy, shall be conspicuously posted throughout each school building in areas accessible to students, faculty and


staff members. This process and the corresponding School Committee policy shall appear in the Student Handbook and Faculty Handbook and shall be reviewed periodically for compliance with state and federal law. Legal References Title VI and VII of the Civil Rights Act of 1964, Title IX of the 1972 Education Amendments to the Civil Rights Act, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act, the Americans with Disabilities Act, Chapter 622 of the Acts of 1971, G.L. c. 151B and G.L. c. 151C.

Plan revision November 2015


Wakefield Public Schools Bullying / Harassment Incident Report Form

Bullying is defined as the repeated use by one or more students of a written, verbal, or electronic expression, or physical act or gesture or any combination directed at a target that causes the following: Physical or emotional harm to the target, damage to the target’s property, places the target in reasonable fear of harm to him or herself, creates a hostile environment at school for the target, infringes on the rights of the target at school, substantially disrup ts the education process or orderly operation of a school. Directions: By law, all school employees are required to report alleged acts of bullying. Please complete this form and return it to the Principal of the school. If you are a student, parent, or volunteer and wish to remain anonymous please omit signature and n ame. All reports of bullying will be investigated and parents will be inform ed. Name of student targeted: (please print) Name of student targeted: School: Grade: print) School: (please Date of Alleged Incident: Grade: Date of Alleged Incident: Name (s) of the alleged offender(s):

(please print):

School: Grade: Please describe the incident: (Attach a separate sheet if necessary)

Where did the incident happen (choose all that apply)

Please check each statement that best describes what was obse rve d Other _ Physical violence _ Social Exclusion _____ Verbal Abuse _____ Threat Humiliation _____ Cyber Bullying _ Intimidation ___ ___ ___

School property ______________ School sponsored event ______ Off campus _______ School Bus ____ Other (please explain)

Other __ Name of person reporting incident: Anonymous reporter ____ Teacher ____ Para Professional ____ Parent ____ Student ____ School Employee ____ ____ Other

Contact Info (optional)

phone: Police Notification: Notification: Y Phone Email

I agree that all of the inform ation on this form is accurate and true to the best of my knowledge: Signature _______ _____________


_ _

What actions, if any, we re take n at time of incident?




Y N Parent N Conference __ Mail

SCHOOL COMMITTEE POLICIES AND PROCEDURES For the most updated version of all school committee policies and procedures please visit the Wakefield Public Schools website. Below is a title list of the various school committee policies.


School Committee


Policy Number

Introduction to Policy Book


A Series – Foundation & Basic Components (100) Harassment, Bullying & Hazing


Wellness Policy


Federal Red Flag Rule


Background Check


Non-Discrimination Statement


B Series – Board Governance & Operations (200) Evaluation of School Committee


School Committee Powers & Duties


Presentation of Diplomas


School Committee Member Authority


School Committee Member Resignation


Unexpired Term Fulfillment


School Committee Member Ethics


School Committee Reorganization


School Committee Officers


Subcommittee of the School Committee


Advisory Committees of the School Committee


School Councils


School Improvement Plans


Agenda Preparation and Dissemination


Agenda Format


Rules Governing Conduct & Admin. Of SC




Public Participation at School Comm. Mtgs.


School Committee Policy Development


Use of Social Media by SC Members



New School Committee Member Orientation


C Series – General School Administration (300) Superintendent’s Goals


Evaluation of Superintendent


Organizational Chart


Student Handbook


D Series – Fiscal Management (400)

E Series

Budget Preparation & Development


Budget Reporting


Budget Implementation


Expense Reimbursement


Support Services (500)

– Security of Buildings & Grounds


Transportation of Students


Motor Vehicle Idling


Collection of Payment


Crisis Plan


F Series – Facilities Development (600) Excess School Dept. Property


G Series – Personnel (700) Employee Handbook


Code of Conduct WPS Employees




Conflict Resolution


Family & Medical Leave Act


H Series – Negotiations (800) I Series – Instruction (900) Equity of Curriculum Instruction


Parental Notification Relative to Sex Ed.


Class Size


Web Content Filtering


Field Trips


Internet Safety


Religious Holidays


Salute to Flag & Display of Same


Technology Plan


J Series – Students (1000)


Transfer Requests


Entrance Age


All Day Kindergarten


Non-Resident Students


Student Conduct


Illegal Substances & Alcohol


Creation of EC Activities in WPS


Reporting to Authorities/Suspected Child Abuse


Student Athletic Concussion


Administering Medicines to Students


Life Threatening Allergies in School Setting


Student User Fees


Physical Restraint of Students


Homeless Students


Early Childhood Center at Doyle School


Assignment of Students to Schools


K Series – Community Relations (1100) People & Their District


Hours for the Public


Donor Recognition


Gifts to School Personnel


Use of School Facilities


Distribution of Literature


Acceptable Use


Animals in Schools


Parent Guide to Address Concerns in the Wakefield Schools


L Series – Education Agency Relations (1200) M Series – Miscellaneous (1300 The adopted or revised policies listed are actions of the School Committee over the past year. All policies and revised policies are posted within the School Committee Policy Book immediately after voted by the School Committee. 

Animals in School– October 2014

Family and Medical Leave Act– January 2015

Crisis Plans– October 2014

Assignment of Students to Schools – March

Non-Discrimination– October 2014

User Fees– October 2014

Background Checks– December 2014

Homeless Students– December 2014

2015 

Early Childhood Center at Doyle School – March 2015


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