Student Handbook PreK-8
EVERETT PUBLIC SCHOOLS
121 VINE STREET, EVERETT, MASSACHUSETTS 02149
617-389-7950
JANICE GAUTHIER: SUPERINTENDENT OF SCHOOLS
KEVIN J. SHAW: ASSISTANT SUPERINTENDENT
CHARLES F. OBREMSKI: ASSISTANT SUPERINTENDENT FOR BUSINESS AFFAIRS and PUPIL PERSONNEL SERVICES
MICHELLE CROWELL: DIRECTOR OF CURRICULUM
A Message to Parents from the Superintendent of Schools
We believe that a child’s education is a cooperative undertaking between school and home.
Effective cooperation can take place on a sound base of adequate information. We need to know you, and you need to know the school system and its programs. Thus, in anticipation of the many questions that will occur to you relative to your child’s school life, we are happy to provide you with this handbook.
In the Student Handbook, we will introduce you to the educational programs, general practices and policies of the Everett Public Schools.
The administration, faculty and support staff of the Everett Public Schools are fully committed to providing quality education to the children of Everett.
Sincerely,
Janice M. Gauthier
Superintendent of Schools
Mission Statement
The Everett Public Schools will provide a stimulating, integrated educational environment for the intellectual, cultural, social and physical growth of all children while fostering the necessary concepts, attitudes and skills for further growth. This environment will encourage each student to develop the needed skills and sensitivity for living effectively and responsibly. It is the Everett Public Schools’ responsibility, in cooperation with the community, to provide the best possible education for all children. The schools will offer the opportunity for decision-making, self-actualization and continued personal development while realizing that there are diverse capabilities in every human being. The local community will provide the necessary financial support and active participation in the educational process to ensure the desired results.
To support the Mission Statement, the Everett Public Schools will adhere to the following principles:
* The term “parent,” as used in this Handbook, includes a student’s father, mother, legal guardian or person or agency legally authorized to act on behalf of the student in place of or in conjunction with the student’s father, mother or legal guardian.
School Entrance
A. Registration
Registration opens in May of each year for children who will be entering school for the first time. Notification appears in local newspapers and is sent home by notices with students.
• For Preschool, children must be three (3) or four (4) years of age before September 1st of the school year in which they will enter.
• For Kindergarten, children must be five (5) years of age before September 1st of the school year in which they will enter.
• Children who are six (6) years of age before September 1st of a school year, and who never have attended school, may enter Grade 1. Parents who wish to have their child begin Kindergarten at age six (6) should discuss their decision with the Principal.
• Registration is at the Parent Information Center located at City Hall, 484 Broadway, Room 2, Lower Level (entrance is on the Church Street side). Please call (617) 544-6955 to make an appointment to register your child. Registration must be done in person.
B. Pre-Kindergarten and Kindergarten Screening
Within the first week on entering Pre-Kindergarten, all students are screened. The following documents must be completed by the parent.
• Massachusetts School Health Record – to be completed by the child’s physician
• Health Questionnaire – to be completed by the parents
• Family Data Questionnaire – to be completed by the parents
• Three (3) Emergency Cards – to be completed by the parents
Pre-Kindergarten and Kindergarten screening is mandated by federal and state law. The screening is a general assessment of your child’s physical, social, emotional and intellectual development. It is not a readiness test or an evaluation. Its purpose is to gain as much information as possible to enable the school to identify those children who may need additional support in school and to meet those children’s needs. The Kindergarten teacher, guidance counselor, school nurse, and speech therapist will interview you and your child.
C. Pupil Placement
Class placement of elementary pupils is the sole responsibility of the Principal, after consultation with and input from appropriate staff members.
D. Open Enrollment Policy
Everett maintains an open enrollment system, whereby any parent may place his or her child in any school throughout the city as long as there are open seats available in the receiving school. In order to obtain a placement outside of your district, the following three conditions must be met:
• A written request must be made by the parent to the Principal of the receiving school, and the transfer must be approved by the Assistant Superintendent or the Superintendent of Schools.
• The receiving school must have room available for the child.
• The parent must assume full responsibility for transporting the child to and from school.
E. Chapter 74 Vocational Technical Education Program Policy
All 9th graders interested in exploring Chapter 74 Vocational Technical Programs will be afforded those opportunities at Everett High School.
Health Programs
A. Immunizations
Preschool and Kindergarten: Massachusetts law requires that before a child may be admitted on the first school day of the year, a completed physical examination form and a completed and updated record of immunizations must be presented to the school.
To enter school, every child is required to have the following immunizations/screenings:
For Preschool
• 4 Diphtheria/Pertussis/Tetanus (DPT)
• 3 Polio
• 1 Measles/Mumps/Rubella (MMR)
• 1 Chicken pox (Varicella) or a physician-certified reliable history of chicken pox
• 3 Hepatitis B
• 1 Lead poison screening
• 1Tuberculosis screening or PPD test
• 3 Doses HIB Vaccine
• Physical
For Kindergarten
• 5 Diphtheria/Pertussis/Tetanus (DPT)
• 4 Polio
• 2 Measles/Mumps/Rubella (MMR)
• 2 Chicken pox (Varicella) or a physician-certified reliable history of chicken pox
• 3 Hepatitis B
• 1 TB Screen or PPD Test
• 1 Lead Poison Screening
• 4 Doses HIB Vaccine
• Physical
Kindergarten students also must have a certification of having passed a vision screening within twelve (12) months prior to entering school or within thirty (30) days after the start of the school year.
No child will be admitted to school without the required records.
Grades 1-8
Children in Grades 1 through 6 whose immunization schedule has been interrupted are required to have the following immunizations:
• 5 Diphtheria/Pertussis/Tetanus (DPT) or 3 Tetanus/Diphtheria (Td)
• 4 Polio
• 2 Measles/Mumps/Rubella (MMR)
• 3 Hepatitis B
• TB screening or PPD
• 2 Varicella
Such students may remain in school until the next dosage is due. Those who exceed the specified time interval become candidates for exclusion from school unless administration of immunization is scheduled within fifteen (15) school days.
Children entering Grade 7 must have proof on the first day of school that they have had the following immunizations:
• Tetanus/Diphtheria booster or Tetanus/Diphtheria/Pertussis (Tdap)
• Chicken pox (Varicella) or a physician-certified reliable history of chicken pox
B. Communicable Diseases
If a child contracts a communicable disease, that child will be sent home from school. Once the child is well, he/she must present a doctor’s certificate for readmission to school. A parent or a person designated by the parent always is notified before a child is dismissed.
C. Health Services
Hearing and vision testing will be conducted yearly to meet Massachusetts Department of Public Health guidelines. Postural screening is done in Grades 5-9. Children are also weighed and measured in Grades 1, 4, 7 and 10 according to the Department of Public Health regulations. If a child should not meet the guidelines set up by the Massachusetts Department of Public Health, a form will be mailed home to the child’s parent.
Physical examinations are required of all students entering Pre-School, Kindergarten and students who are new to the district. This exam must be conducted by the child’s doctor. Physical examinations also are required in Grade 4 and Grade 8. Parents then have the option of submitting an examination report from their family doctor.
D. Health Centers
Anna May Powers Health Center at Keverian School. 20 Nichols Street, Everett, MA 02149.
Telephone: (617) 575-5660
This school-based health center currently offers the following mental health and counseling services for children and adolescents:
• Comprehensive psychiatric services
• Medication management by a child and adolescent psychiatrist
• Counseling services with a licensed social worker
Everett Teen Health Center at Everett High School, 100 Elm Street, Everett, MA 02149.
Telephone: (617) 843-0700
The Everett Teen Health Center is one of four school-based health centers operated by Cambridge Health Alliance. Health Services at Everett Teen Health Center are provided by expert clinicians and include the following: Teen-friendly primary care
• Reproductive care
• Health education
• Mental health care and counseling services
The Teen Health Center is closed during the following school vacations:
• Thanksgiving Day and the Friday after Thanksgiving Day
• Christmas through New Year’s week
• February and April school vacation weeks
When the Health Center is closed, telephone calls made to the Center will be forwarded to the CHA Revere Family Health Center, which will provide assistance with health care needs.
E. Policy for the Dispensing of Medications
• The Everett Public Schools are and will continue to be in full compliance with Massachusetts General Laws Chapter 71, Section 54B and Department of Public Health regulations governing the administration of medications, including psychotropic medications, in school settings.
• Except as specifically allowed by law and in accordance with applicable regulations relating to students with asthma or other respiratory diseases, life-threatening allergies, cystic fibrosis or diabetes, prescription and nonprescription drugs must be administered by the school nurse or his/her designee.
• All medications will be housed in the school nurse’s office, except that EpiPens may be housed in alternative sites within the school. Parents must deliver medications directly to the school nurse. Medications must be in pharmacy-labeled bottles. (Ask the pharmacist for an additional labeled container for school medications.
• Medication administration should be requested only if the medication schedule will not allow for home administration. For example, most antibiotics are on schedules that allow for home administration.
• Medical forms may be found at the end of the Student Handbook.
F. District Wellness Policy
The Everett Public Schools is committed to providing a school environment that enhances awareness and learning of lifelong wellness.
Through the following Wellness Committee goals, the school district will provide developmentally appropriate nutrition and physical education by:
• Providing child nutrition programs that comply with federal, state and local requirements
• Ensuring that child nutrition programs are accessible to all children
• Promoting and providing interdisciplinary nutrition education
• Ensuring that meaningful physical activity connects to students’ lives
• Providing and promoting school-based activities that are consistent with local wellness policy goals
• Ensuring that foods and beverages made available on campuses are consistent with current Dietary Guidelines for Americans
• Ensuring that foods made available on campuses adhere to food safety regulations
• Providing school environments that are safe, comfortable and pleasing and that allow ample time for eating meals
• Ensuring that food and physical activity are not used as a reward or punishment
Developmental Preschool Policies
• All parents/guardians are required to maintain a complete, clean change of labeled clothing at the school.
• Teachers will periodically ask children if they need to use the toilet facilities. Teachers will assist the children in use of these facilities, in managing clothing and in encouraging good hygiene.
• In the event of a toileting accident, a member of the child's teaching team will assist the child in bathing and changing of clothing. Soiled clothing is placed in a double bag and returned home with the child. Parents should send in a clean change of clothes on the next school day.
• Staff and students will wash their hands thoroughly after using the bathroom facilities.
• Children placed in the preschool program must be toilet trained upon entry into the program.
• Children with special needs, as identified in their Individualized educational Plan, may be placed in the classroom without being toilet trained if, as a result of their disability, they require diapering and changing as part of their individual program.
B. What Your Child Will Need to Bring to School
Unless otherwise directed, please send your child with a nutritious snack, napkin and drink daily. A smock for art activities is also necessary. An old tee-shirt or a short-sleeved men's shirt should serve the purpose well. Please check your child's cubby periodically to determine if the smock needs to go home for laundering. Please be sure to return it on the next school day. Each child will also need a complete change of clothing.
Since providing sound medical health services in children’s early years has an impact on them for the rest of their lives, providing for your child's health needs is a significant responsibility and commitment. If you require or request community services, we will be available to direct you accordingly.
Your child must have had appropriate immunizations and a lead poisoning screening before he or she may enter preschool or Kindergarten. For specific information regarding immunizations, please refer to the Health Programs section of this Handbook or contact the Board of Health at 617-394-2314.
D. General Health and Safety Rules
• Shoes and socks must be worn to school.
• Please put band-aids on open cuts or wounds.
• If your child appears to be sick in any way, i.e., elevated temperature, diarrhea, cold symptoms, cough, etc., please keep him/her home.
• Please be sure that there is someone who can be reached at home or that there is a working phone number on the emergency card where we may reach you in case your child becomes ill during school hours.
• Please send nutritional snacks/lunch with your child. Your child's teacher is available to assist you. You will find examples of nutritional snacks in our brochures, the public library and the school nurse’s office.
E. Arrival and Departure
We gratefully appreciate your cooperation with our Arrival and Dismissal Policy. All parents are expected to be prompt at arrival and dismissal times. Failure to pick up your child promptly will result in police notification. Failure to comply with our policy may result in your child’s exclusion from the program.
In order to ensure the safety of each child, children will be sent home only with their parents, or an adult designated by the parents. We are unable to release your child to anyone whom you have not specifically designated. It is extremely important that you do not send an unfamiliar adult to pick up your child without informing us first. Positive identification will be required. Photo identification will be requested and kept on file.
F. Preschool Attendance
G. Emergencies
In the event that your child should become ill or hurt during the school day, we will call you at the telephone numbers listed on the child’s emergency cards. Because sick children feel better when they receive immediate attention from their parent, it is important that we be able to reach you as soon as possible. Therefore, please be sure that the telephone numbers you provide are current, and notify us at once should any changes occur in your address(es) or the people we should notify.
If it is judged that your child needs to be taken to a hospital, an ambulance will be called. Every effort will be made to contact you immediately. However, if that is not possible (e.g., children are at the park or a similar setting where there is no phone), you will be called as soon as your child arrives at the hospital.
School Sessions
A. School Hours
Kindergarten through Grade 8: 7:45 a.m. to 2:30 p.m.
Students are to enter the school building at 7:45 a.m.
Students are marked tardy after 8:00 a.m.
Normal dismissal time for all students is at 2:30 p.m.; however, students may be detained after the close of school until 3:30 p.m. to make up lessons.
B. Daily Admittance To and Dismissal from School
In order to maintain safety, students are not allowed to enter the schools before 7:30 a.m. Before that time, teachers are engaged in classroom preparation activities and are not available for playground supervision.
Parents must instruct their child to go directly home at dismissal time or to another prearranged location.
Children are not allowed to re-enter the school building without permission once they have been dismissed.
C. Breakfast and Lunch Program
• The Everett Public Schools provides mandated breakfasts and lunches for students in Grades PK-8.
• Meal Benefits are determined according to federal guidelines.
• Notification will be given regarding the cost of lunch and milk.
• Monthly lunch menus are published in advance, distributed to students and posted in classrooms.
• Parents will be notified in advance if breakfast or lunch is not going to be served on a particular day.
D. Noon Dismissal and Early Release Days
Students will be dismissed at 12:00 noon during the entire first week of school, on the Wednesday before Thanksgiving and on the last day of school. On noon dismissal days no lunch will be served.
Parents are notified in advance of “early release days.” Those whose children attend afternoon private day care programs should notify their day care provider of “early release days.”
E. Emergency Dismissals
On infrequent occasions it may be necessary to dismiss students before the regular dismissal time due to rapidly deteriorating weather conditions or other emergencies (no heat, water leak, etc.). Parents/ guardians are advised to make arrangements for their children at the start of the school year, in the event that school must be closed early due to an emergency.
F. School Cancellations
Schools will be in session except in the event of inclement weather or other emergency conditions. The Everett Public Schools does NOT have early release or delayed starts, except in the case of emergency situations. Television stations will provide school cancellation announcements on Channels 4, 5, 7 and the FOX network.
All schools use a “Reverse 911” computerized telephone messaging system to notify parents of school cancellations. Therefore, it is imperative that a current telephone number is on file in the Principal’s office.
Please do not telephone local officials, including the police, fire department or schools regarding “no school” announcements. It is important for these telephone lines to be available for emergency situations.
G. Days on Which School Is Not in Session
Schools are not in session on the following days:
• Every Saturday and Sunday
• The afternoons of each day during the first week of school; there will be a noon dismissal on each of those days
• Labor Day
• Columbus Day
• Professional development days in September and November
• Veterans’ Day
• The Wednesday prior to Thanksgiving Day will be a noon dismissal day; schools will be closed on Thanksgiving Day and the Friday immediately following Thanksgiving DayThe week during which the winter holiday break is celebrated
• New Year’s Day
• Martin Luther King, Jr. Day
• The week during which Presidents’ Day is celebrated in February
• The week during which Patriots’ Day is celebrated in April
• Good Friday
• Memorial Day
• The last of school will be a noon dismissal
• The summer recess
When any of the single days listed above occurs on a Sunday, school will not be in session on the following Monday. In addition to these “no school days,” the Chairman of the School Committee may instruct the Superintendent to dismiss all schools on extraordinary occasions of general interest.
School Calendar
Lost and Found
The main office at each school is the Lost and Found center for the school.
Student Records
If a family moves during the school year, the parent must come to the school to sign a records release form. The school provides the parent with a transfer card, containing appropriate information that the new school will need. This transfer card includes a record of the student’s immunizations. The new school must request records directly from the old school before a student’s records will be mailed out. Once the new school requests the records, the old school will send the records without requiring consent from the parents. Student records are not given to the parent to take to the new school. If the records release form is not signed before moving, the student's records will be forwarded to the new school upon the written request of the receiving school.
C. Student Records
Access of Staff, Custodial Parent and Eligible Student to Student Records. Student records are stored in the schools and are utilized and updated by authorized school officials who work with or provide services for the child (administrators, teachers, guidance counselors, specialists, etc.). An authorized school official has the right to have access to student records, if he/she needs to do so in order to fulfill his/her professional responsibilities.
A parent and an eligible student (fourteen (14) years of age or older) have the right to inspect the student’s records upon request. Such requests should be submitted in writing to the Principal. The records must be made available within ten (10) days of the initial request, unless the parent or eligible student consents to a delay. The parent and eligible student have the right to receive a copy of any of the student records; however, the school has the right to charge a reasonable fee for the cost of duplicating the materials. The parent and eligible student may ask the Principal to have parts of the records (for example, test scores and other evaluative data) interpreted by a qualified professional from the school or may invite another person of their choice to accompany them to review and interpret the records.
Access of Non-Custodial Parent: A non-custodial parent is eligible to obtain access to the student records of his/her child, unless:
• The parent has been denied legal custody or has been ordered to supervised visitation, based on a threat to the safety of the student and the threat is specifically noted in the order pertaining to custody or supervised visitation, or
• The parent has been denied visitation, or
• The parent's access to the student has been restricted by a temporary or permanent protective order, unless the protective order (or any subsequent order modifying the protective order) specifically allows access to the information contained in the student record, or
• There is an order of a probate and family court judge which prohibits the distribution of student records to the parent.
In order to obtain access to student records, the non-custodial parent must submit a written request for the student record to the Principal. When the Principal receives such a request, the school will notify the custodial parent immediately by certified and first class mail, in English and in the primary language of the custodial parent. The Principal will inform the custodial parent that the school will provide the non-custodial parent with access to the student records after twenty-one (21) days, unless the custodial parent provides the Principal with documentation that the non-custodial parent is not eligible to obtain access for one of the reasons stated above.
When the school provides a non-custodial parent with student records, it will delete all electronic and postal address and telephone number information relating to either work or home locations of the custodial parent, as required by law. In addition, such records must be marked to indicate that they may not be used to enroll the student in another school. Upon receipt of a court order that prohibits the distribution of student record information to a non-custodial parent, the school will notify the non-custodial parent and will cease to provide him/her with access to the student records.
Amendment of the Student Record. A parent or eligible student has the right to add information, comments, data, or any other relevant written material to the student record. A parent or eligible student also may request in writing that information in the student record by deleted or amended, except that information that was inserted by the student’s Evaluation Team will not be subject to such a request until after the Evaluation Team Educational Plan has been accepted, or, if rejected, the special education appeal process has been completed.
Any deletion or amendment of the student record shall be made in accordance with the procedure described below:
• If the parent or student is of the opinion that adding information is not sufficient to explain, clarify or correct objectionable material, the parent or student shall present the objection in writing and/or in a conference with the Principal or his/her designee.
• The Principal or his/her designee shall provide the parent or eligible student with a written decision, including a statement of the reasons for the decision, within one week after the conference or receipt of the objection, if no conference was requested. If the Principal’s decision is in favor of the parent or student, the decision shall be promptly implemented.
Release of Directory Information. The school may release some or all of the following directory information regarding students during the course of the school year: a student's name, address, major field of study, dates of attendance, weight and height, if a member of an athletic team, class, participation in officially recognized activities and sports, degrees, honors and awards, and post high school plans. If a parent or eligible student does not wish to have this information released, the parent or eligible student must so notify the Principal.
Destruction of Student’s Temporary Record. Student records are comprised of the student’s permanent record (transcript) and the student’s temporary record (all other records, including, for example, documents relating to the student’s registration, attendance, discipline, standardized test scores and special education IEPs and assessments). A student's transcript is kept by the school district for at least sixty (60) years following his/her graduation, transfer or withdrawal from the school system.
A student’s temporary record will be destroyed by the school district within five (5) years after the student transfers, graduates or withdraws from the school system, provided that a parent or eligible student may receive a copy of any of the information in the student’s temporary file before it is destroyed. School authorities also may destroy misleading, outdated or irrelevant information in the student’s record from time to time, while the student is enrolled in the school system. In either case, the school will provide written notice to the parent or eligible student prior to the destruction of the student’s records, to give them an opportunity to obtain a copy of the records.
Further information regarding the Massachusetts Student Records regulations, 603 CMR 23.00, et seq., and the Family Educational Rights and Privacy Act (FERPA) is available in each school’s Guidance office.
Classroom Visitation
The Classroom Visitation Policy is on file in the Superintendent's Office at 121 Vine Street and in the Principal's office of each school.
Elementary School Curriculum
B. Curriculum Development
While curriculum is generally understood to be "the subject matter to be taught," it is more than this. Curriculum is composed of an educational philosophy, a subject area philosophy, goals, objectives, instructional approaches and materials needed to bring about desired changes in pupils' skills, knowledge and attitudes.
The Everett Public Schools' curriculum reflects the three objectives of the Massachusetts Education Reform Act of 1993: instructional strategies that meet the academic needs of students, uniformity of integrated curricula and teacher and pupil assessment of learning. The Common Core State Standards provides the strands and learning standards for the content taught in all schools through the integration of all subject areas.
Thus, the common core provides guidelines to ensure a coherent plan for the ongoing assessment, development, implementation and evaluation of the curriculum. This plan is a statement of commitment by the faculty of the Everett Public Schools to continue to provide quality education to the children of Everett.
Other Areas of Service
Music Department’s Instrumental Program: Instrumental lessons are provided to students in Grades 5-8. Any student who has his or her own instrument is welcome to participate. The Music Department holds an instrumental demonstration and a meeting for parents who wish to rent instructions for their children in September.
• For students age 10 and older, waivers are allowed when it is the informed belief of the Principal and educational staff that an alternative course of study would be better for the student's overall educational progress and rapid acquisition of English.
Reporting Pupil Progress
Supplementary reports are issued mid-way through each quarter. With the approval of the Principal, a teacher may send a supplementary report at other times. Parents are encouraged to contact their child’s teacher immediately, when a supplementary report is issued. The issuance of a supplementary report usually is an indication that the child is having some difficulty and a meeting with the teacher could help correct the problem.
C. Incomplete Grades
When a student receives an incomplete grade due to absences, the student will have up to fifteen (15) school days to make up the work, or the grade will become an F.
D. Letter Grades/Averages, Grades 3-8
A+ 9-100
A 93-96
A- 90-92
B+ 87-89
B 83-86
B- 80-82
C+ 77-79
C 73-76
C- 70-72
D+ 67-69
D 63-66
D- 60-62
F Failure
FA Failure due to absences
INC Incomplete
E. High Honor, Honor, and Credit- Grades 6-8
Outstanding achievement recognition is based on grades in the following subjects: Mathematics, English language Arts, History, and Science. High Honors: All A’s in every subject; Honors: More A’s or an equal number of A’s and B’s; Credit: Any combination of A’s and B’s with no more than one C. All students must achieve a passing grade (P) in all other subjects.
Promotion Standards
Policy for Potential Repeaters (failing two or more subjects)
A student who is not promoted may be advanced to the next grade level.
Attendance Policy
Absences/Tardiness
The Everett Public Schools recognizes the importance of regular attendance as a factor in successful academic achievement. Consistent participation in school and school-related activities is important for making a successful transition from youth to adulthood. Massachusetts law requires that every minor child, between the ages of six (6) and sixteen (16), attend school. Every student is expected to be in school whenever school is in session.
Student tardiness and truancy frequently are behavioral indicators that a student is experiencing stress or other difficulties in his or her life. Parents are legally responsible for ensuring that a child under their control attends school daily. It is unlawful for anyone to willfully induce or attempt to induce a minor to miss school, and to employ or to harbor a minor who should be in school.
The reasons accepted by the Everett Public Schools to excuse a student’s absence from school are the following:
The Everett Public Schools provides an optional preschool program to qualified residents and a Kindergarten program. Because Massachusetts law does not require these programs, they are offered as a privilege. Preschool and kindergarten students must follow all attendance requirements as those for elementary school students (see below).
If a student’s absences exceed thirty-five (35) days for the school year, he/she will not be allowed to attend summer school to make up coursework, and, therefore, will not be promoted to the next grade level.
Absences are excused for the following reasons:
Students are entirely responsible for making up work missed during their absences. Students must make up work on the teacher’s make up night or during some other pre-arranged time. If students fail to make up the required work, teachers have no alternative but to record zeroes for the work assigned on the days of absence.
Eligibility to Participate in School Activities
Students must be in attendance all day to be eligible to participate in school activities on that same day or night. The Principal or designee must approve all exceptions.
Family vacations should be scheduled to coincide with school vacations. Educationally, students cannot afford to miss school for an additional vacation. Each day, students are involved in lessons requiring high levels of thinking skills and problem solving skills. Schools are expected to meet high standards of academic achievement. Schools are unable to provide students with the necessary education that meets the requirements of state and federal mandates if students are not present. School attendance, therefore, is a crucial part of a child’s education. Any absence due to a vacation, other than during a scheduled school vacation period, is an unexcused absence.
Frequent absences, tardiness, and/or truancies will result in a parent conference and may lead to disciplinary action. If excessive or illegal absences continue, the Attendance Supervisor may take the case to court with the recommendation of the Principal.
For students enrolled in Kindergarten through Grade 8, the student may be required to attend summer school or to repeat the grade, if he or she is absent from school more than twenty (20) days during a school year.
C. Communications from Parents Regarding Absences
Parents should make every reasonable effort to communicate with the school when a child is absent by calling the school before 8:00 a.m., the start of the school day. The following information should be provided:
Safety Programs
• The school teaches children how to proceed with maximum safety to and from school. Pupils are taught the following:
• As a means of preventing trouble and providing protection to your child to and from school, we also strive to teach the following:
• The police officer is a friend of the children, and the child is to go to the police at any time that he or she is in trouble.
D. Crossing Guards
Crossing Guards will be at their assigned positions from 7:30 a.m. to 8:30 a.m. and 2:00 p.m. to 3:00 p.m. Additionally, they will be at the Adams School and Webster School from 10:30 a.m. to 11:30 a.m. for preschool sessions.
E. Before School Supervision
Parents should not send children to school too early. Students should arrive at school as close to 7:45 a.m. as possible. This is especially true during cold or inclement weather. There is no playground supervision prior to the opening of school at 7:45 a.m.
F. Playground Parking
All vehicles should be out of the schoolyard before 6:30 a.m. No vehicles may enter or leave the schoolyard between 6:30 a.m. and 5:00 p.m.
G. Insurance Options
Information concerning student accident insurance is distributed at the beginning of the school year. There are two policies available: one offering limited coverage during the school day, and one offering twenty-four hour, fifty-two week protection. These insurance forms are to be mailed back directly to the insurance company with your payment.
H. Field Trips
Field Trips are held at the discretion of the Principal. Transportation is arranged by the school office and paid for by students or the Parent Teacher Organization within each school.
The following types of field trips are not allowed:
Concussion Policy
Other Health and Safety Protections
Under federal law, parents and eligible students (those who have reached the age of eighteen (18)) have the following rights with respect to the conduct of surveys, collection and use of information for marketing purposes, and certain physical examinations:
1. Political affiliations or beliefs of the student or student’s parent;
Civil Rights and Equal Educational Opportunity Statutes
Additionally, students may choose to report such concerns to a teacher, the Principal, the Assistant Principal, a Guidance Counselor, the Director of Special Education or the Superintendent of Schools. Complaints may be filed verbally or in writing. Teachers or other staff members who observe incidents of discrimination or harassment involving students should report such incidents immediately to the Principal, Assistant Principal, or a Guidance Counselor. School staff members who are aware of discrimination or harassment involving another employee should report such matter to the Director of Human resources and/or the Building Principal.
Hazing
Teen Dating Violence
The Everett Public Schools refuses to tolerate and prohibits teen dating violence under any circumstances. Retaliation against any person who reports teen dating violence, provides information during an investigation into allegations of teen dating violence, witnesses instances of teen dating violence or has reliable information about a teen dating violence incident also is strictly prohibited. A student who knowingly makes a false accusation of teen dating violence or retaliation shall be subject to disciplinary action.
In furtherance of its commitment to prevent and stop teen dating violence, the Everett School Committee has adopted the following Policy on Teen Dating Violence.
The Everett Public Schools defines Domestic and Dating Violence in accordance with the Abuse Prevention Act, Massachusetts General Law 209A: Abuse is defined as 1) causing or attempting to cause physical harm; 2) placing another in fear of imminent serious harm; 3) causing another to engage involuntarily in sexual relations by force, threat or duress. Massachusetts General Laws Chapter 209A
Goal
The Everett Public Schools is committed to providing equal educational opportunities for all students. All schools are expected to promote an atmosphere of safety, respect and caring for all students, school officials, employees, consultants, contractors and visitors, and to provide an atmosphere that is conducive to teaching and learning.
The Everett Public Schools refuses to tolerate and prohibits teen dating violence under any circumstances. Retaliation against any person who reports teen dating violence, provides information during an investigation into allegations of teen dating violence, witnesses instances of teen dating violence or has reliable information about a teen dating violence incident also is strictly prohibited. A student who knowingly makes a false accusation of teen dating violence or retaliation shall be subject to disciplinary action.
General Statement of Policy
This policy is designed to prevent and stop negative behavior patterns of teen dating violence. The Everett Public Schools Policy on Teen Dating Violence proposes an integrated approach which incorporates preventive education, behavior management, disciplinary action, and restorative justice. The balanced approach addresses the needs of the victim, the perpetrator and community through processes that preserve the safety and dignity of all.
Application
The Teen Dating Policy shall apply to all students in the Everett Public Schools.
Teen dating violence is prohibited on school grounds, property adjacent to school grounds, at a school-sponsored activity, function or program whether on or off school grounds, on a school bus, or through the use of technology or an electronic device owned, leased or used by a school district or school. Teen dating violence is prohibited at a location, activity, function or program that is not school related or through the use of technology or an electronic device that is not owned, leased or used by a school district or school. If the violence creates a hostile environment at school for the victim, infringes on rights of the victim at school or materially and substantially disrupts the education process or the orderly operation of the school, disciplinary action may be taken.
Factors which affect whether a dating relationship is substantive depend upon the length of the relationship, the frequency of interaction, and the length of time since the end of the relationship, if applicable. Abusive teen dating relationships generally exhibit a pattern. The United States Department of Justice defines teen dating violence as “the perpetration or threat of an act of violence by at least one member of an unmarried couple to the other member within the context of dating or courtship.” Young women, including lesbians often hide dating violence because they are inexperienced in dating, do not want to tell parents, have romantic views of love, and are pressured by peers to have relationships. The female often thinks that the boyfriend’s jealousy, possessiveness, and abuse are romantic. The male in the relationship feels he has the right to control and possess the female partner. At that time, an adolescent may think that possessive jealousy and controlling behavior is loving devotion. Some common clues that a teenager is in an abusive relationship are physical signs of injury, truancy, falling grades, use of drugs and alcohol, and changes in mood.
Typically, the teen victim is isolated from his/her peers because of the controlling behavior of his/her partner. Because of the violence, a teen may have difficulty acquiring new and mature relationships with peers of both sexes. The teen will often have difficulty gaining emotional and social independence because of the violence. The ongoing violence may even deter the ability of the teen to develop personal values and beliefs.
Behaviors Not Allowed
Verbal/Non-verbal/Written Behaviors
5. Consequences: verbal warning, possible suspension, parent notified, possible counseling referral
Physical Behaviors
Consequences: as conduct rules apply, administrators informed, parental contact, police contact, if necessary, possible schedule changes, possible diversion program and/or counseling referral
Sexual Behaviors
Consequences: as conduct rules apply, parental contact, counseling referral
Other Behaviors
Consequences: as conduct rules apply, parental contact, police contact, counseling referral
Teen Dating Incident Form
Code of Conduct
The following items may not be used in school during the school day by a student:
If these items are brought to school for use before or after the school day, they must be turned off and stored out of sight throughout the school day. If not stored or if used improperly, they will be taken from the student.
The first time any electronic equipment or device is taken from the student, a warning will be issued and the item will be held until the end of the school day. Additionally, there will be a phone call home to alert the parent of the infraction, and the infraction will be entered into the student’s discipline record.
The second and any subsequent time that any electronic equipment or device is taken from a student, the parent must come to school to retrieve the item, and the student will be subject to further disciplinary action.
The school district does not assume responsibility for any such items that are lost, stolen or damaged while in school or when confiscated.
If a student continues to violate the above rules, he or she will be subject to detention, in-school suspension or external suspension.
All students are expected to meet the required academic standards. While academic efforts are generally reflected in our grading process and other evaluations, flagrant disregard of academic responsibilities in all subjects, including classroom assignments and homework, may result in disciplinary action, including but not limited to detention. Additionally, the student’s parents will be notified. A student who engages in cheating, plagiarism or forgery will be subject to a parent/guardian conference and disciplinary action. See the school district’s Plagiarism Statement.
EVERETT PUBLIC SCHOOLS’ STATEMENT ON PLAGIARISM
As members of the Everett Public Schools community, we expect the highest standards from ourselves and from each other. Dishonorable behavior diminishes us, and those who ignore such behavior are, in fact, giving approval by their silence. Acting responsibly often requires making difficult choices.
The Everett Public Schools is a place where each of us can learn and grow; where honor is valued in all aspects of our lives. Honesty is, therefore, a fundamental expectation of our schools. In addition, cooperation, responsibility and independence by each member of the school community will ensure continued success.
With academic honesty at the center, a “social contract” among teachers, students and parents places responsibilities on each. Teachers must prepare thoughtful and purposeful assignments, which include a clear definition of the appropriateness or inappropriateness of sharing work and information. Students must follow these guidelines, and parents must reinforce them. Part of the message parental message must be a clear statement that a poor grade honestly earned is preferable to a good grade dishonestly earned.
The message that honesty is valued and expected must be sent clearly, not only by teacher and parents, but also by the entire community. The schools are at the center of a democratic government. An educated citizenry is a necessary condition for success. True education can only take place in an atmosphere of academic honesty.
Any personal items left in students’ desks and lockers will be disposed of by the school district at the end of the school year. The Everett Public Schools assumes no responsibility for the loss, theft or damage to any property stored in a student’s desk or locker.
Whenever unacceptable student behavior occurs, the student may become subject to restrictions on his or her right to attend school and his or her privileges, including attendance at school-sponsored, school-related and extracurricular activities.
If a student behaves in a way that is considered inappropriate, he or she will receive a penalty that is in keeping with the student’s actions, age, intelligence and experience. The Principal will interpret the rules and regulations and will extend their applications in a manner consistent with their intent. Every effort will be made to balance fairness and the need to teach appropriate behavior with consistency in the application of this Code.
Disciplinary Procedures
To provide for the orderly functioning of our schools, it is necessary to have certain rules and regulations that must be adhered to for the good of the entire student body. Discipline policies provide for the safe and orderly functioning of a school. These policies contain rules and regulations that state what behavior is expected and allowed within the school community, set consequences for breaking the rules, and establish procedures for enforcing the rules and regulations. In addition, these policies are intended to help students understand their behavior, solve problems, and develop positive strategies for managing daily life and for being a productive member of the school community. To the extent deemed feasible by the administration, consistent with the school’s obligation to provide an environment that is safe and supportive for all students, non-exclusionary disciplinary approaches will be tried before a student is removed from class or school.
When it is necessary for a student to be suspended or expelled, the student nonetheless will be granted the opportunity to receive education services to make academic progress during the period of suspension or expulsion.
Thus, any student who is serving an in-school suspension, short-term suspension, long-term suspension or expulsion is entitled to the opportunity to make up assignments, tests, papers and other school work and to earn credits as needed to make academic progress during period of removal from classroom or school. Further, any student who is suspended for more than ten (10) consecutive days, whether in school or out of school, or is expelled, shall have opportunity to receive education services and to make academic progress toward meeting the state and local requirements through a school-wide education service plan.
The discipline policies for the Everett elementary schools apply to any student whose conduct at any time or place, interferes with or obstructs the mission or operations of the schools or the safety or the welfare of students or employees, including but not limited to while in attendance at school, on school property, traveling to or from school, or at any school-related activity.
Conduct that violates the law may be reported to the appropriate law enforcement officials and may result in court action, as well as disciplinary action.
A student-teacher discussion of the problem may provide the student with an awareness of why his or her conduct is inappropriate, alert the teacher to the student’s individual needs, and create an opportunity for the student and the teacher to work out a satisfactory solution. The classroom teacher, whether it be the homeroom teacher or specialist, is primarily responsible for supervising students and promoting a positive approach whenever possible.
Parents are encouraged to get to know their child's teachers early in the school year in order to promote a positive rapport. If a teacher does contact a parent, it is essential that the parent respond as soon as possible so that any issue is confronted promptly. Only through a cooperative effort by parents and staff can solutions be developed and implemented that will improve student behavior and academic performance.
3. Parent-Counselor and Student-Counselor Conferences
While communications concerning a child’s daily performance, homework or other parental concerns should be directed first to the classroom teacher, Guidance Counselors can provide parents with current information on student progress, up-coming activities and availability of teachers’ for parent meetings. Guidance counselors also provide a valuable service by being available to meet with students either individually or in small groups. Students are encouraged to contact their Guidance Counselor when any issue arises that distracts them from concentrating on their studies.
Teaching time is valuable, and distractions from learning in the classroom must not be tolerated. Thus, on occasion, an administrator will contact a parent to request participation in a meeting to resolve these issues. These meetings usually are scheduled when a teacher feels that assistance is needed because a student is encountering continual discipline problems or is not providing the effort required in his or her schoolwork.
Students may be detained after school under the supervision of a professional employee if the student has had an excessive number of incomplete homework assignments, disciplinary issues, and any other issues at the discretion of the Principal. All students detained will be given the opportunity to contact their parents in advance. Parents are responsible for providing their child’s means of transportation home in the event that their child is detained. After-school detention for students in Kindergarten through Grade 8 is held from 2:15 p.m. to 3:00 p.m.
6. Schedule Adjustment
After notice to the parent and student giving the reasons for the proposed schedule adjustment, the Principal may decide to alter a student’s schedule to minimize contact between the student and another student, where there is evidence of an ongoing conflict between the two students.
7. Other Alternatives to Removal from Class or School
School staff will consider and utilize, as they deem appropriate, disciplinary alternatives that minimize a student’s removal from class or school and that teach students appropriate behavior while holding them accountable for their behavior. Such alternatives may include exclusion from extracurricular, athletic or other school-sponsored activities or events; re-teaching of expectations and skills; training on topics such as bullying, social skills, appropriate behavior, conflict resolution and anger management, restorative justice, behavioral contracts, mediation, written apology, reflective essay or activity or referral to community-based services. In certain circumstances, however, a student’s behavior may warrant immediate removal from class or school.
8. Alternative Academic Environment (In-School Suspension) Under G.L. c. 71, §37H¾
Alternative Academic Environment is the temporary removal of a student from regularly scheduled classes and school activities and the placement of the student during the school day in a supervised area within the building. A student may be placed in an Alternative Academic Environment for up to ten (10) consecutive school days during the course of a school year for a single infraction, or for up to ten (10) cumulative school days during the course of a school year for multiple infractions. Placement of a student in an Alternative Academic Environment for ten (10) consecutive or cumulative days is not considered to be a short-term suspension. Placement in an Alternative Academic Environment for more than ten (10) consecutive or cumulative days is considered to be a long-term suspension, and the procedures applicable to long-term suspensions must be followed.Also on the day of the in-school suspension, the Principal or designee will send a written notice to the student and the student’s parent by hand-delivery, certified mail, first-class mail or email to the address provided by the parent, or by any other method of delivery agreed to by the Principal and the parent.
While a student is in an Alternative Academic Environment, he or she will be given subject assignments during the school day. If the work assigned is not finished, the student then will have a day of absence counted and possible external suspension will be explored.
The removal of a student from extracurricular activities, including athletics, or school-sponsored events, is not considered to be a placement in an Alternative Academic Environment.
Emergency removal is the temporary removal of student who is charged with a disciplinary offense from school, school grounds and school-related activities for up to two (2) school days following the day of the temporary removal.
Emergency removal is permitted under the following circumstances:
- Provide the student with a short-term or long-term suspension hearing, as applicable;
- Provide the parent with an opportunity to attend the hearing;
- Render a decision orally on day of the hearing; and
- Provide a written decision for a short-term or long-term suspension, as applicable, no later than the school day following the hearing.
Short-term suspension is the removal of a student who has committed a disciplinary infraction from school, school grounds and school-related activities for up to ten (10) consecutive school days.
Notice
• The parent, if present, will be given the opportunity to discuss the student’s conduct and to offer other information including mitigating factors, for consideration by the Principal in determining the consequences.
• A parent may waive the right to attend a suspension hearing. Such waiver must be in writing.On the day that the student is scheduled to return to school following a suspension, a parent must appear with the student in the Principal's office. The Guidance Counselor and/or Principal's designee also will participate in the reentry session.
If a student may be given a long-term suspension, the Principal will provide the student and the student’s parent with the notice applicable to short-term suspensions, and, in addition, will include the following information:
In addition to the rights available for short-term suspensions, students facing long-term suspension are entitled to the following:
The Principal, in his or her discretion, may determine that a long-term suspension will be served in school.
• The student or parent must file a written appeal with the Superintendent within five (5) calendar days of the effective date of the long-term suspension;
• The student or parent may request that the Superintendent extend the time to file a written appeal for up to seven (7) additional calendar days, provided that the request is made within five (5) calendar days of the effective date of the long-term suspension; and• The long-term suspension will remain in effect unless and until the Superintendent decides to reverse the Principal's determination on appeal.
• For students in Preschool to Grade 3, before a student is suspended, the Principal must notify the Superintendent in writing of the decision to impose an external suspension, and the reasons for such suspension.
Long-term suspension decisions may be appealed to the Superintendent; short-term suspension decisions may not be appealed. The student or the student’s parent must notify the Superintendent in writing of a request for an appeal not later than five (5) calendar days following the effective date of the suspension; provided, that a student or parent may request, and if requested will be granted an extension of up to seven (7) calendar days. If an appeal is not timely filed, the Superintendent may deny it or, in his or her discretion, for good cause shown, may allow it to go forward.
The Superintendent will make a good faith effort to include the student’s parent in the appeal hearing. The Superintendent is presumed to have made a good faith effort to include the parent, if the Superintendent has attempted to find a day and time that would enable the parent and the Superintendent to participate in the appeal hearing.
The Superintendent will notify the parent of the date, time and location of the appeal hearing. The notice will be in writing, in English and in the primary language of the home, or by other means of communication where appropriate, and will be sent by hand-delivery, certified mail, first-class mail or email to the address provided by the parent or by any other method of delivery agreed to by the Superintendent and the parent.
If the Superintendent is unable to find a day and time that would enable the parent to participate, or the parent does not appear for the appeal hearing, the Superintendent may proceed without the parent.
The purpose of the appeal hearing is to enable the Superintendent to determine:
Under G.L. c. 71, §37H or G.L. c. 71, §37H½, a Principal may suspend a student for more than ninety (90) days in a school year or may expel a student. Expulsion is the permanent removal of a student from school, school grounds and school-related activities.
Any student who is suspended or expelled under G.L. c. 71, §37H or G.L. c. 71, §37H½ will be notified at the time of the suspension or expulsion of the opportunity to receive education services and make academic progress while suspended or expelled, with information concerning the available options and appropriate school contact person.
A Principal may suspend or expel a student under G.L. c. 71, §37H in the following circumstances:
A Principal may expel a student under G.L. c. 71, §37H½ in the following instances:
• The student has been convicted of a felony or there has been an adjudication or admission in court of guilt with respect to a felony or felony delinquency charge, and the Principal determines that the student’s presence in school would have a substantial detrimental effect on the general welfare of the school.In the event of a suspension or expulsion under G.L. c. 71, §37H or G.L. c. 71, §37H½, the following procedures will apply:
• The student and parent will be given written notice of a formal hearing before the Principal, at which the student may be represented by counsel, at the student’s own expense, and may present and examine witnesses and documentary evidence. The hearing will be recorded and, upon request, the student and parent may obtain a copy of the audio-recording. In determining whether to suspend or expel a student, the Principal will consider all of the relevant information. The Principal will notify the student and parent of his or her decision in writing.
G.L. c. 71, § 37H: Any student who has been expelled under G.L. c. 71, §37H may appeal the expulsion to the Superintendent. The student has ten (10) calendar days from the effective date of the expulsion in which to notify the Superintendent in writing of his or her appeal. The Superintendent will hold an appeal hearing, at which the student has the right to be represented by counsel, at the student’s own expense. The subject matter of the appeal shall not be limited solely to a factual determination of whether the student has violated any provisions of this statute.
Pending the outcome of any appeal, the disciplinary decision of the Principal will remain in effect.
If an expelled student applies for admission to another school or school district, the superintendent of that school district may request a written statement of the reasons for the student’s expulsion, and the Superintendent of the Everett Public Schools must provide the other superintendent with such information.
The Principal of each school will ensure that students who are removed from class or school have the opportunity during the period of removal to make up assignments, including but not limited to homework, quizzes, exams, papers, projects and other school work, as needed, in order to earn credits and make academic progress.
The Principal will notify the parent and student of the opportunity to receive education services at the time the student is placed on a long-term suspension or expelled. The notice shall be provided in English and in the primary language of the student's home if other than English, or other means of communication where appropriate. The notice shall include a list of the specific education services that are available to the student and contact information for a school district staff member who can provide more detailed information.
If the student is a special education student, the student’s IEP Team will meet and determine the appropriate educational services for the student during any long term suspension or explusion.
Discipline of Students with Special Needs
In general, all students are expected to meet the requirements for behavior as set forth in the student handbook and the school’s code of conduct. In accordance with Chapter 71B of the Massachusetts General Laws and with federal law IDEA 2004: Section 615 (k), and with Section 504 of the Rehabilitation Act of 1973: 29 U.S.C. Section 794 (A), the school may suspend or remove your child from his or her current placement for no more than 10 school days. Special provisions are outlined below for students with a documented disability who have an Individualized Education Program (IEP) or a Section 504 Plan.
All students are expected to comply with the school district’s disciplinary rules, unless the Individualized Educational Plan (“IEP”) for a special education student specifically indicates that the student is not expected to comply with such rules, or is expected to comply with modified rules. If the student is expected to meet modified rules, such modifications to the behavioral requirements must be described in the student’s IEP.
To ensure that the discipline of special education students meets the requirements of federal and state law, Principals must provide prompt written notice to the Special Education Administrator any time such a student commits a suspendable offense.
As noted above, a special education student who violates school rules may be suspended for up to ten (10) cumulative days in a school year. If a special education student is suspended for more than ten (10) consecutive school days in a school year, or for shorter periods that constitute a pattern of removal and accumulate to more than ten (10) school days, this is considered to constitute a change in placement.
The district may reconvene a special education student’s IEP Team to consider unique circumstances and to give consideration to a change in placement for the student, if he or she has violated the school’s Code of Conduct. Whenever the district contemplates changing a special education student’s placement through the disciplinary process, the district will notify the student’s parent of the procedural protections available to special education students by sending the parent a copy of the Notice of Procedural Safeguard, which may be accessed by visiting the Massachusetts Department of Elementary and Secondary Education
Whenever a suspension would constitute a change in placement for a student, relevant members of the evaluation TEAM, as determined by the school district and the student’s parent, will convene within ten (10) school days of the date of the behavioral incident and determine:
• whether the student’s behavior was caused by or had a direct and substantial relationship to his/her disability; or
The TEAM’s determination should be made available to the Principal who is considering the student’s suspension before a disciplinary decision is made. Depending upon the TEAM’s determination, suspension (or expulsion) may or may not be implemented, as explained below.
C. Circumstances When Suspension in Excess of Ten (10) Days May Be Imposed
If the TEAM determines that the behavior is not a manifestation of the student’s disability, the student may be suspended (or expelled), in the same manner and for the same duration as for non-disabled students, in accordance with the procedures set forth in the school district’s disciplinary rules. The school district, however, must continue to provide the student with special education services in a new placement during the term of the suspension (or expulsion).
In addition, the student must receive, as appropriate, a functional behavioral assessment and a behavioral intervention plan to address the student’s behavior, so that it does not recur.
D. Circumstances When Suspension In Excess Of Ten (10) Days May Not Be Imposed
student may not be suspended for more than ten (10) consecutive days, or ten (10) cumulative days in a school year when a pattern of removal is occurring, if the TEAM determines that the student’s behavior is a manifestation of his or her disability.
In such case, the TEAM must conduct a functional behavioral assessment and implement a behavioral intervention plan. If an assessment already has been conducted and a plan developed, the TEAM must review and modify the plan, as necessary, to address the student’s behavior. Unless the TEAM decides on a new placement for the student as part of the behavioral intervention plan, or the student is eligible for automatic removal by the school district based on the type of offense, the student must be returned to his or her last agreed upon placement.
If the parent disagrees with any decision regarding the student’s placement or the TEAM’s manifestation determination decision, the parent may request a hearing before the BSEA. In the event that a hearing is requested, except in limited circumstances discussed below, the student may not be removed from the last agreed upon educational setting (i.e., the placement in effect at the time the dispute arose) unless the parties agree upon another placement, or a court permits the school district to change the student’s placement based on a showing that the student’s continued presence would present a substantial likelihood of injury to the student or to others.
E. Functional Behavioral Assessment
As discussed above, in all cases involving a change in placement that occurs as a result of a disciplinary decision, the student’s TEAM must convene to conduct a functional behavioral assessment for the purpose of developing and implementing interventions to assist the student in avoiding the problematic behavior in the future. If a behavioral intervention plan already exists, the TEAM should review and modify the plan, as necessary, to address the student’s behavior.
The student is to be returned to the last agreed upon educational setting (i.e., the placement from which he or she was removed), unless the school district and the parent agree upon another placement as part of the behavioral intervention plan, or the student is eligible for automatic removal by the school district due to the type of offense.
F. Interim Alternative Education Setting
A special education student may be placed in an appropriate interim alternative education setting (IAES) for up to forty-five (45) school days, without parental approval, and without regard to whether the student’s conduct is a manifestation of his or her disability, in the following circumstances:
While a student is in an IAES, the school district must continue to provide the student with special education services that enable him or her to continue to participate in the general education curriculum, although in another setting, and to progress towards meeting the goals set out in the IEP.
The student’s TEAM also must conduct a functional behavioral assessment and must provide behavioral intervention services and modifications that are designed to address the student’s misconduct so that it does not recur. If an assessment already has been conducted and a plan developed, the TEAM must review and modify the plan, as necessary, to address the student’s behavior.
At the end of the forty-five (45) school-day placement, the student will be returned to his or her last agreed upon placement, unless the school district and the parent agree on another placement, or a hearing officer orders another placement.
Under certain circumstances, students who have not been determined to be eligible for special education services nonetheless may be entitled to the protections described above, if the school had prior knowledge that the student had a disability and was eligible for special education and related services, before the behavior that precipitated the disciplinary action occurred.
The school district is deemed to have knowledge that student is a student with a disability if:
If a parent requests an evaluation for a student after a decision has been made to suspend (or expel) the student, the evaluation must be conducted in an expedited manner. Until the evaluation is completed, the student remains in the educational placement determined by school district.
SECTION 504 POLICY
Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against an individual with a disability by any program or activity receiving federal financial assistance. If you have any questions regarding Section 504, please contact the Director of Guidance, Ms. Kathleen McCormack, who also serves as the District Section 504 Coordinator, at 617-394-2492.
A. Evaluation and Provision of Services for Disabled Students
• Section 504 also requires a school district to provide a free appropriate public education (FAPE) to all students with disabilities in its jurisdictions, regardless of the nature or severity of the student’s disability. In order to fulfill its obligation under Section 504, the Everett Public Schools has a responsibility to identify, assess, and, if a student is determined to be eligible under Section 504, afford access to appropriate education services to students with disabilities.
• An appropriate education is defined as regular or special education and related aids and services that are designed to meet the individual needs of students with disabilities as adequately as the needs of non-disabled students are met, and that are developed in accordance with the procedural requirements set forth in the federal regulations relating to educational setting, evaluation and placement, and due process protections. Implementation of an individualized education program (IEP) developed in accordance with the federal and state special education laws is one means of meeting these requirements.
• If a student is referred for special education, is found to have a disability, but is not found eligible under the federal and state special education laws, the school may proceed promptly to consider whether the student needs special or regular education and services under Section 504.
Whenever a suspension would constitute a change in placement for a student with a Section 504 Plan, relevant members of the student’s Section 504 Plan Team, as determined by the school district, will convene within ten (10) school days of the date of the behavioral incident and determine whether the student’s behavior was caused by or had a direct and substantial relationship to his/her disability. The process is called a Manifest Determination. The Section 504 Plan Team must also consider whether the student’s behavior was the direct result of the school district’s failure to implement the Section 504 Plan.
The Section 504 Plan Team’s determination should be made available to the Principal, who is considering the student’s suspension, before a disciplinary decision is made. Depending upon the Section 504 Plan Team’s determination, suspension (or expulsion) may or may not be implemented, as explained below.
A student may not be suspended for more than ten (10) consecutive days in a school year, or ten (10) cumulative days when a pattern of removal is occurring, if the Section 504 Plan Team determines that the student’s behavior is a manifestation of his/her disability.
If the parent disagrees with any decision regarding the student’s placement or the Section 504 Plan Team’s manifestation determination decision, the parent may request a hearing before the Superintendent or the Bureau of Special Education Appeals (BSEA). In the event that a hearing is requested, the student may not be removed from the last academic setting (i.e., the placement in effect at that time the dispute arose) without the agreement of the student’s parent, unless the student’s continued presence would present a substantial likelihood of injury to the student or to others.
In all cases involving a change in academic placement that occurs as a result of a disciplinary decision, the student’s Section 504 Plan Team must convene to conduct a functional behavioral assessment. The assessment is for the purpose of developing and implementing interventions to assist the student in avoiding the problematic behavior in the future. If a behavioral intervention plan already exists, the Section 504 Plan Team should review and modify the plan, as necessary, to address the student’s behavior.
The student is to be returned to the last agreed upon academic setting (i.e., the placement from which he or she was removed), unless the school district and the parent agree upon another placement as part of the behavioral intervention plan, or the student is eligible for automatic removal by the school district due to the type of offense.
A student with a Section 504 Plan may be placed in an appropriate interim alternative education setting (IAES) for up to forty-five (45) school days, without the approval of the parent, and without regard to whether the student’s conduct is a manifestation of his or her disability, in the following circumstances:
If a parent requests an evaluation for a student after a decision has been made to suspend (or expel) a student, the evaluation must be conducted in an expedited manner. Until the evaluation is completed, the student remains in the educational placement determined by school district.
Responsible Use of Technology