MAC Student & Family Handbook 2025-2026

TRANSLATIONS.......................................................................................................................................................................................................................3

NONDISCRIMINATION AGREEMENT....................................................................................................................................................................................3

SCHOOL INFORMATION........................................................................................................................................................................................................6

PHILOSOPHY...........................................................................................................................................................................................................................8

WCS School Committee Members.......................................................................................................................................................................................9

ARRIVAL AND DISMISSAL PROCEDURES...........................................................................................................................................................................10

TRANSPORTATION................................................................................................................................................................................................................10

STUDENT ATTENDANCE.......................................................................................................................................................................................................12

HOMEWORK POLICY FOR UNEXCUSED ABSENCES.........................................................................................................................................................13

TARDINESS AND EARLY DISMISSALS..................................................................................................................................................................................13

SCHOOL CANCELLATIONS AND DELAYS...........................................................................................................................................................................14

DRESS CODE POLICY............................................................................................................................................................................................................16

BULLYING AND HARASSMENT............................................................................................................................................................................................17

TOYS & VALUABLES POLICY................................................................................................................................................................................................18

SCHOOL SECURITY & SAFETY DRILLS................................................................................................................................................................................19

BREAKFAST AND LUNCH.....................................................................................................................................................................................................19

HEALTH AND WELLNESS.....................................................................................................................................................................................................20

Snacks....................................................................................................................................................................................................................................21

Student Celebrations...........................................................................................................................................................................................................22

STUDENT RECORDS.............................................................................................................................................................................................................22

CLASS ASSIGNMENTS...........................................................................................................................................................................................................22

HOMEWORK POLICY & REPORT CARDS............................................................................................................................................................................23

RETENTION & PROMOTION................................................................................................................................................................................................24

PRESCHOOL & PRE-K STUDENTS.......................................................................................................................................................................................25

STUDENT SERVICES..............................................................................................................................................................................................................26

EQUAL EDUCATIONAL OPPORTUNITIES...........................................................................................................................................................................28

FIELD TRIPS............................................................................................................................................................................................................................30

FINGERPRINTING..................................................................................................................................................................................................................30

USE OF FACILITIES................................................................................................................................................................................................................30

Appendix A............................................................................................................................................................................................................................32

STUDENT CONDUCT............................................................................................................................................................................................................32

STUDENT DISCIPLINE...........................................................................................................................................................................................................32

Student due process rights.................................................................................................................................................................................................34

Discipline and Students with Disabilities..........................................................................................................................................................................38

Bullying Prevention..............................................................................................................................................................................................................40

Notification of Rights Under FERPA...................................................................................................................................................................................44

Non-Custodial Parent Guardian Rights.............................................................................................................................................................................45

Rights Under the Protection of Pupil Rights Amendment (PPRA).................................................................................................................................45

Family-School Compact.......................................................................................................................................................................................................46

School Responsibilities........................................................................................................................................................................................................46

Student Responsibilities......................................................................................................................................................................................................48

ALICE A. MACOMBER SCHOOL

Student & Family Handbook

2025 - 2026

Alice A. Macomber School

154 Gifford Road

Westport, MA 02790

508-678-8671

Fax 508-673-4284

TRANSLATIONS

For a translation of this or any other school notice, please contact the Superintendent of Schools at 508-636-1140.

Portuguese

Contate por favor o superintendente das escolas pelo telefone (508) 636-1137 para qualquer tradução relacionada com esta ou outras notícias da escola.

Spanish

Contacta por favor al superintendente de escuelas en(508) 636 1137 para una traducción de este o de cualquier otro ávido de la escuela.

French

Veuillez contacter le surveillant des écoles a (508) 636-1137 pour une traduction de ceci ou de n’importe quelle autre notification d'école.

German

Treten Sie bitte mit dem Betriebsleiter der Schulen bei (508) 636-1137 fur eine Ubersetzung von diesem oder von jedem möglichem anderen Schulenbegriff in Verbindung.

NONDISCRIMINATION AGREEMENT

Nondiscrimination

It is the policy of the Westport Community Schools to maintain a learning and working environment that is free from harassment, violence or discrimination based on actual or perceived race, color, creed, religion, national origin, sex/gender, marital status, homelessness, disability, sexual orientation, gender identity or expression, age, family care leave status, pregnancy or any condition related to pregnancy, or military/veteran status. For further information or to redress a grievance, contact the district’s Civil Rights Compliance Officer by phone at 508-636-1140, or in writing at 400 Old County Road, Westport, MA 02790.

Nondiscrimination on the Basis of Physical Challenge

The School Committee has designated the Student Services Supervisor as the responsible employee to coordinate school district compliance with Section 504 of the Rehabilitation Act and its administrative regulations. The Student Services Supervisor, as the district's Section 504 compliance officer, shall be responsible for continuing compliance with Section 504 and its administrative regulations. Any student has a ready means of resolving any claim of discrimination on the basis of physical challenge in the educational programs or activities of the district. In the event a student believes that there has been a violation of Section 504, s/he shall deliver to the Student Services Supervisor a written statement setting out the alleged violations, describing the incident or activity involved, the individuals involved and the dates, times and locations involved. The Student Services Supervisor shall provide the individual filing the written statement an opportunity to discuss the matter personally, if requested. The Student Services Supervisor shall make such investigation as is necessary to determine the complete facts involved. The Superintendent shall then take action as appropriate to bring the district in compliance with all federal and state regulations or refer the matter to the School Committee for action as appropriate. If the student submitting the written statement of an alleged violation is not satisfied with the handling of the matter by the district/he may present the matter directly to the School Committee by contacting the Committee Chairperson.

PRECEDENT AGREEMENT

In the event of conflict between the contents of this handbook and those of the Education Policy Manual of the Westport Community Schools, the contents of the Education Policy Manual shall govern. The Policy Manual is available on the Westport Community School website under School Committee.

Students and parents are requested to read this booklet carefully. Students should refer to this booklet throughout the school year.

NOTE: This publication contains the most important current School Committee policies. A complete School Committee Policy Manual is available for review on the district website at http://www.westportschools.org and at the Office of the Superintendent of Schools.

This handbook was last revised on August 14, 2025.

A Note from the Principal

Dear Macomber Families,

On behalf of the entire staff, it is my pleasure to welcome you to our 2025-2026 school year!

As your child takes their first steps into the Alice A. Macomber School, we want them to know that Macomber is more than just a place for academics; it's a second home. We understand and value that educating students means being attentive to the “whole child”. We offer a well-rounded education that not only focuses on academic growth but also nurtures creativity, critical thinking, and character development. Early childhood education is significant in creating and shaping a child’s social interactions and learning potential.

As we begin this new chapter together, we are committed to providing the best possible educational experiences to guide your child’s learning and development. Students will participate in an array of activities to ignite their imagination and fuel their motivation. Early literacy, numeracy, and problem-solving will be achieved through hands-on activities, interactive learning, and discussions for your child to express curiosity, understanding, and enthusiasm. Our dedicated staff work together to fill each day with encouragement and inspiration that support the building blocks for a solid foundation.

We understand that your child’s first years at school are important milestones for both you and your child, and we are here to make this transition as smooth and enjoyable as possible. We encourage open communication and welcome your involvement to guide and support your child's progress. We look forward to building a strong partnership with you and seeing those eager little faces ready to learn each day!

Once again, welcome to our school! Together, let's make this school year a joyful and memorable one for your child.

Sincerely,

Stacey A.Duquette

Alice A. Macomber School Principal

SCHOOL INFORMATION

Macomber School Motto

Alice A. Macomber School -- “Where small children take big steps in learning!”

Macomber School Mission

Alice A. Macomber School’s Mission is to provide a child centered learning environment and a developmentally appropriate school experience for the young learners in our care.

Macomber School Core Values

● All students have the capacity to learn.

● Everyone has high performance expectations.

● We have healthy self-esteem.

● We model collaboration and conflict resolution to solve problems.

● Learning is supported by a respectful, caring environment and compassion for others.

● We use best practices and most current research to make informed decisions.

Macomber Expectations for Student Learning

● All students should acquire, integrate and apply appropriately developmental levels of knowledge and skills with accommodations for the full range of abilities of young learners.

● Language acquisition and development are experience based.

● All students should integrate developmentally appropriate logical thinking skills to support problem solving.

● All students should have opportunities to acquire technological skills.

● All students will have access to developmentally appropriate curriculum and learning materials specifically geared to their age group to support achievement.

● All students should demonstrate personal and social responsibility.

PHILOSOPHY

It is our philosophy to provide a child-centered learning environment which is both age-appropriate and individually appropriate. In this setting, our aim is to nurture the children’s development in the physical, social, emotional, and cognitive domains. The primary vehicles for children’s learning, play, and language development are both child-initiated and adult supported through active interaction with adults and peers, as well as through exploration of materials.

In the integrated preschool setting, the environment is planned to address a wide range of developmental interests and abilities across a limited chronological age span. Accordingly, a variety of furnishings, equipment, and teaching strategies are explored to address the needs of children who show interest and skills outside the normal developmental range.

The philosophy at the kindergarten level is an expansion of the preschool philosophy. Classrooms are adaptable, flexible, livable, and welcoming. The children are provided an optimal environment for learning. An integrated approach to curriculum recognizes that content areas in instruction are naturally interrelated, as they are in real life experiences. In our resulting integrated curriculum, learning is regarded as a process rather than a collection of facts. The planning and implementation of the integrated curriculum are made possible through the flexible scheduling of instructional specialists, the consultative staff, and classroom teachers. The schedule takes into consideration the developmental needs of young children, allowing them time to explore, to converse, and to move about. Individual differences among staff, children, and their families are respected and celebrated equally as members of the school community.

The early childhood setting is not just a smaller version of elementary education. Children at the Macomber School are allowed to be successful with classroom experiences geared to their natural level of development. Macomber is a school that specifically accommodates the full range of abilities of young children. The use of developmentally appropriate curriculum and learning materials specifically geared to this age group allows for their greatest potential in a manner that is consistent with what we know about how young children learn and develop. This knowledge is consistent with the fundamentals of child development and emphasizes the belief that all children can learn.

WCS School Committee Members

Christopher Thrasher | Chair

Evan Gendreau | Vice Chair

Jason Pacheco | Member

Fred Melnyk | Member

Caitlin Sampers | Member

Sharon Pinho| Recording Secretary

Central Office Administrative Team

Fran Roy, Superintendent

Lori Melo | Executive Secretary to the Superintendent & School Committee

Holly Hargraves, Director of Curriculum

Kristin McDaniel, Human Resources Coordinator

Anthony Tomah, Director of Technology

Michelle Rapoza, Business Manager

Wendy Miranda, Director of Special Education

Melissa Sousa, Executive Business Services

ARRIVAL AND DISMISSAL PROCEDURES

School Hours

Preschool/Pre-Kindergarten 8:45 am-2:15 pm

Late pick-up 2:45 & 3:15pm

Kindergarten 8:30 am-3:00 pm

Arrival and Dismissal Procedures for Parent Pick-up and Drop-off

Kindergarten drop-off will be between 8:30-8:40 am and Kindergarten pick-up will begin at 3:00 at the Cafeteria door using the Osborn Street loop.

Families are to go through the Osborn Street loop and students will get out of the car on the passenger side and walk with a staff member to the door. Families must turn off the ignition during drop-off and pick-up. Kindergarten families may NOT park and walk their students to the door in the am or dismiss a student at that door in the pm.

Preschool/PreK students will be assigned a designated door to enter and exit the building daily. PK families will park and walk the students to their class’ designated door each morning and then wait at that door in the afternoon for students to be dismissed.

*Staff are not permitted to unbuckle or buckle students in and out of car or booster seats.

**Arrival and dismissal procedures for all students may take additional time, especially at the beginning of the school year as we adjust to new routines.

TRANSPORTATION

School Bus Transportation

Parents are responsible for transporting their children to and from our Preschool & Pre-K programs each day. Parents are encouraged to set up car pools with each other.

Transportation will be provided to Macomber School from home to school and from school to home for students in kindergarten.

A parent or guardian must be at the bus stop for all kindergarten students. If no familiar adult is pr to school or, if no one is available, to the Westport Police Station. The parent will have to

make arrangements to have the student picked up. A parent may be charged a fee or lose bus privileges for 3 days after a child has been returned 3 or more times to school.

Video surveillance may occur on district school buses. Video recordings may become part of a student’s educational record or a staff member’s personnel record. The district shall comply with all applicaesent, the student will be brought backble state and federal laws related to record maintenance and retention.

Policy for Emergency Transportation

Procedures suggested are based upon the Massachusetts Dept. of Public Health handbook policies. All parents are required to fill out emergency information forms at the start of the school year. This information contains names and numbers of person(s) to be notified in the event of an emergency, physicians’ names and numbers, any pertinent medical information. Emergency transportation may be called.

School Bus Rules and Guidelines

These rules and guidelines are for the safety of students and bus drivers. Remember, school provided transportation is a privilege, not a right.

Our PAWS for Bus Safety:

Practice Kindness:

Be respectful with words and actions.

Follow the bus driver’s direction the first time.

Accepts Responsibility:

Ride only your assigned bus; get on and off at your assigned stop.

Keep personal devices off and put away.

Works Hard:

Maintain cleanliness and appearance of the bus. Do not damage the bus in any way.

Stays Safe:

Remain seated, facing forward in your seat. No eating or drinking. Keep your body and all other objects to yourself and inside the bus. Use appropriate noise level.

Consequences for bus infractions:

First offense: Warning

Second offense: Change of seat/preferential seating on the bus

Third offense: 1 day suspension from the bus

Fourth offense: 2 day suspension from the bus/ meeting with parents

Fifth offense: 3 day suspension from the bus/ meeting with parents

Any further offense will result in a prolonged suspension from the bus as determined by the offense as well as a meeting with parents.

STUDENT ATTENDANCE

Absences

Regular and punctual school attendance is essential for success in school. A child may be excused for legitimate reasons with approval of the school administrator on a case-by-case basis. A student's understanding of the importance of day-to-day schoolwork is an important factor in the shaping of his/her character. Parents can help their children by developing good school attendance habits. Accordingly, parents will provide a written explanation for the absence and tardiness of a child. This will be required in advance for types of absences where advance notice is possible. In instances of chronic or regular absence reportedly due to illness, the school administration may request a physician's statement certifying such absences as justifiable.

Parents/guardians are asked to notify the school as early as possible if their son/daughter will not be attending school that day. Please call the school at (508) 678-8671 and leave a message with your child’s full name. Please provide a note of excuse for your child’s absence. Absences for independent family vacations taken during school time may not be approved by the school principal and will be considered as unexcused absences for the purpose of the state law. Please note: A family vacation taken during school time will be considered an unexcused absence.

Excused absences may include:

an illness or injury that prevents the student from attending school. The illness or injury must be verified by a physician (parents/guardians have up to 5 days to send in a physician’s note)
a death in the immediate family (parent, sibling, grandparent, aunt, uncle, cousin) or other significant personal or family crisis
suspension from school
court appearances
school sponsored field trips
medical or psychological tests during the school day. The parent must show evidence (such as a note from the health center) that the tests could not be scheduled after school
religious holidays

What Is an Unexcused Absence? Some parents think that any absence will be excused as long as the parent sends a note. This is not true. Here are a few examples of unexcused absences—even if the parent sends a note:

repetitive and chronic absence due to illness or injury. In these cases, for the absence to be excused, the parent must submit a letter from a physician – within five (5) school days of the absence – verifying that the student was too sick or injured to go to school.
family vacation
extension of a religious or cultural holiday beyond the designated day or days on the school calendar

HOMEWORK POLICY FOR UNEXCUSED ABSENCES

Student absences for family vacations scheduled at times other than the weeks or days identified in the school calendar are strongly discouraged. Due to the challenging content of the required curriculum, these absences create significant teaching and learning problems. Effective instruction in standards-based education requires discussion, group activities, and in-school practice. Many classroom activities are designed to address the readiness, interests, and learning styles of students through grouping and differentiation of instruction. These learning opportunities cannot be replicated for students who have been absent.

Parents/guardians who insist on taking students out of school for vacations at times other than those designated on school calendars should understand that teachers cannot provide school work in advance per school committee policy. Students returning to school after such an absence will be expected to participate fully in all class activities, including scheduled examinations. Upon request, graded assignments and/or tests will be provided to students when they return to school. Assignments and/or tests that are not completed within one calendar week of a student’s return, or learning expectations that have not been mastered, will adversely affect academic progress and report card performance levels.

TARDINESS AND EARLY DISMISSALS

Tardiness

Students in Kindergarten arriving at school after 8:50 am are considered tardy and must be signed in at the office before proceeding to class. Preschool students are considered tardy if they arrive at school after 9:00 am. Please remember that late students will interrupt instruction as they enter the classroom and likely will have missed important directions or an introduction to a concept or skill. Constant tardiness could have an adverse effect on your child’s education.

Early Dismissal

Parents/guardians wishing to dismiss their child before the close of school must inform the office in writing the morning of the early dismissal. If your child is being picked up by someone other than his or her parent/guardian, authorization must be included in the note. When picking up your child from school, you will be required to come to the office to sign him/her out in our dismissal log. Any person attempting to dismiss a child who is unknown to the school office personnel will be asked to provide a valid photo proof of identification. The person should be on the emergency contact list. Otherwise, a parent will be called. Please be advised that early dismissals are very disruptive to the classroom and should be limited to emergency situations. Dismissals are also recorded on student report cards and attendance records.

SCHOOL CANCELLATIONS AND DELAYS

School cancellations and delays due to emergencies will be aired on the following television stations: WCVB (Channel 5), WLNE (Channel 6), WHDH (Channel 7), WJAR (Channel 10), WPRI (Channel 12), WFXT (Channel 25), WNAC (Channel 64), and the following radio stations: WSAR-AM 1480, WHJJ-AM 920, WPRO-AM 630, WBSM-AM 1420, WWBB-FM 101, WHJY-FM 94.1, WSNE-FM 93.3. ONE CALL NOW will also notify you by phone or email regarding delays or cancellations. Please be sure the school has your correct phone number and email.

In addition to our current “cancel” or “school on” options, we have instituted a third option when appropriate: A 90-minute delay. In the event of a 90-minute delay, simply move forward by 90 minutes the regular time when your child either meets the bus or when you deliver your child to school. Please be aware that school personnel will not be available on the regular school schedule, as they will also be operating on the same 90-minute delay. The Macomber School building will open at 10:00 a.m. and school will begin at 10:15 a.m.

At rare times, unfolding weather conditions may warrant an early release from school. These early releases are always announced on local radio stations and may also appear on area television stations. Early dismissal announcements also appear on channel 16. Our ONE CALL NOW system will be activated to notify you of any changes in the schedule.

DISCIPLINE

Throughout the years, a positive behavioral approach to student behavior has continued to be emphasized at the MAC. Positive behavioral supports and strategies focus on creating and sustaining school-wide, classroom and individual systems that improve the educational environment for all children. The Zones of Regulation is also used to help children identify their own feelings and set a plan to be able to learn and appropriately interact with others. Our aim is to explicitly teach behavioral expectations and then recognize the positive behaviors shown by our students.

By implementing these strategies, we can reduce school and classroom behavior disruptions and educate all students about acceptable school behaviors. The implementation plan includes clearly defined outcomes, research-validated practices, supportive administrative systems and information for problem solving behaviors. Expected behaviors for all areas of the school environment will focus on four areas: Practice Kindness, Accept Responsibility, Work Hard, Stay Safe (PAWS).

As we are the youngest of the Westport Wildcats, we are “all paws in” to being our best selves when we:

Practice Kindness:

Be respectful with words and actions.

Share materials.

Help clean up classroom/cafeteria.

Be patient when waiting for your turn.

Accept Responsibility:

Complete work in a timely way.

Ask for help when needed.

Keep work area clean and organized.

Admit when you have made a mistake.

Use classroom/playground materials as intended.

Work Hard:

Continue to do your work even when it is hard.

As for help when needed.

Look over work to make sure it is correct.

Look for adult directions.

Stay Safe:

Use materials properly.

Keep hands and feet to yourself.

Know where the fire and safety exits are located.

Use appropriate noise levels

All staff members at Macomber School will establish regular, predictable, positive learning and teaching environments. The staff members will serve as positive role models to students as they teach expected school behaviors. As a school, we will continue to recognize expected behaviors in a variety of ways. By improving the school environment, we hope to increase learning time and promote academic and social success for every student.

With these general goals in mind, please review the guidelines with your child at home as they will be reinforced at school. We believe that fostering responsible student behavior enhances the environment for learning. Our young children will require our encouragement and positive reinforcement in developing their life skills. Young children learn best in an environment in which there is an expected routine and familiar, reasonable guidelines. Their confidence will be best supported when home and school work together.

Discipline Procedures

Macomber School will use consistent expectations for handling discipline. Teachers will address infractions in the classroom and seek Administrative support if needed. If a student receives an office referral, parents will be notified by administration. Parents must sign and return the Office Referral Form.

As a preschool and kindergarten school, it is imperative to ensure that any consequence is developmentally appropriate. As consequences, we typically use lunch reflection time, abbreviated time out of class to discuss the infraction (this could be with the assistance of the School Adjustment Counselor), parent contact/conference, or the loss of some/all of recess time. In more serious instances or if repeated behaviors occur, a student might be assigned an in-school suspension for part or all of the day, or an out of school suspension.

If the student is in a preschool program or in grades K through 3, the principal shall send a copy of the written determination to the superintendent and explain the reasons for imposing an out-of-school suspension, before the short-term suspension takes effect.

See Appendix A for more information on Student Conduct and Student Discipline policies.

DRESS CODE POLICY

The responsibility for the dress and appearance of the students will rest with individual students and parents. They have the right to determine how the student will dress providing that attire is not destructive to school property, complies with requirements for health and safety, and does not interfere with the educational process. The administration is authorized to take action in instances where individual dress does not meet the stated requirements. This does not mean that student, faculty, School Council, or parent groups may not recommend appropriate dress for school or special occasions. It means that a student will not be prevented

from attending school or a school function, or otherwise be discriminated against, so long as their dress and appearance meet the requirements set forth above.

BULLYING AND HARASSMENT

Bullying is the repeated attempt of one or more students to cause physical or emotional harm to a specific target. Bullying is not defined as a singular incident of inappropriate behavior from one student to another or group. Bullying is a repeated behavior to a specific target, with the intention of creating a pervasive hostile environment for the target. Similar to bullying, harassment is the effort to demean, verbally abuse, or threaten a person based on (but not limited to) his or her race, color, gender, sexual identity, or religion. Bullying and harassment are both prohibited:

· On school grounds;

· On property immediately adjacent to school grounds;

· At school-sponsored or school-related activities;

· At functions or programs whether on or off school grounds

· At school bus stops;

· On school buses or other vehicles owned, leased or used by the school district; or,

· Through the use of technology or an electronic device owned, leased or used by the school district;

Students who believe that they are a target of bullying or witness acts of bullying (as defined above) should report the incidents to any staff member. Any student who knowingly makes a false accusation of bullying shall be subject to disciplinary action. Parents and guardians are encouraged to report an incident of bullying as soon as possible. After receiving notice of a bullying incident, the principal, assistant principal, or designee will immediately investigate.

For the full district Bullying Prevention Policy, see Appendix A. For more information on harassment, see district policy JBA - STUDENT TO STUDENT HARASSMENT online at westportschools.org

STUDENT CELL PHONES AND ELECTRONIC DEVICES

The purpose of this policy is to ensure that students' use of cell phones and other electronic devices do not interfere with the educational program or school activities within the Westport Community Schools.

Personal devices are prohibited including cell phones, Smart watches, airpods/earbuds or the equivalent. Any personal devices found will be confiscated and held at the office. A parent/guardian will be called to pick up the device at their earliest convenience.

Cell Phone and Electronic Device Searches

The search of cell phones and other electronic devices for pictures, text messages, video, audio, or uploaded/downloaded material in connection with an investigation regarding an

alleged violation of school inception and justified in its scope. Acceptable searches may include, but are not limited to, searches for video, audio, pictures, text messages, emails or other data regarding:

• assaults and/or fights;

• harassment/intimidation/bullying or sexting;

• possession, use, or distribution of controlled substances, illegal drugs, or alcohol;

• identification of ownership of stolen or lost devices; and,

• documentation of cheating.

If a search of an electronic device is found to contain evidence pertinent to an investigation, the school administration has the sole discretion to confiscate the device, contact the police, or give the device to law enforcement officials.

It is the responsibility of students and/or families to pay for any damage (including any accidental incident) to Chromebooks. Chromebook repair/replacement charge cost subject to change.

Full Chromebook replacement: $275
Case replacement: $25
Charger replacement: $30
Screen replacement: $60

*Prices subject to change due to changes in market costs.

Personal devices are prohibited including cell phones / Apple watches or equivalent. Any personal devices found will be confiscated at the office until the end of the school day. A student who violates the internet acceptable use or electronic device policy will be subject to consequences . Please note: The Macomber School is not responsible for damage, loss or theft of personal devices brought into school in violation of this policy and will NOT replace the value of any device damaged, lost or stolen from school.

TOYS & VALUABLES POLICY

Toys are not to be brought to school. Besides being distracting to classroom instruction, toys are often lost or misplaced at school. Toys include: electronic games, skateboards, yo-yos, trading cards or anything that disrupts the teaching/learning environment.

LOST AND FOUND

Please put your child’s name on everything that he/she brings to school. This includes lunch boxes, hats, mittens, coats, boots, shoes, and school bags, etc. Parents are welcome to check for missing items in the Lost and Found, which is located in the main hallway in front of the office. Also, please encourage your child to check for lost items. Any student who loses an item on the school bus should contact the bus driver the next time the student rides the bus.

SCHOOL SECURITY & SAFETY DRILLS

For the security and safety of the children, our staff, and our school building, we would like to share the following policies and procedures:

All school entrances are locked during the school day. The building can be entered only through the door adjacent to the parking lot on the north side of the school. Please ring the doorbell and you will be greeted as promptly as possible. Please note the school doors do not open to students/families until 8:30 a.m. All visitors to the MAC will need to stop at the window located in the vestibule. Only visitors that are there for volunteering or for meetings will have access to the school building. This includes any parents/guardians picking up students from the nurse’s office.

Fire Drills/Evacuation Plans

A minimum of 4 fire/evacuation drills are held during the school year. Each classroom has a “fire drill and evacuation plan” posted in the classroom showing at least two exits. All staff are required to participate in training regarding the location and use of fire extinguishers.

More than one type of incident can cause a school building to be evacuated; fire, bomb threat, civil emergencies, natural disaster, and so on.

Special evacuation drill activities related to fire safety or other emergencies will be planned and implemented by each principal in coordination with the central office and/or civil authorities to ensure orderly movement of students to the safest available space in the event of a true emergency or disaster (WCS Ed. Policy Code: EBC).

In addition, Macomber School may also conduct drills based on other types of emergencies as directed.

BREAKFAST AND LUNCH

Breakfast

Macomber School offers a “Grab n’ Go” breakfast. The "Grab n’ Go" breakfast is available to all Kindergarten students if interested. As students enter school each morning, those interested will be directed to the cafeteria to retrieve and eat their "Grab n’ Go" breakfast before heading to their respective classrooms. Students will receive 2 whole grain rich items and one cup of 100% fruit juice. Students have the option to take a fruit over the fruit juice.

Lunch

The Macomber School serves wholesome and nutritionally sound meals daily to all students. Applications for free or reduced price lunches are available at any time during the school year

should your financial status or household size change and should be completed even though we are participating in the free breakfast & lunch program. Our school has special menus designed for the nutritional needs and preferences of young children. Monthly menus are sent home and are posted in the school foyer as well as the school website for you to plan lunch choices with your child.

*All Macomber students will be receiving free lunch and optional breakfast again this year but must pay for milk if purchasing it separate from a full lunch. Milk only .50

HEALTH AND WELLNESS

Medication

All medications should be given at home when possible. PLEASE DO NOT SEND MEDICATION TO SCHOOL WITH A CHILD. A RESPONSIBLE ADULT NEEDS TO TRANSPORT ALL MEDICATIONS TO AND FROM SCHOOL. Any medication that a student will take in school (whether an over-the-counter or prescription medication) requires an order from a physician in order for the student to receive the medication at school. Medication brought into school MUST be in the original packaging with a pharmacy label. A parental consent form is also required. Both of these forms can be found at westportschools.org by choosing the Parent link on the top bar and scrolling down for the appropriate documents. The forms are attachments at the bottom of the Health office webpage. You may also obtain copies of these forms from the school nurse.

Illness

Please do not send your child to school when signs of an illness such as a temperature of 100.0 or greater, persistent cough, vomiting or unknown rashes are present. If your child has a fever or is dismissed from school with a fever then they should return to school only after remaining fever free without the use of fever reducing medications such as Tylenol/Motrin for a FULL 24 hours. Students that are dismissed with a fever must stay home the following day to allow for the 24 hour requirement. As recommended by the CDC, a student may return if vomiting has resolved overnight and the student can hold down food and liquids in the morning.

Notify the school nurse if your child contracts any infection or contagious condition such

as: strep throat, conjunctivitis (pink eye), scarlet fever, chickenpox, mononucleosis, or

whooping cough.

Injuries

Notify the school nurse if your child has a significant injury that requires a consultation with an orthopedic physician. If your child is under an orthopedic doctor’s care, clearance will be needed to return to physical education activity. When you visit the orthopedic physician he/ she can provide you with the necessary paperwork to forward to the school. If your student

has a head injury or is diagnosed with a concussion, please call to discuss this with the school nurse. Remember that if a student is unable to participate in physical education then they will also need to stay inside during the outdoor recess period and refrain from physical activity during the recess period.

Physical Examination Requirements

A physical examination is required for all students entering Preschool, entering Kindergarten or upon transferring into Westport Community Schools. We also require a physical exam in Grades 3, 6 and 9. If a physical is required for your child this school year, please send in a copy of their physical exam. Notices will be sent home if a copy of your child’s physical exam has not been received. The school physician is available late winter/ early spring and will perform a physical exam if you wish.

Health Screening

Vision Screenings are done in Preschool, Kindergarten, Grades 1-5, Grade 7 and Grade 10. Hearing Screenings are done in Preschool, Kindergarten, Grades 1-3, Grade 7 and Grade 10. Postural Screenings are done in Grades 5-9. Parents will be notified of any concern with a screening that necessitates a medical follow-up with your own physician or optometrist. A response letter with testing results should be forwarded to the Health Office. Height, Weights and BMI are done in Grades 1, 4, 7 and 10 to monitor growth and development. Please notify the school nurse in writing by the end of September if you do NOT wish for your child to participate in the BMI screening. A request to not participate must be received each year that you opt out of the screening. If you would like a copy of your child’s BMI results please let the nurse know and a copy will be forwarded to you.

Miscellaneous

Please do not send cough drops into school with your child. Cough drops may contain medication (which requires a doctor’s order) or pose a choking hazard. Instead of cough drops, we recommend sending in a water bottle so your child can take frequent sips of water to soothe a sore throat or dry cough.
Proper footwear is necessary to help prevent injuries during outdoor recess. Students who wear flip-flops or shoes without backs will NOT be permitted to use the playground equipment or athletic fields / courts.
Students should come to school dressed for the weather as students go out for recess or for physical education. Because outside recess is so important for the development of young students, we have outdoor recess as often as possible. Students go outside for learning and recess as long as the temperature is 25 degrees or above.

Snacks

Students may have a snack during the course of the day per the discretion of their teacher. Please be advised these should be healthy snacks, and please do not send any glass bottles or

soda to school. Please note: Classes of students who have Life Threatening Allergies will receive notification from the school nurse requesting parents to avoid sending their children in with certain items.

Student Celebrations

It is the policy of the Macomber School to hand out invitations for special occasions only if all members of the classroom are receiving one.

STUDENT RECORDS

In order to provide students with appropriate instruction and educational services, it is necessary for the school system to maintain information about them and their families. It is essential that pertinent information in these records be readily available to appropriate school personnel, be accessible to the student’s parents or legal guardian and/or the student in accordance with the law and yet be guarded as confidential information.

The Superintendent will provide for the proper administration of student records in keeping with state and federal requirements. The temporary record of each student will be destroyed five years after the student transfers, graduates, or withdraws from the school district. Former students desiring information from their records may obtain it by requesting such information from the Director of Pupil Personnel Services. The Committee wishes to make clear that all individual student records of the school system are confidential including individual addresses and telephone numbers.

Both the Family Educational Rights and Privacy Act (FERPA) and the Protection of Pupil Rights Amendment (PPRA) safeguard student information and empower parents (or eligible students) with rights over how data and materials are used. They each set out notification, consent/opt-out, and enforcement requirements for any school receiving federal funds. See Appendix A for more information.

Change of Information

If at any time during the school year there is a change of address, telephone number, place of employment, etc., you must notify the school so that our records can be kept up-to-date.

CLASS ASSIGNMENTS

Our class placement procedure is extremely child-centered and begins with extensive conversations about each individual child. Our goal is to create classes which address both the fit between the individual student and teacher AND to create a classroom environment which is conducive to learning for all students. Our teachers spend many hours and put much professional thought and effort into placing their present students into next year’s classes. Teachers identify if a student is academically strong, average or challenged by the grade level

material. Teachers also identify students who may need special assistance, whether it is remediation or extension of the grade level curriculum. In addition to academic performance, teachers also make note of student behavioral skills, identifying those who are strong leaders with their peers, in need of peer support, or challenged by group interactions. Teachers also consider those children who need to be separated.

We respect tremendously that you know your child in ways we could not possibly know them. We likewise ask that you trust that your child’s teacher also has knowledge about your child’s academic, social, emotional and behavior needs that may vary significantly from what you see in the home setting. Here at Macomber, we ask that parents do not request a specific teacher. You may, however, share additional information to further assist us in this placement process. Parents may submit this information by letter only, addressed to the principal, no later than May 1st. Examples of the kind of information that can help in configuring classes include: changing family dynamics which could impact the classroom, newly diagnosed or potential learning difficulties, specific learning styles, peer relationships in or out of school, and any other factors which we might be unaware of that relate to your child’s learning. Please note that we do not accept letters that specify individual teachers by gender, experience level or name. Thank you for your trust and support!

HOMEWORK POLICY & REPORT CARDS

Homework has proven to be an effective supplement to instructional activities introduced at school. Assignments may vary according to grade level and need. The best practice is to read to your child and practice skills that are shared by the classroom teacher. Please consult with your child's teacher for her/his specific expectations.

Report Cards/ Progress Notes

Macomber School functions on Semesters. In January and June you will receive a Standards-Based Report Card informing you on your child’s progress. Progress Reports are sent home as needed mid-way through the marking periods.

CURRICULUM

Children in the three-to-six age range acquire knowledge in ways that are significantly different from the way older children learn. Younger children learn best through direct sensory encounters. The curriculum responds to the differing learning and developmental needs of young children. Each decision about the curriculum was made in light of what is developmentally and individually appropriate and what is best for the particular children being served. The content of the curriculum reflects a balance of all areas of learning offered in an integrated manner and reflects the holistic nature of learning. The following indicators reflect the content of teachers’ daily lesson plans and are based both on firsthand, day-to-day experiences and extensive research into how young children learn.

Life experiences are used as a basis for learning.
Language acquisition and development are experience based.
Spoken and written language skills interact and influence each other.
Children learn about reading and writing through observing these skills being used and through using and interacting with their environment.
A natural language approach precedes phonics instruction which is introduced in kindergarten. Children develop an awareness of phonics through interaction with meaningful text (i.e. stories, songs, invented spelling, etc.).
Skills are presented in a meaningful context.
Independent pre-writing and pre-reading practice are scheduled each day.
Numbers and numeration are developed through manipulation of concrete objects and are understood by the children before they move to operations.
Development of logical thinking and problem solving is fostered.
Many opportunities are made available for children to explore, investigate, and discover mathematics.
Concepts, dispositions, and the acquisition of skills are addressed in an integrated fashion; content is not presented as isolated bits of knowledge.
Values are taught through modeling, role-playing, and simulation.
Content is responsive to the cultures and linguistic diversity of children involved. Representatives of the community come frequently to the school.
Play is respected as an appropriate way of learning.
Content is integrated around themes. The theme approach includes activities in language arts, social studies, creative dramatics, music, art, science, math or any combination of these, rather than via short periods of time spent on each subject area.

All teachers use the most recent standards developed by Massachusetts to create their units of study. At this time, teachers in Kindergarten use Wonders as a resource for reading instruction, Fundations to instruct phonics, and iReady as a resource for mathematics instruction. ST Math, Lexia, and i-Ready programs are also being used for learning practice and assessments.

RETENTION & PROMOTION

Research, common sense, and our own life experience shows us that social promotion (assignment) and retention are not effective solutions to the problem of underachieving or underperforming students. While social promotion does provide the advantage of socializing with peers of the same chronological age, social promotion sidesteps the achievement problem because students enter the next grade unprepared and the gap between expectations and performance widens each year. Only infrequently, where a child’s social/emotional maturity or developmental readiness is an issue, will retention bring about expected results. The problem of underachieving students should be viewed in context, and individual plans should be developed to match individual solutions to individual achievement problems. A student’s failure in school must be reviewed in multiple contexts. The family, the health care provider,

the school, the classroom, and the peer group impact on a student’s ability to cope with the academic program.

Finding the answer to underperformance means viewing the student in these many contexts. Students must be prepared to meet the challenges of each grade level and are expected to demonstrate mastery of skills and content as reflected on standardized tests, MCAS scores, and teacher grades.

For additional information regarding WCS Retention and Promotion policy, reference WCS Student Policy Handbook (p. 47)

PRESCHOOL & PRE-K STUDENTS

Tuition

Students who are enrolled in the Preschool and Pre-K program are required to pay a yearly tuition, payable on a monthly basis, and due on the first day of each month. Tuition is used to support the program to include teaching materials, play equipment, “enrichment” activities, entertainment, and for any additional expenses deemed necessary by the early childhood team members. Tuition is due the first of the month. If tuition is not paid by the end of the 1st week of the month, your child is not eligible to return the following month. Families may pay for the entire year in September as well.

Extra Clothes

Each child needs a complete set of extra clothes to be kept in the classroom. Please label everything and put them in a labeled zipper bag.

Snack Time

Snacks will not be provided. Please send in one healthy snack with a drink and a lunch with a drink. Please let us know if your child has any allergies. Classrooms will limit celebrations (i.e. holidays) that involve food. Students may bring in a personal special treat at times if the teacher has made plans for a celebration but NO OUTSIDE FOOD (from home or store bought) should be brought in to share.

Other Requests

Sometimes your child’s teacher will ask for 2 photographs of your child. We laminate, label and mount these photographs in their cubbies and mailboxes.

A backpack labeled with your child’s name and large enough for papers and notes is requested. We check backpacks daily for any “mail” from home.

STUDENT SERVICES

ELL

Education is a basic right of all children in the United States. The federal No Child Left Behind Act of 2001 (NCLB) added important new educational rights for English language learners and their parents. Federal laws, such as NCLB, Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act of 1974, and Massachusetts state laws recognize that students who are new to the United States and who are English language learners need extra support. They need help to learn English and, at the same time, to master academic standards.

The Westport Community Schools is committed to ensuring that all educational programs meet the diverse needs of all students. Students who are English Language Learners (ELLs) in grades K-12 are provided with a comprehensive ELL Program that is staffed by highly qualified ELL teachers. These teachers focus on meeting the needs of all students in the program in two areas: becoming proficient in the English language and adjusting to the school and community culture.

State and federal laws use the terms “students with limited English proficiency” (or, LEP students), “English language learners” (or, ELLs), and “English learners” to describe the same group of students.

The Westport Community School’s English Language Learner (ELL) program assists students whose first language at home is not English. Students are supported in language development, particularly in listening and reading comprehension, and language production - speaking and writing.

Special Education

The Eligibility Guidelines for Special Education were developed by the MA Dept. of Ed. at the direction of the Legislature as a result of the January 1992 amendment to chapter 71B (the State Law for Special Education). These included the establishment of an effective pre-referral process; increasing the capacity of regular classroom teachers to make modifications to curricula and instructional strategies and to measure the effectiveness of those interventions. All assessments are an ongoing process of gathering information about the student and the learning environment. It is a problem solving process aimed at generating the kinds of information necessary for effective decision-making and learning.

Section 504 Accommodation Plan

Section 504 of the Rehabilitation Act of 1973 is designed to ensure that individuals with disabilities are not excluded from the participation in, be denied the benefit of, or be subjected to discrimination under any program, organization, or activity receiving federal financial assistance, such as a public school district. Section 504 does require school districts to

reasonably accommodate students with disabilities so that they may receive the benefits of the school district’s educational programs. Reasonable accommodations do not require major or substantial modification in the school district’s program. A Section 504 Plan is a written plan that outlines accommodations that are necessary in order for a person with a handicap to be able to access general education services.

Instructional Support Team (IST)

IST is a school-based, problem-solving group whose purpose is to assist with strategies for working with students who have difficulties in learning and/or behavior. Based upon the discussions of the IST, students may be provided with a tiered system of support or “Response to Intervention” (RTI). The committee includes the Principal or designee, the student’s grade level team, the grade level special education teacher, and may include one or more of the following:, reading specialist, nurse, school adjustment counselor, school psychologist, behavior specialist, occupational therapist or speech pathologist. The primary role of the committee is to help students with learning and/or behavior problems receive assistance they need within the regular education setting. An intervention plan is developed and put into place for a specified period of time and monitored throughout that period. A follow up meeting is scheduled to evaluate the effectiveness of the plan. If necessary, a second plan can be formulated.

Counseling

Macomber School employs a full time certified School Adjustment Counselor. The counselor may provide student support and consultation to teachers, administrators and parents regarding academic and/or behavioral issues, and he/she may conduct classroom and/or small group lessons. He/She also coordinates special education services for preschool and kindergarten, and facilitates the Early Intervention Transition Process.

Kindergarten Screening

All children entering kindergarten are screened using a standardized screening instrument in the fall. The screening is conducted by one of the early childhood team members assigned to the school. Students found to be “at risk” as a result of the outcomes may be referred to the Macomber SST team for further evaluation. Preschool-age children are screened on an individualized basis on recommendations of the early childhood team and/or parents’ request.

Transition Planning

Preschool children who are suspected of having a disability and are being transitioned into the public school system may be referred six months prior to their third birthday. Young children may be referred as a result of their participation in an early intervention program, pediatrician’s recommendation or parental request. For students being transitioned into kindergarten, transition planning begins in early spring. Children identified with special needs are eligible for special needs services, free of charge, at age 3. Parents are included in

the transition process and the development of an Individual Education Plan should the child be eligible for special needs services. Children enrolled in preschool or kindergarten may be referred for a special needs evaluation at any time with the consent of a parent/guardian should any developmental concerns arise that are affecting the child’s ability to access the curriculum.

For students transitioning from another school system, parents and/or guardians should have an official transfer slip, signed release of information form from their previous school’s administration office and copies of school records. All transfer students must have a signed transfer slip from the administration of the previous school. Parents or guardians should also have a signed release of information form and copies of any special needs service plans if applicable.

EQUAL EDUCATIONAL OPPORTUNITIES

State and federal laws as well as School Committee policy guarantee that no person shall be excluded from or discriminated against in admission to a public school of any town, or in obtaining the advantages, privileges and courses of study of a public school on account of actual or perceived race, color, creed, religion, national origin, sex/gender, marital status, homelessness, disability, sexual orientation, gender identity or expression, age, family care leave status, pregnancy or any condition related to pregnancy, or military/veteran status.

This law makes it clear that all aspects of public school education must be fully open and available to all students, without discrimination. We may not exclude students from any course, activity, service or resource available on account of actual or perceived race, color, creed, religion, national origin, sex/gender, marital status, homelessness, disability, sexual orientation, gender identity or expression, age, family care leave status, pregnancy or any condition related to pregnancy, or military/veteran status."

The Equal Educational Opportunity Regulations, adopted by the Massachusetts Board of Education in 1975, address five areas of school policy: school admissions, admission to courses of study, guidance services, course content, and extra-curricular and athletic activities.

If you have any questions or concerns regarding this law and how it affects your children, please contact your school principal, or the Superintendent of Schools, at 508 636-1140 x 4001, or the Department of Elementary and Secondary Education. Copies of the law and the regulations can be obtained from the Massachusetts Department of Elementary and Secondary Education, 350 Main Street, Malden, MA 02148-5023, 617 388-3300x285 or x242, and are also available on the Internet at http://info.doe.mass.edu.

The Title IX Coordinator and the Civil Rights Coordinator, is the Director of Special Education. Direct any complaints regarding any found discrimination to the Superintendent of Schools,

Westport Community Schools, 400 Old County Road, Westport, MA 02790 or phone 508-636-1140.

Curriculum

Consistent with Massachusetts regulations, 603 CMR 26.05(1), the Westport Community Schools, through its curricula and materials, encourages respect for the human and civil rights of all individuals, regardless of race, color, sex, gender identity, religion, national origin or sexual orientation. In accordance with district guidelines, families may request information from the building principal on available accommodations related to curriculum content.

HOME/SCHOOL PARTNERSHIP

Communication

Visit the district website to keep up to date on events and school happenings at www.westportschools.org.

Many classroom teachers use computer apps to keep in communication with families.

Visit the District’s Facebook account https://www.facebook.com/westportcommunityschools/ or Twitter account @SchoolsWestport to learn more about school events and exciting news!

Westport Community Schools also utilizes ONE CALL NOW to notify parents of school closings, emergencies, etc.. Parents may receive notification via phone, email and texts.

Parent/Teacher Conferences

Parent/teacher conferences will be held mid year. You are always welcome to request a conference with your child’s teacher as needed throughout the year.

Family Involvement

You are partners in your child’s learning. Our school has many opportunities for you to participate actively.

The WES/MAC PTO (parent-teacher support organization) of both the Westport Elementary School and the Alice A. Macomber School meets regularly once a month. We are fortunate to have the strong support and participation of our PTO through teacher grants, sponsorship of enrichment activities, volunteerism, support for major improvements, field trips, and fundraising.

You will receive an invitation to indicate your area of interest, followed by an organizational meeting. All organization meetings will be posted. You will receive membership information

directly from WES/MAC PTO and frequent updates on WES/MAC PTO activities. Information is mailed home, posted on the bulletin board at school or sent home with students.

There are many opportunities for parent participation through volunteerism at the Macomber School:

● Active participation of the WES/MAC PTO Board

● Attending monthly WES/MAC meetings

● Assisting in the classroom

● Serving as a visiting reader

● Serving as a computer volunteer

● Participating on the School Council

All volunteers: Volunteers must complete a CORI Check to participate in a class activity in the classroom. In addition, fingerprints will be required if volunteering on a regular basis and will be going to multiple rooms to complete tasks. Volunteers are encouraged to wait until October before volunteering.

FIELD TRIPS

Educational field trips are taken in conjunction with the curriculum at the various grade levels. These trips are designed to supplement different aspects of the classroom curriculum and to introduce students to the resources of the community. Parents will receive notices of field trips well in advance of the scheduled trip date and will always be asked to sign the field trip permission forms. Parents MUST sign and return permission slips in a timely fashion in order for their child to participate. Failure to do so may exclude a child from attending. Please be cognizant of the time the field trip is scheduled for departure.

FINGERPRINTING

All volunteers who will be attending any school related field trip outside of the school building or working directly with students in the classroom must have fingerprints on file with the Central Administration Office. Please call the school office for more information on fingerprinting.

USE OF FACILITIES

The Alice A. Macomber School is available for a variety of uses. All inquiries should be made through the Macomber School office well in advance of the date on which you wish to

schedule your activity. There is a facility fee for activities. For more information, please call the school office at 508-678-8671.

Thank you for your cooperation with the matters listed in this handbook. We look forward to partnering with you to make your child’s school experience a positive one.

Appendix A

STUDENT CONDUCT

Students are expected to conduct themselves in a manner consistent with school rules and regulations to the end that a positive learning atmosphere be established. Among other things, student conduct shall reflect care and respect for all other members of the Whittier school community.

Certain breaches of conduct are so serious that the Principal may long term suspend or expel a student under the provisions of M.G.L. c. 71, §37H and 37H ½. These include:

Possession of a dangerous weapon while on school grounds or at a school-sponsored event
Possession of a controlled substance while on school grounds or at a school-sponsored event
An assault on a School Administrator, teacher, teacher’s aide, or other staff person.
A felony charge or conviction

Violations of the code of conduct will subject a student to disciplinary action up to and including mediation, detention, suspension, or expulsion.

STUDENT DISCIPLINE

The Principal or designee has the authority to impose consequences when a student violates the student Code of Conduct.

Mediation

Mediation is an alternative remedy to punitive discipline which allows students and staff to resolve disputes. It is a way of looking at a problem, identifying the issues, and thinking through the alternatives and consequences.

Conflict Resolution

Conflict resolution is an alternative remedy to punitive discipline which allows students and staff to resolve conflict in a peaceful way.

Restorative Justice

Restorative justice is an alternative remedy to punitive discipline. Restorative justice seeks to repair harm by providing an opportunity for students who have been harmed and students who have taken responsibility for the harm to communicate, understand the harm, and address the students’ needs.

Collaborative Problem Solving

Collaborative problem solving is an alternative remedy to punitive discipline. It is an approach to assist students in identifying alternative behavioral choices.

Teacher Detention

A teacher detention requires that students and parents be given a minimum of twenty-four (24) hour notice as it will require a student to miss the bus, unless this requirement is waived by a parent/guardian. A teacher detention may be served until 3:45 p.m. A student must follow the teacher's rules during a teacher detention. A student who fails to report for a teacher detention will be assigned an office detention.

Office Detention

Unless waived by a parent/guardian, an office detention requires that students and parents be given a minimum of twenty-four (24) hour notice. Office detention takes precedence over any teacher detention. Office detention is served on a date agreed upon with a parent and runs until 4:00 p.m.. Students should report to detention with their books and coats, as they will be dismissed from school directly from detention. Students who do not follow the rules during an office detention will be subject to additional discipline by the principal or designee. Parents and guardians are responsible for their child’s transportation after detention

Suspension

A suspension is a short term or long term removal from regular classroom activities.

Short term suspension is the removal of a student from the school premises and regular classroom activities for 10 consecutive days or less.

Long term suspension means the removal of a student from the school premises and regular classroom activities for more than 10 consecutive days, or for more than 10 days cumulatively for multiple disciplinary offenses in any school year.

A suspended student is restricted from entering the school buildings, or coming onto school grounds; and a suspended student may not participate in any school sponsored activities or functions during the suspension period. It is also recommended that parents restrict the activities of a student during the suspension period to reinforce the importance of the disciplinary consequence and to demonstrate cooperation between the school and family.

The Principal or his/her designee has the sole responsibility for determining who is suspended. The suspended student may not be permitted to return to school until a parental conference has been held.

In school suspension

At the discretion of the Principal, in-school suspension may also be imposed where a student is determined to have committed a suspendable offense. In-school suspension means the student is removed from regular classroom activities, but not from the school premises, for no more than 10 consecutive school days. Students will be subject to limitations on their movements and activities as determined by the Principal. In-school suspension for less than 10 days shall not be considered a short-term suspension. An in-school suspension of more than 10 days shall be deemed a long-term suspension.

For an in-school suspension, the principal shall inform the student of the disciplinary offense charged and the basis for the charge, and provide the student an opportunity to dispute the charges and explain the circumstances surrounding the alleged incident. If the principal determines that the student committed the disciplinary offense, the principal shall inform the student of the length of the student's in-school suspension, which shall not exceed 10 days, cumulatively or consecutively, in a school year.

On the same day as the in-school suspension decision, the principal shall make reasonable efforts to notify the parent orally of the disciplinary offense, the reasons for concluding that the student committed the infraction, and the length of the in-school suspension. The principal shall also invite the parent to a meeting to discuss the student's academic performance and behavior, strategies for student engagement, and possible responses to the behavior. Such a meeting shall be scheduled on the day of the suspension if possible, and if not, as soon thereafter as

possible. If the principal is unable to reach the parent after making and documenting at least (2) attempts to do so, such attempts shall constitute reasonable efforts for purposes of orally informing the parent of the in-school suspension.

The principal shall send written notice to the student and parent about the in-school suspension, including the reason and the length of the in-school suspension, and inviting the parent to a meeting with the principal, if such meeting has not already occurred. The principal shall deliver such notice on the day of the suspension by hand-delivery, certified mail, first-class mail, email to an address provided by the parent for school communications, or by other method of delivery agreed to by the principal and the parent.

Removal from Extracurricular Activities and Attendance at school sponsored events

The principal may remove a student from privileges, such as extracurricular activities and attendance at school-sponsored events, based on the student's misconduct. Such a removal is not subject to the procedures in M.G.L. c. 71, § 37H¾ or 603 CMR 53.00.

Opportunity for Academic Progress During Suspension/Expulsion

Any student receiving in-school suspension, short-term suspension, or long-term suspension shall have the opportunity to make up assignments, tests, papers, and other school work as needed to make academic progress during the period of removal from the classroom or school.

Any student who is expelled or suspended from school for more than 10 consecutive days shall have an opportunity to receive educational services that will enable the student to make academic progress toward meeting state and local requirements through the school-wide educational services plan.

Student due process rights

In administering discipline, school officials will be careful to observe the right to due process under the law for each student. The nature of the violation determines the due process that school officials follow.

DUE PROCESS RIGHTS FOR STUDENTS CHARGED WITH POSSESSION OF A DANGEROUS WEAPON, POSSESSION OF A CONTROLLED SUBSTANCE, ASSAULT ON SCHOOL STAFF AND/OR STUDENTS WHO HAVE BEEN CHARGED WITH OR CONVICTED OF A FELONY (M.G.L. c. 71, §37H and M.G.L. c. 71, §37H ½).

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 or designee determines that the student will be suspended from school, the student’s parent(s)/guardian(s) will be notified by telephone and in writing.

Long Term Disciplinary Sanctions: Prior to the imposition of any disciplinary sanction that might result in the student’s suspension from school for more than ten (10) consecutive school days or expulsion, the parents/guardians 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, a written decision will be issued. The parent(s)/guardian(s) will have the right to appeal any decision imposing a long term suspension or expulsion from school to the Superintendent. 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, §37H ½ , 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 and M.G.L. c. 71, §37H ½.

DUE PROCESS RIGHTS FOR STUDENTS CHARGED WITH OTHER VIOLATIONS (M.G.L. c. 71, §37H ¾ )

Notice and principal’s meeting:

For any suspension under this section, the principal or a designee shall provide notice of the charges and the reason for the suspension or expulsion to the parent(s)/guardian(s) in English and the primary language spoken in the student’s home. The student shall receive written notice of the charges and the opportunity to meet with the principal or designee to discuss charges and reasons for the suspension and/or exclusion prior to suspension/exclusion taking effect.

The principal or designee shall make reasonable efforts to notify the parent orally of the opportunity to attend the hearing. The meeting may take place without the student’s parent(s)/guardian(s) so long as if the principal has sent written notice and has documented at least two (2) attempts to contact the parent in the manner specified by the parent for emergency notification.

The purpose of the principal’s hearing is to hear and consider information regarding the alleged incident for which the student may be suspended, provide the student an opportunity to dispute the charges and explain the circumstances surrounding the alleged incident, determine if the student committed the disciplinary offense, and if so, the consequences for the infraction.

The principal shall determine the extent of the rights to be afforded the student at a disciplinary hearing based on the anticipated consequences for the disciplinary offense.

Short-term Suspension

The principal shall discuss the disciplinary offense, the basis for the charge, and any other pertinent information. The student also shall have an opportunity to present information, including mitigating facts, that the principal should consider in determining whether other remedies and consequences may be appropriate. The principal shall provide the parent, if present, an opportunity to discuss the student's conduct and offer information, including mitigating circumstances, that the principal should consider in determining consequences for the student.

Based on the available information, including mitigating circumstances, the principal shall determine whether the student committed the disciplinary offense, and, if so, what alternative remedy or consequence will be imposed.

When deciding the consequences for the student, the principal, headmaster, superintendent or person acting as a decision-maker shall consider ways to re-engage the student in the learning process; and shall not suspend or expel a student until alternative remedies have been employed and their use and results documented, following and in direct response to a specific incident or incidents, unless specific reasons are documented as to why such alternative remedies are unsuitable or counter-productive, and in cases where the student’s continued presence in school would pose a specific, documentable concern about the infliction of serious bodily injury or other serious harm upon another person while in school. Alternative remedies may include, but shall not be limited to: (i) mediation; (ii) conflict resolution; (iii) restorative justice; and (iv) collaborative problem solving.

The principal shall notify the student and parent of the determination and the reasons for it, and, if the student is suspended, the type and duration of suspension and the opportunity to make up assignments and such other school work as needed to make academic progress during the period of removal. The determination shall be in writing and may be in the form of an update to the original written notice.

Long Term Suspension

In addition to the rights afforded a student in a short-term suspension hearing, the student shall also have the opportunity to review the student's record and the documents upon which the principal may rely in making a determination to suspend the student or not; the right to be represented by counsel or a lay person of the student's choice, at the student's/parent's expense; the right to produce witnesses on his or her behalf and to present the student's explanation of the alleged incident, but the student may not be compelled to do so; the right to cross-examine witnesses presented by the school district; the right to request that the hearing be recorded by the principal, and to receive a copy of the audio recording upon request. If the student or parent requests an audio recording, the principal shall inform all participants before the hearing that an audio record will be made and a copy will be provided to the student and parent upon request.

If present, the Parent shall have an opportunity to discuss the student's conduct and offer information, including mitigating circumstances, that the principal should consider in determining consequences for the student.

Based on the evidence, the principal shall determine whether the student committed the disciplinary offense, and, if so, after considering mitigating circumstances and alternatives to suspension, what alternative remedy or consequence will be imposed, in place of or in addition to a long-term suspension.

When deciding the consequences for the student, the principal, headmaster, superintendent or person acting as a decision-maker shall consider ways to

re-engage the student in the learning process; and shall not suspend or expel a student until alternative remedies have been employed and their use and results documented, following and in direct response to a specific incident or incidents, unless specific reasons are documented as to why such alternative remedies are unsuitable or counter-productive, and in cases where the student’s continued presence in school would pose a specific, documentable concern about the infliction of serious bodily injury or other serious harm upon another person while in school. Alternative remedies may include, but shall not be limited to: (i) mediation; (ii) conflict resolution; (iii) restorative justice; and (iv) collaborative problem solving.

The principal shall send the written determination to the student and parent by hand-delivery, certified mail, first-class mail, email to an address provided by the parent for school communications, or any other method of delivery agreed to by the principal and the parent.

If the student is suspended for more than 10 days for a single infraction or for more than 10 days cumulatively for multiple infractions in any school year, the notice will include written notification of the right to appeal to the Superintendent and the process for appealing in English and the primary language spoken in the student’s home. No student will be suspended for greater than 90 days, beginning on the first day the student is removed from the building.

Emergency Removal:

The principal may remove a student from school temporarily when a student is charged with a disciplinary offense and the continued presence of the student poses a danger to persons or property, or materially and substantially disrupts the order of the school, and, in the principal's judgment, there is no alternative available to alleviate the danger or disruption. The principal shall immediately notify the superintendent in writing of the removal and the reason for it, and describe the danger presented by the student. The temporary removal shall not exceed two (2) school days following the day of the emergency removal.

In the event of an emergency removal, the principal shall make immediate and reasonable efforts to orally notify the student and the student's parent of the emergency removal, the reason for the need for emergency removal. The principal shall provide written notice to the student and parent as provided above, and provide the student an opportunity for a hearing with the principal as provided above, and the parent an opportunity to attend the hearing, before the expiration of the two (2) school days, unless an extension of time for hearing is otherwise agreed to by the principal, student, and parent.

The principal shall render a decision orally on the same day as the hearing, and in writing no later than the following school day, which meets the requirements as described above.

In the event of an emergency removal from school, the principal will not release the student until adequate provisions have been made for the student's safety and transportation.

Superintendent’s hearing:

The parent(s)/guardian(s) shall have 5 calendar days following the effective date of the suspension or expulsion to submit a written request for an appeal to the Superintendent but may be granted an extension of time of up to 7 calendar days. If the appeal is not timely filed, the superintendent may deny the appeal, or may allow the appeal in his or her discretion, for good cause.

The Superintendent will hold a hearing with the student and the parent(s)/guardian(s) within 3 school days or the student’s request for an appeal. The time may be extended up to 7 calendar days if requested by the parent(s)/guardian(s). The Superintendent’s hearing may proceed without the parent(s)/guardian(s) if a good faith effort was made to include parent(s)/guardian(s). The superintendent shall be presumed to have made a good faith effort if he or she has made efforts to find a day and time for the hearing that would allow the parent and superintendent to participate. The superintendent shall send written notice to the parent of the date, time, and location of the hearing.

At the hearing, the superintendent shall determine whether the student committed the disciplinary offense of which the student is accused, and if so, what the consequence shall be. Students shall have all of the rights afforded to students at the principal’s hearing for long-term suspension. The Superintendent will issue a written decision within 5 calendar days of the hearing. If the superintendent determines that the student committed the disciplinary offense, the superintendent may impose the same or a lesser consequence than the principal, but shall not impose a suspension greater than that imposed by the principal's decision. The Superintendent’s decision is the final decision of the district.

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 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, generally, 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.

2. 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 ten (10) cumulative

school days in a given school year, building administrators, the parents/guardians 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). 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 to provide him/her with a free appropriate public education during the period of exclusion.

3. If building administrators, the parents/guardians 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 team 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.

4. If building administrators, the parents/guardians, 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/guardians consent to, a new placement, or unless the District obtains an order form 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 the student’s IEP, and modify as appropriate, any existing behavioral intervention plan or arrange for a functional behavioral assessment.

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 placement (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.

Bullying Prevention

The School Committee is committed to providing a safe, positive and productive educational environment where students can achieve the highest academic standards. No student shall be subjected to harassment, intimidation, bullying, or cyber-bullying.

"Bullying" is the repeated use by one or more students or school staff members of a written, verbal, or electronic expression, or a physical act or gesture, or any combination thereof, directed at a target that:

· causes physical or emotional harm to the target or damage to the target´s property;

· places the target in reasonable fear of harm to him/herself, or of damage to his/her property;

· creates a hostile environment at school for the target;

· infringes on the rights of the target at school; or

· materially and substantially disrupts the education process or the orderly operation of a school.

"Cyber-bullying" means 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 the creation of a web page or blog in which the creator assumes the identity of another person or knowingly impersonates another person as author of posted content or messages, if the creation or impersonation creates any of the conditions enumerated in 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 definition of bullying.

Bullying and cyber-bullying may occur in and out of school, during and after school hours, at home and in locations outside of the home. When bullying and cyber-bullying are alleged, the full cooperation and assistance of parents and families are expected.

For the purpose of this policy, whenever the term bullying is used it is to denote either bullying, or cyber-bullying.

Bullying is prohibited:

· On school grounds;

· On property immediately adjacent to school grounds;

· At school-sponsored or school-related activities;

· At functions or programs whether on or off school grounds

· At school bus stops;

· On school buses or other vehicles owned, leased or used by the school district; or,

· Through the use of technology or an electronic device owned, leased or used by the school district;

Bullying and cyber-bullying are 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 the school district if the act or acts in question:

· create a hostile environment at school for the target;

· infringe on the rights of the target at school; and/or

· materially and substantially disrupt the education process or the orderly operation of a school.

Prevention and Intervention Plan

The Superintendent and/or his/her designee shall oversee the development of a prevention and intervention plan, in consultation with all district stakeholders, which may include teachers, school staff, professional support personnel, school volunteers, administrators, community representatives, local law enforcement agencies, students, parents and guardians, consistent with the requirements of this policy, as well as state and federal laws. The bullying prevention and intervention plan shall be reviewed and updated at least biennially.

The Principal is responsible for the implementation and oversight of the bullying prevention and implementation plan within his or her school.

Reporting

Students, who believe that they are a target of bullying, observe an act of bullying, or who have reasonable grounds to believe that these behaviors are taking place, are obligated to report incidents to a member of the school staff. The target shall, however, not be subject to discipline for failing to report bullying.

Each school shall have a means for anonymous reporting by students of incidents of bullying. No formal disciplinary action shall be taken solely on the basis of an anonymous report.

Any student who knowingly makes a false accusation of bullying shall be subject to disciplinary action.

Parents or guardians, or members of the community, are encouraged to report an incident of bullying as soon as possible.

A member of a school staff shall immediately report any instance of bullying the staff member has witnessed or become aware of to the school principal or their designee.

Investigation Procedures

The Principal or their designee, upon receipt of a viable report, shall promptly contact the parents or guardians of a student who has been the alleged target or alleged perpetrator of bullying. The actions being taken to prevent further acts of bullying shall be discussed.

The school Principal or a designee shall promptly investigate the report of bullying, using a Bullying/Cyber-bullying Report Form which may include interviewing the alleged target, alleged perpetrator, staff members, students and/or witnesses.

Support staff shall assess an alleged target´s needs for protection and create and implement a safety plan that shall restore a sense of safety for that student.

Confidentiality shall be used to protect a person who reports bullying, provides information during an investigation of bullying, or is witness to or has reliable information about an act of bullying.

If the school Principal or a designee determines that bullying has occurred he/she shall take appropriate disciplinary action and if it is believed that criminal charges may be pursued against the perpetrator, the principal shall consult with the school´s resource officer and the Superintendent to determine if criminal charges are warranted. If it is determined that criminal charges are warranted, the local law enforcement agency shall be notified.

The investigation shall be completed within fourteen school days from the date of the report. The parents or guardians shall be contacted upon completion of the investigation and informed of the results, including whether the allegations were found to be factual, whether a violation of this policy was found, and whether disciplinary action has or shall be taken. At a minimum the Principal or his/her designee shall contact the parents or guardians as to the status of the investigation on a weekly basis.

Disciplinary actions for students who have committed an act of bullying or retaliation shall be in accordance with district disciplinary policies.

Each school shall document any incident of bullying that is reported per this policy and a file shall be maintained by the Principal or designee. A monthly report shall be provided to the Superintendent.

Confidentiality shall be maintained to the extent consistent with the school's obligations under law.

Retaliation

Retaliation against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying, shall be prohibited.

Target Assistance

The school district shall provide counseling or referral to appropriate services, including guidance, academic intervention, and protection to students, both targets and perpetrators, affected by bullying, as necessary.

Training and Assessment

Annual training shall be provided for school employees and volunteers who have significant contact with students in preventing, identifying, responding to, and reporting incidents of bullying.

Age-appropriate, evidence-based instruction on bullying prevention shall be incorporated into the curriculum for all K to 12 students.

Publication and Notice

Annual written notice of the relevant sections of the bullying prevention and intervention plan shall be provided to students and their parents or guardians, in age-appropriate terms.

Annual written notice of the bullying prevention and intervention plan shall be provided to all school staff. The faculty and staff at each school shall be trained annually on the bullying prevention and intervention plan applicable to the school.

Relevant sections of the bullying prevention and intervention plan relating to the duties of faculty and staff shall be included in the school employee handbook.

The bullying prevention and intervention plan shall be posted on the school district website.

Notification of Rights Under FERPA

The Family Educational Rights and Privacy Act (FERPA) affords parents/guardians and students over 18 years of age (“eligible students”) certain rights with respect to the student’s education records.

These rights are:

The right to inspect and review the student’s educational records within 45 days of the day the School 38 receives a request for access. Parent/guardians or eligible students should submit to the School principal a written request that identifies the record(s) they wish to inspect. The School official will make arrangements for access and notify the parent/guardian or eligible student of the time and place where the records may be inspected.
The right to request the amendment of the student’s education records that the parent/guardian or eligible student believes are inaccurate. Parents/guardians or eligible students may ask the School to amend a record that they believe is inaccurate. They should write the School principal, clearly identify the part of the record they want changed, and specify why it is inaccurate. If the School decides not to amend the record as requested by the parent/guardian or eligible student, the School will notify the parent/guardian or eligible student of the decision and advise them of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent/guardian or eligible student when notified of the right to a hearing.
The right to consent to disclosures of personally identifiable information contained in the student’s education records, except to the extent that FERPA authorizes disclosure without consent.
One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. A school official is a person employed by the School as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel): a person serving on the School Board; a person or company with whom the School has contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); or a parent/guardian or student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks.
A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.
Upon request, the school discloses education records without consent to officials of another school district in which a student seeks or intends to enroll.

The right to file a complaint with the U.S. Department of Education concerning alleged failures by Westport Middle High School to comply with the requirements of FERPA. The name and address of the Office that administers FERPA are:

Family Policy Compliance Office

U.S. Department of Education

400 Maryland Avenue,

SW Washington, DC 20202-4605

Non-Custodial Parent Guardian Rights

As required by G.L.Ch. 71, § 34H, a non-custodial parent/guardian may have access to the student record in accordance with law and Department of Education Regulations. The school district will follow the law and the attachments recommended by the Massachusetts Department of Education to standardize the process by which public schools provide student records to parents/guardians who do not have physical custody of their children (“non-custodial parent/guardians”). The implementation of this policy will hopefully encourage parents/guardians to be involved in and informed about the education of their children, while protecting the rights and safety of all parties.

Rights Under the Protection of Pupil Rights Amendment (PPRA)

PPRA affords parents/guardians and students who are 18 or emancipated minors (eligible students) certain rights regarding our conduct of surveys, collection and use of information for marketing purposes, and certain physical exams.

These include the right to: Consent before students are required to submit to a survey that concerns one or more of the following protected areas (“protected information survey”) if the survey is funded in whole or in part by a program of the U.S. Department of Education (ED) –

Political affiliations or beliefs of the student or student’s parent/guardian; ∙ Mental or psychological problems of the student or student’s family;
Sex behavior or attitudes;
Illegal, anti-social, self-incriminating, or demeaning behavior;
Critical appraisals of others with whom respondents have close family relationships;
Legally recognized privileged relationships, such as with lawyers, doctors, or ministers;
Religious practices affiliations, or beliefs of the student or parent/guardians; or
Income, other than as required by law to determine program eligibility. Receive notice and an opportunity to opt a student out of any other protected information survey, regardless of funding;
Any non-emergency, invasive physical exam or screening required as a condition of attendance, administered by the school or its agent, and not necessary to protect the immediate health and safety of a student, except for hearing, vision, or scoliosis screenings, or any physical exam or screening permitted or required under State law; and
Activities involving collection, disclosure, or use of personal information obtained from students for marketing or to sell or otherwise distribute the information to others. Inspect, upon request and before administration or use
Protected information surveys of students;
Instruments used to collect personal information from students for any of the above marketing, sales, or other distribution purposes; and
Instructional material used as part of the educational curriculum.

Parent/guardians/eligible students who believe their rights have been violated may file a complaint with:

Family Policy Compliance Office

U.S. Department of Education

400 Maryland Avenue,

SW Washington, D.C. 20202-4605

Westport Community Schools

Family-School Compact

Westport Community Schools and the families of the students participating in activities, services, and programs funded by Title I, Part A of the Every Student Succeeds Act (ESSA), agree that this compact outlines how families, the entire school staff, and students will share the responsibility for improving student academic achievement and the means by which the school and families will build and develop a partnership that will help students achieve the State’s high standards.

This compact is in effect during the school year 2025-2026.

School Responsibilities

Westport Community Schools will provide:

High-quality curriculum and instruction in a supportive and effective learning environment that enables the participating students to meet the State’s student academic achievement standards as follows:
1. Employing highly-qualified staff
2. Using research-based high-quality curricula and instructional materials
3. Providing support and interventions to students based on data-analysis
4. Providing professional development in content and pedagogy to support this work

Opportunities for family/guardian-teacher conferences (at least annually in elementary schools) during which this compact will be discussed as it relates to the individual student’s achievement. Specifically, those conferences will be held: after Term 1, mid-year, and by appointment.

Reports to families/guardians on their students’ progress. Specifically, the school will provide reports as follows:
1. Two progress reports and two report cards at the MAC
2. Three progress reports and three report cards at the WES
3. Four progress reports and four report cards at the WMHS
4. Staff will provide additional updates as required or needed

Accessible forms of communication with staff for families/guardians. Specifically, staff will be available for consultation with families/guardians as follows:

At school Open Houses and Family-Teacher Conference sessions
Via email and telephone
At other school events that are curriculum related
At Family-School meetings as required or needed

5. At least one meeting of families/guardians of participating students annually at a convenient time and location, offering multiple meetings and opportunities for multiple languages, if necessary, at which the school will inform families/guardians of the school’s participation in Title I and the requirements of Title I, including family engagement requirements.

This meeting will take place during each school’s Orientation this year.
A mid-year meeting will be held at each school.
Additionally, a virtual meeting will be held.

6. Opportunities for families/guardians to volunteer and participate in their student’s classes, and to observe classroom activities, as follows:

As agreed to by classroom teachers and family volunteers

7. Organized, ongoing, and timely systems for families/guardians to be actively involved in the planning, implementation, and review of programs including but not limited to family engagement policies and the development of any schoolwide program plans.

School Council Meetings and PTO Meetings
Other Task Forces that are created for specific purposes

8. Information to families/guardians of participating students in an understandable and uniform format, including alternative formats, upon the request of families/guardians with disabilities, and, to the extent practicable, in a language families/guardians can understand.

We are using the “smore” application to inform families in a user-friendly style that is translatable.
Staff will reach out to those families who need extra support in understanding notices.

9. Information to families/guardians of participating students about Title I, Part A programs that include a description and explanation of the school’s curriculum, the forms of academic assessment used to measure student's progress, and the proficiency levels students are expected to meet.

This information will be delivered in a Smores newsletter specifically focused on Title I, our curriculum and our academic assessment measure.

10. Opportunities for regular meetings for families/guardians to formulate suggestions and to participate, as appropriate, in decisions about the education of their students. The school will respond to any such suggestions as soon as feasible. We will provide timely notice to each family/guardian when their student has been assigned or has been taught for four (4) or more consecutive weeks by a teacher who has not met state licensure requirements.

Family Responsibilities

We, as a family/guardian, will support our student’s learning in the following ways:
● Ensuring attendance.
● Tracking and supporting the completion of assignments.
● Supporting my student’s school and/or classroom.
● Participating in decisions related to my student’s education.
● Staying informed about my student’s education by promptly addressing all notices from the school or the school district and responding, as appropriate.

Student Responsibilities

We, as students, will share the responsibility to improve our academic achievement
and achieve the State’s high standards. Specifically, we will:

● Complete my assignments and ask for help when I need to.
● Share my progress and struggles with my family or caregiver
● Share all notices and information that I receive from my school with my
family/guardian every day.

________________________________________________________ _______________________________

Signature of School Representative Date

________________________________________________________ _______________________________

Signature of Family Member/Guardian Date

________________________________________________________ _______________________________

Signature of Student Date