On behalf of the faculty, support staff and administration, I would like to take this opportunity to welcome you to Beverly High School. This handbook has been developed to provide information on regulations and student activities enabling readers to become better-informed school citizens.
Beverly High School thrives on the active participation of all its members through intellectual pursuits and/or the rewarding involvement in co-curricular or extra-curricular programs. At BHS, you will have the opportunity to reach your full potential as a student.
Students are an important part of our educational community. Through Class Officers, the Student Government, Site Council,Student Advisors to the Beverly School Committee, and School Council, student opinion can help shape our school climate and promote constructive change. School activities have been created to help students to develop their interests and talents and add to a positive school culture. Do your part to make Beverly High School the best it can possibly be.
This is your school, a place where you will spend four very important years, years that will never again be duplicated. Take this opportunity to get involved in challenging and worthwhile activities.
Ms. Elizabeth Taylor
Beverly High School
Vision of the Graduate
Beverly High School graduate is a problem solver who thinks critically and communicates effectively.
The graduate exhibits responsibility and empathy in attitude and behavior.
The graduate understands the importance of inclusivity and community engagement.
All educational and non-academic programs, activities and employment opportunities at Beverly Public Schools are offered without regard to race, color, sex, religion, national origin, ethnicity, sexual orientation, gender identity, homelessness, age and/or, disability, and any other class or characteristic protected by law.
Elizabeth Taylor, Principal
Julie Andrew, Administrative Assistant
Annmarie Matney, Administrative Assistant
Mark Thomas, Asst. Principal
Laurie Megrath, Administrative Assistant
Julie Ferrara, Asst. Principal
Andrea Burgess, Administrative Assistant
Phillip Coddaire, Asst. Principal
Sandra Dalton, Administrative Assistant
Michelle Burke, Guidance Counselor
Jessica Bushee, Guidance Counselor
Danielle DiCarlo, Guidance Counselor
Tina Grasso, Guidance Counselor
Melinda Loosian, Guidance Counselor
Sharon Dowdell, Guidance Secretary
Lori Quill, Registrar
Nicole Bonneau, Adjustment Counselor
Helen Gorman, Adjustment Counselor
Lauren Park, Adjustment Counselor
Shawn Huth, Adjustment Counselor
Kim Pappas, Nurse
Mandy McCormack, Nurse
Daniel Keefe, Athletic Director
Mary Morency, Administrative Assistant
REGULAR BELL SCHEDULE
ADVISORY BELL SCHEDULE
TABLE OF CONTENTS
ACADEMICSAcademics/School Wide Rubrics. . . . . . . . . . . . . . . . . . . . . . . . . . 10-18
Acceptable Use of Technology Policy . . . . . . . . . . . . . . . . . . . . .. 72-79
Activities and Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Alcohol/Drug Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Attendance Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26-30
Backpack Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Bell Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Cafeteria & Lunch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40/55
Care of School Property . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Central Office Directory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Cheating/Plagiarism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-9
Chemical Health Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Conduct at Athletic Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23-24
Conferences & Extra Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Dance Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Detention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Directory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 5
Discrimination/Harassment Policies . . . . . . . . . . . . . . . . . . . . . . . 56-66
District Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Dress Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Electronic Device Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Eligibility Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22-23
Expulsion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36-39
Field Trips/Foreign Exchange . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Fire Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Hazing Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67-68
Health Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Homework Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46-48
Honor Roll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Incident Reports. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48-49
Lockers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49-50
MIAA Sportsmanship Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
National Honor Society Selection Process. . . . . . . . . . . . . . . . . . . 20-21
Non-Custodial Parent Information . . . . . . . . . . . . . . . . . . . . . . . . 69-71
Parking Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 50-51
Prohibition Against Use of Tobacco by Students . . . . . . . . . . . . . 68-69
Release of Student Information – Military/College/University. . . 80
Safety Plan/School Restraining Order . . . . . . . . . . . . . . . . . . . . . . 51
Schedule Change/Drop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Searches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49-50
Student Conduct & Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . 31-35
Student Publications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Student Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Suspensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35-36
Violence Prevention Hotline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Working Papers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
The majority of information concerning graduation requirements, levels of courses, weighted and unweighted G.P.A. scale can be found on pages 10 to 14 of the Program of Studies. If you do not have a Program of Studies booklet, please see your Guidance Counselor or refer to the school website; bhsonline.org.
Beverly High School uses standards based grading. Standards-based grading is a way to report what students actually know and how well they can demonstrate their learning of state content standards and learning outcomes.
Formative assessments provide practice in skills with the goal of mastering concepts with timely feedback from the teacher on what needs further work so students can improve before the next assessment on the concepts. In all departments, formative assignments will count for 20% of a student’s overall grade each quarter.
Summative assessments measure the student's level of understanding of the standard or skill that has been taught and practiced. Teachers design summative assessments in a variety of forms from paper and pencil tests to research projects. In all departments, summative assignments will count for 80% of the student’s grade.
Retakes/Redos – In standards based grading, new evidence of learning replaces old evidence of learning. Students are encouraged to achieve proficiency in the standards and skills that are taught. Students can retake/redo formative assignments in all classes, and the better grade will be recorded. Teachers will provide details on their retake/redo policy, including the requirements and deadlines in the course description. The individual teacher may determine whether or not a summative assignment may be retaken and will state their policy in the course description.
Any assignment that has not been completed by the end of a quarter is assigned a 50. Any assignment that is plagiarized receives a 0. If a student does not take a midterm or final, they will receive a 0 for their grade.
The school year consists of two semesters. Each semester contains two marking periods, for a total of four quarters for the year. Halfway through each quarter, online progress reports are issued to students. Report cards are issued online at the end of each quarter.
Achievement grades are given to students on their report cards at the end of each quarter. These grades reflect the overall evaluation of class contribution based on teacher criteria as explained in course expectations given to students at the start of the semester. Achievement grades are measured with letter grades A+, A, A-, B+, B, B-, C+, C, C-, D+, D and D- and F. Other letters contained in achievement records are:
A - Absent
T - Tardy
D - Dismissed
FA-Failed due to absence. (equals a 59)
M- Medical ( Must be approved by school administration)
SBA - School Based Activity
E- for excused to any of the above mentioned attendance codes
Grading Scale Chart
100 – 97
96 – 93
92 – 90
89 – 87
86 – 83
82 – 80
79 – 77
76 – 73
72 – 70
69 - 67
66 - 63
62 - 60
59 – 50
If a student receives a grade of “incomplete,” it is his/her responsibility to arrange for and make up all work within four weeks after the close of the marking period or a grade of “failing” will be recorded for that period. A grade of “incomplete” cannot be credited toward interscholastic eligibility.
It is the responsibility of a student to continue attending class/classes until all paperwork has been completed and approved by guidance before terminating attendance at the class for which is intended to be dropped. Failure to do so may result in detentions or a suspension.
CHEATING/PLAGIARISM - ACADEMIC INTEGRITY
Plagiarism and cheating demonstrate a lack of integrity that is inconsistent with the values of Beverly High School. Students are expected to understand that dishonesty on homework, tests, and papers is a serious matter. Because plagiarism and cheating can also interfere with a student's academic growth, teachers may not be able to provide the effective and appropriate feedback necessary for the student to reach his or her academic potential. Plagiarism is copying or adopting any part of another person's work and presenting it as one's own.
Forms of plagiarism include, but are not limited to, the following:
Cheating is the attempt to gain an advantage through unethical means. Forms of cheating include, but are not limited to, the following:
Consequences of plagiarism and/or cheating:
Beverly High School publishes an Honor Roll each quarter of those students who have maintained the following qualifications:
All courses will count for the purpose of determining Honor Roll. Please note that GPA and Class Rank are not impacted by Honor Roll qualification.
ORAL COMMUNICATION RUBRIC
Working Toward Expectations (1)
No Evidence (0)
Surpasses expected information about topic.
Includes expected information about topic.
Includes some information about topic.
Includes little to no information about topic.
Does not include any relevant information.
Entirely organized and easy to follow; includes a variety of transition
Organized and easy to follow; attempts to use transitions.
Parts are organized and easy to follow; does not use transitions.
Disorganized and difficult to follow.
Does not follow assignment format.
Includes sophisticated vocabulary words; most to all used correctly.
Includes adequate vocabulary for topic; includes few mistakes.
Includes some relevant vocabulary; includes some mistakes.
Several mistakes in vocabulary; little relevant vocabulary used.
Does not include any relevant vocabulary.
Grammar is fundamentally solid and does not interfere with communication
Few grammatical or usage errors that do not interfere with communication
Many grammatical errors that may interfere with communication.
Errors are so severe that they interfere with communication.
Does not include any appropriate grammar structures.
Pronunciation or Sign Quality (ASL)
Pronunciation, rate, volume, and/or precision (ASL) are appropriate for target language.
Few errors; errors do not interfere with comprehensibility.
Many errors; little interference with comprehensibility.
Barely comprehensible for the target language.
Independently follows directions and uses tools to accurately and independently gather data.
Creates well-organized data tables and graphs independently and effectively
Follows directions; uses tools to gather data with minimal assistance.
Creates well organized data tables and graphs with support.
Uses tools to gather most of the data.
Creates data table with support.
Has difficulty following directions and needs help in gathering data.
Has difficulty creating and organizing data.
Effectively judges the quality of the data, draws insightful relationships, explains inconsistencies and accurately assesses the relevance of the data.
Makes reasonable interpretations and relationships, and accurately assesses the relevance of the data.
Demonstrates limited ability to interpret and show relationships among data.
Does not demonstrate the ability to make interpretations and show relationships.
OPEN RESPONSE RUBRIC
Working Toward Expectations (1)
Response demonstrates exceptional understanding of topic.
Explains extensive, relevant supporting evidence.
Response demonstrates solid understanding of topic.
Explains sufficient, relevant supporting evidence.
Response demonstrates partial understanding of topic.
Uses minimal or vague supporting evidence.
Response demonstrates little understanding of topic.
Uses irrelevant supporting evidence.
Has a logical and cohesive progression.
Contains few to no grammatical errors.
Has a mostly logical and cohesive progression.
Contains only minor grammatical errors.
Progression of ideas is disconnected.
May contain major grammatical errors that may cause interference with communication.
Progression of ideas is difficult to follow.
May contain severe grammatical errors that cause interference with communication.
COMMUNICATES EFFECTIVELY THROUGH A VARIETY OF MEDIA
Working Toward Expectations (1)
Writing consistently establishes and maintains a thorough understanding of concepts and assignment. Uses appropriate tone addressing audience. Draws conclusions through evaluation of thesis.
Writing adequately establishes and demonstrates a proficient understanding of concepts and assignment. Uses appropriate tone addressing audience. Draws adequate conclusion.
Writing demonstrates a minimal understanding of concepts and assignment. Occasionally uses appropriate tone addressing audience. Occasionally uses appropriate tone. Draws weak conclusion.
Writing lacks purpose and understanding of concepts and assignment. Rarely uses appropriate tone addressing audience. Rarely demonstrates control of thesis. Conclusion is lacking.
Content/ Use of evidence
Contains extensive and relevant details with examples to support topic. Explains evidence effectively. Directly and relevantly cites sources.
Contains sufficient and effective details with examples to support topic. Generally cites sources.
Contains few details or examples to support topic. Infrequently cites sources.
Lacks relevant details and examples to support topic. Does not cite source.
Progression of ideas is logical and transitions are evident. Format is appropriate for assignment.
Progression of ideas is somewhat logical and transitions are generally evident. Introduction, body, conclusion and format are good.
Progression of ideas has major inconsistencies in unity and/or coherence and transitions are poor. Format is fair for the assignment.
Progression of ideas is difficult or impossible to follow and transitions are missing. Format for the assignment is lacking.
Usage & Mechanics
There are few, if any, grammatical or usage errors relative to length and complexity.
There are some errors but writing is fundamentally solid and errors do not interfere with communication.
Writing has many errors and errors begin to interfere with communication.
Writing is filled with errors and errors are so severe that they interfere with communication.
READ, UNDERSTAND AND INTERPRET MATERIALS
Working Toward Expectations (1)
Demonstrates a strong reading vocabulary and an understanding of word relationships.
Demonstrates a satisfactory reading vocabulary and an understanding of word relationships.
Demonstrates a modest reading vocabulary and a partial understanding of word relationships.
Has a basic reading vocabulary and an elementary understanding of word relationships.
Comprehension & Understanding
Demonstrates thorough and insightful comprehension of the text (including concrete and abstract concepts, connecting complex meanings in texts, etc.) by understanding the full message including subtleties of the text.
Demonstrates sufficient and accurate understanding of the text (including concrete and abstract concepts, connecting complex meanings in texts, etc.) The reader gets the main message, but may not understand the subtleties of the text.
Demonstrates an insufficient and unclear comprehension of the text. The reader may understand bits of the message, but not get the entire message.
Demonstrates and inadequate and/or inaccurate comprehension of the text. The reader does not understand the message.
Interpretation & Evaluation
Can critically analyze and make insightful judgments about the text. Provides thorough support of the judgment.
Can analyze and make accurate judgments about the text. Provides sufficient support for the judgment.
Has difficulty analyzing text. Makes confusing or unclear judgments about the text and provides insufficient support for the judgment.
Cannot analyze the text. Makes inaccurate or biased judgment about the text and provides inadequate support for the judgment.
ARTISTIC AND CREATIVE EXPRESSION
Working Toward Expectations (1)
Plan and Revise
Multiple solutions and revisions, effort at exploring multiple ideas in plan. Responds to feedback and incorporates own ideas
Plans more than one idea, well thought out, responds to feedback, develops alternatives
One idea with some effort in problem solving. Responds to feedback with little success, lacks alternatives
One idea that shows little effort. Unable to use feedback to improve work or develop alternatives
Rich exploration of persona ideas, originality, imagination
Personal expression and some depth of thought and imagination
Personal expression but lacks depth and/or development
Insufficient development in ideas. Images may be trite or cliché
Risk taking and/or addresses complex visual ideas in composition/form. Successfully uses and understands use of elements and principals.
Some success with composition, form. Some exploration of visual ideas, some use and understanding of elements and principals. (Uses at least 2)
Solution simplistic in composition and form. Shows limited understanding and use of elements and principals. (may not identify all)
Compositions are poorly considered. Little to no consideration to elements and principals
Consistently high quality of technical skills. Exceeds assignment objective, expressive quality or multiple works. Risk taking
Successful engagement with most aspects of technical skill for media. Fulfills assignment objectives with personal solutions
Simplistic use of technical skill with media. May be missing some assignment objectives
Poor quality of technical skill in media. Work done rapidly or unfinished. Limited or missing assignment objectives.
Has an advanced knowledge of terms and vocabulary
Has an excellent knowledge of terms and vocabulary
Has a beginning knowledge of terms and vocabulary
Has limited knowledge of terms and vocabulary
OBTAIN, EVALUATE, ANALYZE AND APPLY DATA
Working Toward Expectations (1)
Obtain and Display Data
Independently follows directions and uses tools to accurately and independently gather data.
Creates well- organized data tables and graphs independently and effectively.
Students demonstrate ability to identify correct tools, accurately obtain data using appropriate units
Student does not always use tools or units appropriately
Student has difficulty using tools or units appropriately
Student uses a variety of means to group data and draw insightful relationships
Student organizes information and makes reasonable interpretations and relationships
Student demonstrates limited ability to organize information and make interpretations and relationships
Student is unable to organize information and make interpretations
Student accurately judges the quality of the data and explains any inconsistencies
Student assesses the accuracy and relevance of the data
Student demonstrates limited ability to assess the accuracy and relevance of the data
Student is unable to identify and access without assistance
Student uses data to draw and generalized conclusions and can apply to various problems
Student uses data to draw appropriate conclusions and can apply to various problems
Student demonstrates limited ability to draw appropriate conclusions
Student is unable to apply data or draw conclusions
DIGITAL MEDIA/TECHNOLOGY RUBRIC
Working Toward Expectations (1)
Demonstrates powerful creativity to create and employ unique effects and uses them artistically and effectively to enhance the story and set the scene.
Demonstrates creative effects that effectively enhance the story and set the scene.
Demonstrates limited creativity and/or effort in creating sounds.
Demonstrates minimal creativity and/or effort in creating sounds.
Writes a creative, unique story/script that draws the interest of listeners.
Writes a complete story/script and demonstrates good effort to be creative and unique.
Writes an incomplete story with limited effort.
Production and Delivery
Went above and beyond requirements to record and perform the story creatively with both technology and in the performance.
Performed and recorded story in its entirety and followed directions.
Failed to give a full performance and/or recording or did not include all members.
Performance and/or recording was monotone and boring.
Voice and body language generate a strong sense of feeling and emotion about the topic in others which generated high levels of engagement.
Voice and body language sometimes generate a strong sense of feeling and emotion about the topic in others.
Voice and body language are used to try to generate feeling and emotion, but seem somewhat faked.
Voice and body language does not generate a sense of feeling or emotion. Did not generate much interest in topic being presented.
All work used (story, images and music) seems original and an effort has been made to copyright issues (Listing sources of the story and multimedia within the story)
Most of the work used (story, images and music) seems original and little effort has been made to address copyright issues. (Listing sources of the story and multimedia within the story)
Some of the work used
(story, images and music) seems original and little effort has been made to address copyright issues. (Listing sources of the story and multimedia within the story)
None of the work used (story, images and music) seems original and no effort has been made to address copyright issues. (Listing sources of the story and multimedia within the story)
Working Toward Expectations (1)
Understanding/ Identify Problem
The solution shows that the student has broad understanding of the problem and the major concepts necessary for its solution. The solution addresses all of the components presented in the task.
The solution is mostly complete indicating minor parts of the problem are not understood completely. The solution addresses most, but not all of the applicable components are presented in the task.
The solution is incomplete indicating parts of the problem are not understood. The solution addresses some, but not all of the applicable components are presented in the task.
There is no solution, or the solution has no relationship to the task. Inappropriate concepts are applied and/or none of the components are presented in the task.
Uses a strategy that leads to a solution of the problem utilizing appropriate tools and information gathered.
Uses a strategy that is mostly useful, leading some way toward a solution, but not to a full solution of the problem. Some evidence of logical reasoning.
Uses a strategy that is incomplete or pertains to similar problems but will not lead toward a complete solution of the problem. Demonstrates limited awareness of appropriate tools and information needed to solve the problem.
No evidence of a strategy or procedure, or uses a strategy that does not help solve the problem.
Procedures/ Apply strategies
Develops and evaluates working strategies using multiple procedures. Procedures used correctly and a correct answer is achieved.
Develops and evaluates a working strategy using some procedures. Could not completely carry out procedures. Most parts are correct, but minor errors or omissions exist.
Struggles to develop working strategies and procedures. Significant portions not completely carried out. Some parts are correct, but numerous errors or omissions exist.
Did not develop working strategies and procedures. There were so many errors in procedures that the problem could not be resolved.
Clearly and effectively communicates results using the correct terminology and notations.
There is an accurate explanation but not clearly presented. There are minimal errors in terminology and notation.
There is a partial explanation but not clearly presented. Gives incomplete or confused explanation of both process and results. There are errors in terminology and notation.
There is no explanation of the solution, the explanation cannot be understood or it is unrelated to the problem. There is no use, or mostly inappropriate use of terminology and notation.
PRIMARY MUSIC RUBRIC (PURSUE AND PARTICIPATE IN MODES OF ARTISTIC AND CREATIVE EXPRESSION)
Working Toward Expectations (1)
Demonstrates advanced techniques on pitched and/or non-pitched instruments (i.e. melodic and rhythm accuracy, tone quality and articulation) that are commensurate with years of study.
Demonstrates proficient techniques (i.e. melodic and rhythm accuracy, tone quality and articulation) that are commensurate with years of study.
Demonstrate satisfactory techniques (i.e. melodic and rhythm accuracy, tone quality and articulation) that are commensurate with years of study.
Does not yet demonstrate techniques (i.e. melodic and rhythm accuracy, tone quality and articulation) that are commensurate with years of study.
Demonstrates advanced vocal techniques (i.e. tone quality, diction and pitch) that are commensurate with years of study.
Demonstrates proficient vocal techniques (i.e. tone quality, diction and pitch) that are commensurate with years of study.
Is beginning to use an appropriate singing voice/can sometimes match pitch.
Does not yet sing using an appropriate singing voice/does not yet match pitch.
Demonstrates advanced ability to apply critical listening skills to a piece or excerpt of music (i.e. form, instrumentation, vocal parts, lyrics)
Demonstrates proficient ability to apply critical listening skills to a piece or excerpt of music (i.e. form, instrumentation, vocal parts, lyrics)
Demonstrates satisfactory ability to apply critical listening skills to a piece or excerpt of music (i.e. form, instrumentation, vocal parts, lyrics)
Does not yet demonstrate ability to apply critical listening skills to a piece or excerpt of music (i.e. form, instrumentation, vocal parts, lyrics)
Demonstrates an advanced ability to identify and analyze musical concepts
Demonstrates a proficient ability to identify and analyze musical concepts
Demonstrates a satisfactory ability to identify and analyze musical concepts
Does not yet demonstrate an ability to identify and analyze musical concepts
Demonstrates an advanced understanding of musical terms and vocabulary.
Demonstrates an excellent understanding of musical terms and vocabulary.
Demonstrates a novice understanding of musical terms and vocabulary.
Demonstrates a limited understanding of musical terms and vocabulary.
ACTIVITIES AND ATHLETICS
Beverly High School provides a variety of activities, a list of which is provided below. These extracurricular activities allow each student to participate in supervised events, which encourage student involvement and spirit. All students are subject to the academic eligibility code as stated on pgs. 22-23 For further information on extracurricular activities go to bhsonline.org.
Animal Welfare Club
Be Healthy Teens
Cyber Patriot Team
National Art Honor Society
Aegis (literary magazine)
Model United Nations
National Honor Society
Video Game League
Class Officers & Student Gov't
ECO (Environmental Concerns Organization)
World of Difference
Ping Pong Club
Gender and Sexuality Alliance
Quiz Bowl Team
Paper Airplane Club
JROTC Drill Team/Marksmanship Team & Color Guard
International Friendship Club
The Ledger (student newspaper)
Current Events Club
All educational and non-academic programs, activities and employment opportunities at Beverly Public Schools are offered without regard to race, color, sex, religion, national origin, ethnicity, sexual orientation, gender identity, homelessness, age and/or, disability, and any other class or characteristic protected by law.
NATIONAL HONOR SOCIETY SELECTION PROCESS
The object of the Gamma Chapter of the National Honor Society is to create an enthusiasm for scholarship, to stimulate a desire to give service, to promote able leadership, and to encourage the development of character in Beverly High School students. Candidates will have spent at least one semester in Beverly High School and shall be members of the junior or senior class.
Scholastically eligible (3.75 GPA) juniors will be notified of their eligibility after
second quarter (usually in March). Seniors will be notified in mid-October. In
addition to the minimum scholarship average, a student must have demonstrated the following:
All elected or appointed leadership positions held in school, community, or
work activities in which the candidate is directly responsible for directing or motivating his/her peers will be considered. Examples of leadership include: holding or running for class office or officer position in a club, being an athletic team captain, student-director in drama, section leader in the band, demonstrating initiative in promoting school activities-founder/co-founder of a new activity, etc.
Service is generally considered to be those actions undertaken by the student that are done in or outside of school with or on behalf of others without any direct financial or material compensation. Any service performed in school, the community, or with religious organizations will be considered. A candidate must have been involved in a significant form of service during his/her freshman year onward. This does not necessarily mean community service, but a student must show that he/she has given up time to help others in an unselfish manner.
Requirements: Freshman year at least 10 hours, Sophomore year at least 15 hours and Junior year at least 20 hours of community service must be performed. Examples of service include: Boy Scouts, Girl Scouts, religious/church groups, tutoring, volunteering services to those in need etc.
The candidate should have displayed outstanding character. A person of character demonstrates the following six qualities: trustworthiness, respect, responsibility, fairness, caring and citizenship. A candidate may demonstrate this by taking criticism willing, accepting responsibility graciously, and complying with school regulations and staff instructions both in and outside of the classroom. An applicant’s character is determined through 3 teacher recommendations that are a required part of the NHS application. In addition, any previous suspendable/disciplinary offense, infraction of school rules and /or improper conduct may be cause for rejection of a candidate. All candidates must display academic integrity (avoid plagiarism, cheating, etc.)
Candidates must fill out an NHS Information Form that demonstrates/describes their leadership, service, and character. Students who submit these forms by the established deadline should understand that review of this information by the Faculty Advisory Committee DOES NOT guarantee election.
Members are expected to maintain these high standards during the entirety of their membership. Failure to do so may result in probationary status or resignation from National Honor Society.
Sports have an integral part in the extracurricular activities at Beverly High School. There is a fee assessed to students who wish to participate in athletics at Beverly High School. The students of our school are encouraged to participate in athletics in each of the three seasons in which they are offered. At Beverly High School, students may participate in the following sports, all of which have varsity teams:
End of the Year Final Grades
First Quarter Grades
Second Quarter Grades
Third Quarter Grades
ELIGIBILITY RULES FOR EXTRACURRICULAR ACTIVITIES AND ATHLETICS
ADDITIONAL RULES OF ELIGIBILITY FOR ATHLETES
Beverly High School is a member of the Massachusetts Interscholastic Athletic Association. Under the rules of the MIAA and the School Committee policy, which apply to interscholastic athletic teams regardless of level (varsity, jv, freshmen), you are eligible for interscholastic athletic participation on a team if:
The above constitutes the major rules of eligibility. If you are in doubt about your eligibility status, consult your principal/athletic director. They are the ones responsible for the decision.
CONDUCT AT ATHLETIC EVENTS
Good sportsmanship is important. It is one of the fundamental reasons for having an athletic program. If the athletic program of our school does not develop good sportsmanship, it cannot be considered successful even if the teams are victorious. You can help build good sportsmanship - remember, as a spectator, you represent our school as much as any team member. Cheer as loudly as you want for our team; don’t boo or jeer the visiting team or the officials. Accept the decision of the game official as final and not to be questioned. It is the coach’s job to question when there is doubt as to a decision made by an official, not the spectators. Remember they, like you, are human beings. Be courteous and friendly to visiting team members and spectators before, during and after the game. Leave the parking area carefully - be aware of pedestrians.
CHEMICAL HEALTH POLICY
From the earliest fall practice date, to the conclusion of the academic year or final athletic event (whichever is latest), a student shall not, regardless of the quantity, use, consume, possess, buy/sell, or give away any beverage containing alcohol; any tobacco product; marijuana; steroids; or any controlled substance. It is not a violation for a student to be in possession of a legally defined drug specifically prescribed for the student’s own use by his/her doctor. (Chemical Health -MIAA)
Student athletes are expected to use good judgment and not place themselves in harm’s way. Drinking alcohol or using a controlled substance or in the presence of either (alcohol or a controlled substance) at a social gathering, outside of school, may serve as grounds for disqualification if evidence is presented and confirmed by the police and/or school administration.
MINIMUM PENALTIES FOR ATHLETIC ACTIVITIES
First Violation: When the Principal confirms, following an opportunity for the student to be heard, that a violation occurred, the student shall lose eligibility for the next consecutive interscholastic contests totaling 25% of all interscholastic contests in that sport. No exception is permitted for a student who becomes a participant in a treatment program. It is recommended that the student be allowed to remain at practice for the purpose of rehabilitation. All decimal parts of an event will be truncated i.e. all fractional parts of an event will be dropped when calculating the 25% of the season.
Second and Subsequent Violation(s): When the Principal confirms, following an opportunity for the student to be heard, that second or subsequent violations have occurred, the student shall lose eligibility for the next consecutive interscholastic contests totaling 60% of all inter- scholastic contests in that sport. All decimal parts of an event will be truncated i.e. All fractional parts of an event will be dropped when calculating the 60% of the season.
If, after the second or subsequent violations the student of his/ her own volition becomes a participant in an approved chemical dependency program or treatment program, the student may be certified for reinstatement in MIAA activities after a minimum of 40% of events provided the student was fully engaged in the program throughout that penalty period. The high school principal, in collaboration with a Chemical Dependency Program or Treatment Program, must certify that student is attending or issue a certificate of completion. If student does not complete program, penalty reverts back to 60% of the season. All decimal parts of an event will be truncated i.e. All fractional parts of an event will be dropped when calculating the 40% of the season.
Penalties shall be cumulative each academic year, but a penalty period will extend into the next academic year (e.g. if the penalty period is not completed during the season of the violation, the penalty shall carry over to the student’s next season of actual participation, which may affect the eligibility status of the student during the next academic year).
In such instances, students will have to assure the principal that they are free of drugs and alcohol before re-entering school.
To ensure that this problem will not occur again, the student will be required to:
MIAA SPORTSMANSHIP: TAUNTING
Taunting includes any actions or comments by coaches, players or spectators, which are intended to bait, anger, embarrass, ridicule, or demean others, whether or not the deeds or words are vulgar or racist. Included is conduct that berates, needles, intimidates, or threatens, based on race, gender, ethnic origin or background, and conduct that attacks religious beliefs, size, economic status, speech, family, special needs, or personal characteristics.
Examples of taunting include but are not limited to: “trash talk”, defined as verbal communication of a personal nature directed by a competitor to an opponent by ridiculing his/her skills, efforts, sexual orientation, or lack of success, which is likely to provoke an altercation or physical response; and physical intimidation outside spirit of the game, including “in the face” confrontation by one player to another, standing over/straddling a tackled or fallen player, etc.
Taunting offenses: Students who participate in such activities will be removed from the event and school discipline will be administered. In addition, the student may be banned from attending all extra-curricular activities throughout the school year.
In accordance with the laws of the Commonwealth of Massachusetts, all students are required to attend school. Learning is a continuous process. Students must be in school punctually and regularly in order for successful learning to take place.
The Beverly School Committee, realizing the importance of regular attendance as a factor in successful academic achievement, endorses that the only acceptable reasons for being absent from school are those caused by personal illness or quarantine, death or serious illness in the family, weather so inclement as to endanger the health of a child, religious holidays, court appearances and other exceptional reasons approved by the school administration. Absences for any other reasons are considered unexcused absences. Students will receive a failing grade for the quarter if the number of absences exceeds 3 (three) per course. Students are expected to make up any work missed due to excused absences or tardies.
The school administration shall be responsible for viewing attendance records and initiating appropriate actions at the building level to address unexcused pupil absences and tardiness. The school administration will work with students and their families to provide resources for chronicically absent students. Students may receive a failing grade for the quarter if the number of absences exceeds . Students are expected to make up any work missed due to excused absences or tardies. An FA will be calculated as a 59 for the quarter.
To alleviate the concern for a child being lost because of truancy, etc., parents are requested to call the school by 9:00 a.m. (978-921-6132 ext 1) if a child is going to be absent or late for any reason. This call will keep the school secretary from having to make unnecessary calls to check on missing children.
ABSENCES FROM SCHOOL
Beverly High School defines absences as belonging in one of two(2) categories: excused and unexcused absences. When returning to school, the student must take responsibility to make up missed work when appropriate.
CATEGORIES OF ABSENCE
Excused– (Green Slip) make-up allowed, excused absence recorded. This includes, but is not limited to the following (does not count against student):
Unexcused – (Blue Slip) make-up allowed, excused absence recorded. This includes, but is not limited to the following:
Unexcused-(no slip) no make-up allowed
When returning from an absence, the student is required to present to the appropriate floor office, a note of explanation from the parent/guardian and the reason for the absence. This will help determine eligibility for making up missed class work, quizzes or tests.
If absences or tardies are unresolved, students should contact their Assistant Principal.
EXTENDED EXCUSED ABSENCES
When chronic or irregular absence occurs, reportedly due to illness, the principal may request a physician's statement certifying that such absence was justifiable.
ATTENDANCE REVIEW BOARD
If a student is over the allowed number of absences, he/she may appeal to the Attendance Review Board. This board consists of staff members and student representatives who meet before the end of each quarter to determine the status of students' attendance appeals. Students need to make an appointment through the floor office secretaries to meet with the board. For the meeting, students may bring their parent/guardian and/or staff member and any documentation that they may need to support their appeal.
The Beverly Public Schools discourage such student absences. Beverly High School students who take vacations or family trips that do not coincide with previously scheduled school vacation days will miss valuable class experiences that cannot be duplicated in any other way. Such planned absences are discouraged.
We understand, however, that there may be times when such absences are unavoidable. Students and parents need to recognize that, as excused absences, planned absences can imperil the student's academic status for courses that are missed. Although make-up is allowed, the absence counts against the student. Students may receive a failing grade for the quarter if the number of absences exceeds 3 (three) per course.
TARDINESS TO SCHOOL
First block begins at 8:15 a.m. Anyone tardy to first block must report to their Assistant Principal’s office. For the safety and security of our students, all entrances are locked at 8:15 a.m. Students and visitors should report to the main entrance on Sohier Road to gain entrance to the building after 8:15
Anyone tardy to school after first block must report to the appropriate floor office.
Each three (3) times a student is tardy to school is equivalent to one (1) absence for each quarter. Such absences count toward a student's total absences, and a letter of notification will be sent to the primary address when a student has accumulated the equivalent of two (2) absences in a quarter.
A teacher may impose other penalties for unexcused tardiness, such as teacher detention or referral to the Assistant Principal. Students who are tardy to school after 11:10 a.m. without a valid excuse will be ineligible for extracurricular activities that day.
TARDINESS TO CLASS
If tardiness becomes excessive, the school may refer the student to the Coordinator of Child Welfare and Attendance. Chronic tardiness may result in school discipline and/or court action.
All dismissal notes should be taken care of in the floor office before 8:15 a.m. Dismissals must comply with the criteria for documented and excused absence.
Students dismissed before 11:10 a.m. without a valid excuse will be ineligible for extracurricular activities that day. Students who leave the building without following dismissal protocol may be subject to discipline.
MAKE-UP AND INCOMPLETE WORK
A student who has been absent for a day or two should be expected to make up work missed within one week after his/her return.
A student who delays making up his/her work beyond this reasonable period of time cannot expect to get credit for this work. Students who are absent for a longer period of time should be allowed a somewhat longer period of time in which to make up work. Those students who have make-up privileges will be in possession of the proper documentation from the floor office indicating that the reason for their absence has been accepted as legitimate.
Students will not be denied the opportunity to take midterm or final exams.
SANCTIONS/INTERVENTIONS FOR EXCESSIVE ABSENCES
It is the student’s responsibility to be aware of her/his attendance status in each class. At two absences, the teacher is required to notify the student and the parent/guardian, by letter, that absences from that class may result in a failing quarterly grade for the course in question. If a student has three or more absences from a class they should notify their Assistant Principal or sign up for Attendance Review Board. The school administration is able to provide support and resources to assist students with chronic absence issues.
If a child's absence whether excused or unexcused becomes excessive, the principal may notify the Coordinator of Child Welfare and Attendance. Reports of unresolved truancy, chronic tardiness and/or absenteeism may result in the filing of one or more of the following with the Essex County Juvenile Court:
Prior to a formal court proceeding, a student or parent may be asked to attend an informal administrative hearing with the Coordinator of Child Welfare and Attendance and an Assistant Chief Probation Officer.
If a child is moving out of the Beverly School System, a transfer form must be prepared, and parental permission must be obtained to send student records to the new school. In notifying the school of any move, please provide the following:
EXCUSE FOR PHYSICAL EDUCATION
Students with physical disabilities who are unable to take physical education for the school year must present the school nurse with an excuse written by their family physician. The school nurse will issue a permanent excuse to be given to the student’s physical education teacher. If the student's disability is of a temporary nature, the school nurse will inform the physical education teacher when the student may participate in physical activities in the class. Students may receive other assignments from their physical education teacher in lieu of the missed physical activities.
4TH QUARTER ATTENDANCE FOR SENIORS
Since fourth quarter is approximately 6 weeks long for seniors, two excused absences is the maximum number of absences from class allowed. More than two absences will imperil the student’s academic status for that course.
SENIOR PRIVILEGE PASS
The Senior Privilege Pass allows a senior to leave school grounds during non-instructional time or third lunch. It is permission to leave the building for the rest of the school day. The senior pass is an extension of freedom awarded to those seniors who demonstrate by their grades and good citizenship that they are mature, responsible young adults who deserve the opportunity to exercise greater judgment in the use of their time. If students decide to stay in the building, they may report to a teacher's classroom, the library or the cafeteria (if open). Seniors may not walk around the building and must remain in the room to which they reported.
Attendance: No truancy from school
No class cuts
No more than 3 excused tardies in any class
Academic: Minimum of C- average in classes, no Incompletes
Minimum of 32.5 academic credits per year
Behavior: No suspensions the previous quarter the pass is issued
No lingering in hallways
No returning to school from pass late – no excuses
No bringing food back to BHS
Never taking an underclassman off campus
Never failing to show picture ID when requested to do so by a staff member
Never be a disturbance to the community when off campus
Never give the pass to anyone else to use
The Senior Privilege Pass may be revoked if the student fails to adhere to the criteria. Parental permission is required. The administration reserves the right to suspend Senior Privilege for all students in certain instances (e.g., inclement weather, school emergency).
CONDUCT AND DISCIPLINE
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 Beverly High School community.
The Principal has the authority to exercise discretion in deciding the consequences for a student who has violated disciplinary rules. The Principal shall first consider ways to re-engage the student offender in the learning process, and shall avoid using expulsion until other remedies and consequences have been employed.
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:
Violations of the code of conduct will subject a student to disciplinary action up to and including mediation, detention, suspension, or expulsion.
CODE OF CONDUCT
Level I Infractions
Level II Infractions - Section A
LEVEL II INFRACTIONS - SECTION B
LEVEL III INFRACTIONS - SECTION A
(Police and/or Fire will be notified, charges may be filed)
LEVEL III INFRACTIONS - SECTION B
(Police and/or Fire will be notified, charges may be filed)
LEVEL II AND III INFRACTIONS MAY RESULT IN SUSPENSIONS.
The Principal or Assistant Principal may restrict a student as a disciplinary matter. Restrictions include:
a. Loss of the privilege to attend social events
b. Loss of the privilege to attend athletic events
c. Loss of the privilege to participate in school activities
d. Loss of parking privileges
e. Not allowed to attend field trips
Please note: This is not an exhaustive listing of all possible infractions. The administration reserves the right to issue consequences for other inappropriate behaviors not specifically listed above. School administrators have the discretion to assess consequences for behavior based on their professional judgement.
The atmosphere of a school is a reflection of the attitude of its students and staff toward the school and toward each other. It is of equal concern that we achieve an atmosphere of order, self-discipline, safety and mutual respect. We believe our students have the maturity and good judgment to regulate their own behavior. When these qualities need further development, we are ready to provide the necessary guidelines. The school belongs to all of us, and it can only be what we want to make it.
Each teacher, within the policies set by the Beverly School Committee for the Beverly Public Schools, will establish behavior expectancies within his or her own classes. A teacher may detain a student whenever the student is not performing at that expectancy level. If there is a continuance of poor conduct displayed by the student, the teacher will request a parent conference. Teachers may schedule time after school to discuss academic problems as well as discipline issues.
A teacher may detain a student after school. During this time, there should be a positive exchange between teacher and student to explain what is the expected behavior and how the student can work to attain the expected level. Students should report to a teacher detention before reporting to an office detention.
Office detention will be held on scheduled days, after school. Detention will run from 2:45-3:27 p.m. in a designated area with two staff members to oversee students. Students may do more than one detention by reporting to the appropriate assistant principal at 3:27 p.m., after completing one detention in the detention room.
Students are expected to report to detention on the day assigned unless excused by the Assistant Principal. Students are expected to work on school assignments and bring appropriate materials to office detention. There is no talking or sleeping. If a student is sent out, the Assistant Principal will take appropriate action.
Failure to serve Office Detention without AP’s permission may result in additional detentions or suspension.
Suspension from school (in-school or outside) involves the denial of a student’s privilege to attend school and its activities. A parent-student-counselor-administrator conference is necessary before a suspended student will be allowed to return to school. In all matters pertaining to a violation of criminal law by students, the administration shall take necessary steps to protect the reputation and rights of students under the law while fully cooperating with the police.
A suspended student, whether in-school or outside, IS NOT ELIGIBLE to participate in extracurricular activities or athletics. This means games and/or practices. Friday suspension includes Saturday and Sunday activities. A student whose suspension runs into the next week of school IS NOT ELIGIBLE to participate in any school activities until said student has returned to classes following the suspension. (This applies to long weekends and vacations.)
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 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.
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.
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.
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 remedy or consequence will be imposed.
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.
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; 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 remedy or consequence will be imposed, in place of or in addition to a long-term suspension. 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.
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.
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-terms 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 School.
Discipline and Students with Disabilities
In addition to due process protections afforded to all students, the Individuals with Disabilities Education Act and related regulations require that additional provisions be made for students with disabilities. Additionally, 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:
OTHER INFORMATION AND REGULATIONS
ACCOMMODATION PLANS (504)
Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against persons with a handicap in any program receiving federal financial assistance. The act defines a person with a handicap as anyone who:
In order to fulfill its obligation under Section 504, the Beverly Public Schools recognizes a responsibility to avoid discrimination in policies and practices regarding personnel and students. No discrimination against any person with a handicap will knowingly be permitted in any of the programs and practices in the school district. The school district has specific responsibilities under the Act, which include the responsibility to identify, evaluate, and, if the child is determined to be eligible under Section 504, to afford access to appropriate accommodations to enable access to educational services.
School officials have the authority to decide whether or not there is evidence that a student has consumed alcoholic beverages or drugs before school or a school-related activity, and the effect of the consumption upon the student.
No one may have in his/her possession any alcoholic beverages or drugs in any public school building or any premises used for public school purposes. Violation of this prohibition is punishable by fine or imprisonment, or both.
See Chemical Health Policy, pg. 24 and/or Expulsion, pg. 36.
ASPEN FAMILY PORTAL AND ASPEN STUDENT PORTAL
The Aspen Family Portal software and the Aspen student portal is a new tool that the Beverly School district has to maintain communication with parents and students.
Beverly High School parents/guardians can use the Aspen Family portal software on computers or mobile phones to review their student data and keep up to date with academic progress. BHS students can use the Aspen Student portal on computers or mobile phones to view their schedule and keep up with academic progress. The portal displays contact information, health office visits and health conditions, as well as a record of school attendance as well as a students’ schedule, class assignments, and latest grading information. Student report cards will be published to the portal.
Even though parents and students will be able to check grades 24 hours a day / 7 days a week, teachers will be expected to update their gradebooks in accordance with the district’s grading policy. Please be patient and do not contact teachers requesting a grade sooner than what is outlined in that policy. Grading policies will be posted on the Moodle site for each class.
Remember, the teacher’s grade book is a “snapshot in time” and not necessarily an accurate reflection of the student’s overall progress or performance. Please adhere to the following protocol in the order listed before contacting your teacher about concerns regarding your student’s progress and/or grades:
Grading Policy - Posting Grades on the Parent Portal
For most assignments, grades will be posted within seven school days.
For longer assignments such as essays and lab reports, grades will be posted within fourteen school days. Some assignments may take longer.
For all assignments that are not graded within seven school days, teachers will record if a student has turned in the assignment.
Attendance concerns and conduct concerns should be addressed by calling the school office at 978-921-6132
If you don’t have a family portal account, please contact your school clerk. Students receive access to the student portal in the first week of school.
In the interest of safety, large backpacks should be placed in lockers. Students will be allowed to carry laptop cases, tote bags and/or drawstring backpacks from class to class.
CAFETERIA AND LUNCH
In an effort to provide a clean and pleasant environment for our students at lunch, students are asked to behave appropriately, and to clean up after themselves. Students may go into the cafeteria patio, weather permitting, during lunch. This privilege depends on the area being kept clean of lunchtime trash.
Forms, which delineate the conditions for the procurement of free or reduced priced lunch by students, are available in the Main Office. Eligibility for free or reduced priced lunch is determined by a family income scale and the number of children in the family. The necessary forms are available in the Main Office and on the district website.
CARE OF SCHOOL PROPERTY
Students are expected to respect all school property including books, workbooks, interior and exterior walls, and lockers. Students who deface any school property will be responsible for their actions and will be expected to pay the cost of any cleaning, repair or replacement. Athletes are responsible for all equipment and uniforms issued.
Students should not leave the classroom except for an emergency or a call from an administrator’s office. Passes are required for travel in the corridors.
A student wishing to report to another teacher during the school day must have a pass from the teacher the student wishes to visit. Requests on the part of a student to leave the room to visit another teacher will be granted only upon evidence that the teacher whom the student wishes to visit is available to receive him/her at that time.
Students will not ordinarily be allowed to visit teachers during a period when either the students or the teachers are scheduled for classes.
CONFERENCES AND EXTRA HELP SESSIONS WITH TEACHERS
Teachers welcome the opportunity of having individual conferences with students and/or parents. It is expected that students will initiate the scheduling of extra help sessions with teachers. All teachers at BHS are available after school at least two afternoons each week.
It is a privilege to attend a dance sponsored by Beverly High School. All school rules and policies are in effect at any dance, semiformal or prom (inclusive of smoking, drugs and alcohol policies). Students should not owe detentions or be serving a suspension. Proper dress is required. Students are encouraged to dress neatly and appropriately. No one will be allowed to leave and return to the dance. Guests may be invited to some dances. This will be announced in advance. Guests must be registered a week before the dance, with the advisor hosting the dance. Normally, students are limited to one guest.
The administration at Beverly High School may require a Breathalyzer test as a condition of admission for all students attending proms, dances or other similar events in order to foster a safe and comfortable environment for all staff and students. The Breathalyzer test has been approved protocol over the past several years at Beverly High School. In addition, students may be subject to search.
The school expects every student to dress in a manner that does not disrupt or impede the education process but allows diversity of taste, fashion, and individual preference. All students are expected to observe standards of cleanliness, modesty, and good grooming. The following regulations have been instituted because of the school’s wish to avoid all dress that is potentially disruptive or threatening to health or safety (this includes special student activity theme days):
If it is determined that a student is inappropriately dressed, the student will be asked to change, or will be sent home to change. Continual refusal to comply may result in discipline.
ELECTRONIC DEVICE POLICIES – STUDENTS USE OF ELECTRONIC DEVICES / TECHNOLOGY IS A PRIVILEGE.
To minimize disruption during instructional time, the use of technology without teacher / staff permission is not allowed. (such as but not limited to laptops, cell phones, ipods etc.) For further details and information, please review the acceptable use policy on page 93.
First offense: Teacher / staff warning - student will be asked to put item away and possible teacher discipline.
Second Offense: Two day administrative detention, student item will be confiscated by administration and returned at the end of the school day.
Subsequence Offenses: In-school detention and student item will be confiscated by administration and returned at the end of the school day. Repeated violations will result in further student discipline, loss of technology privilege and parent / guardian conference.
Non-Instructional Time - Students
Reasonable use of technology is expected from all students during non-instructional time during the school day and any school related activities. Students are expected to follow policies and procedures as outlined in the Beverly High School student handbook
ENGLISH AS A SECOND LANGUAGE (ESL)
English as a Second Language (ESL) is a citywide program in which limited or non-English-speaking students are mainstreamed for most of the day and pulled out of the regular classroom for English language instruction, according to their needs.
FIELD TRIPS/FOREIGN EXCHANGE PROGRAM
The principal's approval is needed for all field trips that are defined as part of the written curriculum. In these cases the field trip experience is part of the course, and the student will be held accountable for specific knowledge that is an integral part of the curriculum. Such trips are mandatory and all students in the class must go.
Field trips that are valuable experiences, but not part of a curriculum, will require the teacher to grant permission for the student to go on the field trip based on his/her academic standing.
In both cases, parents must grant permission. If fees are charged for the trip, no student should miss a mandatory trip because he/she cannot afford it. Students should be given a way to privately let the teacher know of financial problems. The teacher will approach the principal for full or partial funding for that student.
FOREIGN TRAVEL TRIPS
Beverly High School World Language department often sponsors trips to foreign countries to strengthen and improve the study of world languages in the United States and to expand international communication and cooperation. Often, the school sponsors foreign exchange trips between Beverly High School and a partner school in Europe. Our part of the exchange lasts two weeks. Beverly usually plans to have its students travel to Europe the week of February or April school vacation plus the week immediately before or after it. The European students usually are in Beverly during their fall vacation break in October, or the spring break in April.
Because participants will be missing one week of school to take part in this exchange, only those who consistently maintain a grade average of “B” or better in every major subject, both semesters, who contract with their teachers to complete all missing assignments one week after the return, will be allowed to participate. In addition, all participants must comply with BHS standards for school attendance and conduct. Discipline or attendance problems may be reason for not allowing a student to participate.
FIRE DRILLS/EVACUATION DRILLS
Any student observing a fire in the building should notify the nearest teacher or staff member. If a teacher is not in the area, the student should go immediately to the nearest fire alarm box, open it by means of the handle, and pull the lever inside. All pull boxes are connected directly to the Central Fire Station. Only then should the observer call the school office to provide details.
All students should:
A.L.I.C.E.- The acronym stands for the following words:
As with fire alarms and drills, the high school will inform students during the first quarter of the school year about the correct procedures to use for emergency situations that require the use of the ALICE protocol.
The following terms are used when alerting the school community about potential threats:
Intruder alert-This would be a warning to the school community that an unsupervised and possibly dangerous person is in the building. It is during an intruder alert that students and staff would need to follow the A.L.I.C.E. protocol.
Secure Room is an option that allows for a heightened alert status that can transition rapidly to a barricade or evacuate situation. Teachers are asked to clear the halls and lock the doors, pull the shades, but may continue normal classroom business. This is used when a situation is being assessed.
Stay in place is an option that is similar to secure room in that teachers are asked to clear the halls and may continue normal classroom business. This is usually used when there is a non-threatening emergency in the hallways. It is intended to lessen the number of people in the halls.
The principal and superintendent must approve all fund raising by organizations. If the fund raising is done beyond the school, the mayor’s office must approve the activity. All organizations must fill out a fundraising form and wait for approval before implementing the fundraiser. If any part of the school building will be used after school hours for the fundraiser, a building use from must be approved as well. Student and teachers are not allowed to raise funds for school or personal endeavors during the time classes are meeting. Any bake sales must be arranged in conjunction and with the approval of the Food Service office. Bake sales may be held in the cafeteria before and after school with permission of the administration. Request forms are available in the Main Office.
Beverly High School offers services to facilitate referrals for students who have issues such as eating disorders, dating violence, anger management and substance abuse. See your guidance counselor for more information.
1. The name of the drug
2. How it is to be administered (by mouth, eardrops, etc.)
3. Amount of the dose
4. Time of the dose
Parents also need to provide written permission for the nurse to dispense the medicine. All medicine delivered to the nurse will be kept in a locked cabinet in the nurse's office. All prescription medications require a doctor's signed order before the nurse can dispense them. Please contact the school nurse if your child will require prescription medication during the school day. Non-aspirin pain relievers will be administered to students with the written permission of a parent or guardian, signed on the back of the emergency card.
C. School Health Insurance--School health insurance is made available to all students at the beginning of the school year. Participation is optional, and parents may elect either “school day” or “24-hour coverage.” All students participating on any athletic teams are automatically insured at no cost to them through the school department coverage. Students injured in athletics should obtain an insurance company accident form from the Athletic Director’s office.
D. Emergency Card Information- At the beginning of the school year, families are required to complete an emergency card for each child attending school. Emergency cards provide the school with correct information for emergency situations. Any unlisted telephone number should be reported on the card as unlisted. The school will keep all information confidential. Please inform the school immediately of any information changes during the year, such as phone number, address, or the names of emergency contact people. Keeping information current and accurate is important for the student's safety in the event of any emergency. Students will only be released to people listed on the Emergency Card.
E. Communicable diseases- It is the policy of the Beverly Public Schools to protect the rights of all its students. Students with any communicable disease have the same right to attend classes or participate in school programs and activities as any other. The student(s), parent(s), or guardian(s) are the gatekeepers of information relating to the student's medical status. They are not obligated to disclose this information to school personnel. Should they decide to inform certain school personnel, they may elect to do the following:
The faculty and administration of Beverly High School believe that homework is an essential component in a successful program for learning. Some of the purposes include providing:
The time it will take for a student to do homework will vary according to ability, learning style, and time management skills and assignment given. The average student may be expected to have 30 minutes to 1 hour of homework for each daily course on the alternating day schedule. Honors students may be assigned more than an hour’s homework.
It is our intention that no student has more than 3 hours of homework on any given night. If a student is regularly doing over 3 hours of homework (not due to procrastination), something is wrong. The student and/or parent should speak to the student's counselor
It is expected that students will manage their time to meet deadlines for long-term assignments. Just because a teacher does not assign a specific daily assignment, it does not mean the student has nothing to do in that subject on a given night.
Parents are an integral part of the homework system. Teachers must rely on parents to supervise homework. Parents need to help structure a student’s time so that each night there is a routine for getting the assignments done.
The faculty and administration at BHS consider homework to be part of the student’s academic experience. The regular completion of assignments at home is important for a student to reinforce classroom concepts. The balance of extracurricular activities, part-time jobs, and homework completion is the responsibility of the student. The following guidelines are designed to provide a framework for all members of the school community:
Consistent with the leveling criteria and curricula requirements, it is the responsibility of the student to:
The Beverly Public Schools has a Memorandum of Understanding with the Essex County District Attorney’s office and the Beverly Police department. Incident reports are filed with the Superintendent and with the police. Principals are responsible for reporting criminal activity to the police department and to the Superintendent's Office. Acts that require such reports include but are not limited to various forms of assault, destruction of property (including graffiti, arson or vandalism), theft, civil rights violations or threats, possession or use of a dangerous weapon, possession or distribution of a controlled substance, or coming onto school property under the influence of alcohol or other drugs.
It is the sole prerogative of school officials to impose any discipline sanctions for infractions of school rules and policies independent of any police involvement or investigation. When the school has reported an incident to the police, the police will be responsible for making the decision as to the course of the investigation process.
In addition, principals comply with M.G.L. Chapter 71, Section 37L. This state law requires principals to file a report with the Superintendent for any incident involving a student's possession or use of a dangerous weapon on school premises. The report is required whether or not the weapon was found during school hours, and whether or not the student has been expelled. Consistent with the law, the Superintendent will file copies with the police chief, the Department of Social Services, and the local school committee before suspending the student.
Students are encouraged to use the library as often as they desire. We wish to encourage the habits of independent study and research, as learning should be a lifetime pursuit. The library is to be used by those students who desire a place for quiet study. Library computers offer Internet access and other software to aid research. Students who wish to use the library should sign in to use the library.
The library resources are available to both students and teachers. Books and e-readers may be loaned for two weeks and may be renewed.
Food and drinks are not allowed in the library. The library is not to be used by students as a place for socializing. It is intended that the library facilities will provide conditions suitable for both concentrated study and reading.
Students’ personal belongings, desks, lockers, and vehicles may be subject to search by school personnel when school administrators have reasonable grounds to believe that a search will reveal evidence that a student has violated the law and/or the school rules. Ordinarily, searches will be conducted by a member of the school administration in the presence of another adult. As soon as is practicable after the conclusion of a search, the parents/guardians of the student will be notified. Similarly, if a search uncovers objects prohibited by school rules, or which may be otherwise disruptive to the educational environment, these objects may be retained by school officials and returned later to the student or his/her parents/guardians. Searches may include the use of canines.
Students found with illegal materials of the kind specified above may be suspended for a period of 5-10 days and may be subject to criminal prosecution.
In keeping with our responsibility to provide a school environment, that is safe and drug free, the Administration will periodically request the assistance of the Beverly Police Department, Essex County District Attorney's Office, and the Essex County Sheriff's Office to conduct a search of the school building, including common areas, lockers and school grounds, with their specially trained K-9 Unit.
Driving an automobile to Beverly High School is a privilege. Students who drive a car to school must practice safe driving rules, conform to the Discipline Code, and obey parking restrictions. Students who drive to school should operate at greatly reduced speed (8 miles an hour) in the area of the school, particularly at the front of the building where students are disembarking from buses and school personnel are entering the building from the parking area along the north side drive. Students are to park within the marked areas only. Fire lanes must be kept open. Students are not to park in the faculty parking lot. All cars should be properly locked. The school cannot be responsible for valuables left in cars or damage incurred while parked.
POSTERS AND SIGNS
Posting of information not directly related to Beverly High School must be approved by the principal prior to posting on school property. Students are not to tape signs or posters to the painted plaster walls or windows. No posters are to be put up in the building except on the bulletin boards.
SAFETY PLAN/SCHOOL RESTRAINING ORDER
If necessary to help students feel safe at Beverly High School, a safety plan can be written by the Principal or Assistant Principal, with the input of the student. Such a plan will identify a clear plan of action and “safe” places the student could go if feeling threatened. Copies of the plan will be given to the student, his/her teachers, each floor office as well as the Main Office and the Guidance Office. The student's parents or guardians, as well as the school police officer will also be notified.
A Beverly High School Restraining Order is put into effect by the Principal when all other attempts to settle a dispute have been exhausted (i.e. Peer Mediation). Violation of this internal restraining order is a suspendable offense.
SCHOOL BUS SAFETY
All rules and regulations of conduct, which are enforced in school, apply to students traveling on school buses. The school district is responsible as much as when they are in a school building. Bus rules are designed to ensure the welfare, safety and security of all students. Students should wait for the bus in a safe place, away from the road.
Each bus rider shall be properly seated, and aisles shall be clear at all times. No standees will be permitted while the bus is in motion. Bus riders should cooperate with the bus driver. Eating and drinking is not permitted on any bus. Drivers will be obligated to refuse all passengers in excess of the rated capacity of their buses.
Smoking or using an ecigarette or any other use of tobacco or tobacco products is prohibited within the school building, any school facilities, on school grounds or on school buses. This prohibition applies to all individuals, including students, school personnel or any visitors. Smoking in school or on school grounds warrants a $50.00 fine for the first offense, increasing by $25.00 for each subsequent offense. (See page 67 for City Ordinance.)
SPECIAL EDUCATION (SPECIAL NEEDS, CHAPTER 766)
Special Education services, as mandated by state and federal law, are available to students with special needs in Beverly Public Schools. Federal and state laws declare that no child should be excluded from a free, appropriate public education because of a physical disability, a learning problem, an emotional or behavioral problem or mental retardation. The law provides, at no cost to the family, any special services a child needs in order to learn. A team made up of the classroom teacher, the school principal, parents or guardians, a school psychologist, a school social worker and, if necessary, a learning disability specialist, a speech and language therapist, and other therapists will evaluate any student requesting special services and will recommend appropriate actions.
The school reserves the right to govern the time, place and manner of all student publications. Anyone wishing to distribute publications in school or on school grounds must speak with the principal to determine the appropriate conditions for distribution. Normally, distribution will take place before and after school and at lunch. The school does have the right to discipline students who do not meet the standards set above.
School-sponsored publications must be approved by the advisor and principal in a timely manner before and must:
In the interest of a full and free education, students may publish their ideas. The same rules above apply, except that the principal and an advisor do not have to approve of the publication. However, the school does have the right to discipline students who do not meet the standards set above. Students are urged to get informal advice about meeting the standards from the principal before distribution.
STUDENT RECORD REGULATIONS & FERPA
The Family Educational Rights and Privacy Act (FERPA) is a federal law that provides two basic rights to parents in regards to student records:
The Commonwealth’s student record regulations (603 CMR 23.00) are designed to ensure parents and students of confidentiality, inspection, amendment, and destruction of student records, and to assist school authorities in carrying out their responsibilities under state and federal law.
To request records, please send a written request to your child’s school and/or to the Administrator of Special Education and PPS, Beverly Public Schools, 70 Balch Street, Beverly, MA 01915.
Student Records: Description Student records consist of all information kept by the school and organized in a manner such that a student may be individually identified. Student records include both the Permanent Record (transcript) and a Temporary Record. The transcript shall contain the minimum data necessary to reflect a student’s educational progress. This data shall be limited to the student’s name, address and phone number; birth date; the name, address, and phone number of parent/guardian; course titles, grades (or the equivalent when grades are not applicable), course credit, grade level completed, and the year completed. A Temporary Record contains the majority of a student’s information maintained by the school. This record may include information such as standardized test results, MCAS scores, extracurricular activities, and evaluations by teachers, counselors or other school staff.
Student Records: Destruction of Records Following a student’s withdrawal, transfer, or graduation from BHS, the only document that will be kept on file in the Guidance Office will be the Transcript/ Permanent Record, which must be kept by the school system for at least sixty (60) years after students leave the system. Upon withdrawal, transfer, or graduation from BHS, students will be given notice at that time of their right to obtain their Temporary Record and that, should a student not obtain it, it will be destroyed by a specified date (which by law must be within seven (7) years of withdrawal, transfer, or graduation). Since there may be some information contained within the folder, such as a student’s Health Record, which may be of value in the future, it is suggested that students obtain their Temporary Record and make and keep duplicate copies. If a student received any special education services while at BHS, they may obtain those parts of their Temporary Record from the special education office.
Student Records: Access by Parents and Students A parent with physical custody of a student under 18 years of age or a student who has entered the ninth grade or is at least 14 years old (“eligible student”), has the right to inspect and/or copy all portions of the student record upon request. The record must be made available to the parent or eligible student no later than ten days after the request, unless the parent or eligible student consents to a delay or unless the request is made by a non-custodial parent. A reasonable fee may be charged for the cost of copying the record. The parent and eligible student also have the right to amend the student record or to request deletion of certain information. Instruction on how to do this may be obtained from the Registrar’s office. The parent and eligible student may also request to have parts of the record interpreted by qualified school personnel or may have the student record inspected or interpreted by a third party of their choice. Such third party shall present specific written consent of the eligible student or parent, prior to gaining access to the student record
Student Records: Access Procedures for Non-Custodial Parents State law mandates standard procedures for making student records available to a non-custodial parent. Under M.G.L., Chapter 71, Section 34H, a non-custodial parent is one who does not have physical custody of their child. Such parent must submit a written request to the school principal annually in order to obtain a copy and/or access to their child’s record. For more information about making this type of request, contact Administrator of Special Education and PPS, Beverly Public Schools, 70 Balch Street, Beverly, MA 01915.
Student Records: Access by Third Parties With a few exceptions, information in a student’s record will not be released to a third party without the written consent of the eligible student and/or a parent having physical custody of a student under 18 years of age. These exceptions are set forth in the federal statute “FERPA”, 20 U.S.C., § 1232g and 34 CFR Part 99, and in the Massachusetts regulations, 603 CMR 23.00. In addition, the following information will be released as a routine matter unless a student or parent follows the objection process set forth at the end of this section.
Student Records: Amendment The eligible student and their parent, or either one, has the right to add information or other relevant material to the record. They also have the right to request the deletion or amendment of any information in the record. The school Principal or their designee is required to make a decision regarding such a request which may be appealed first to the Superintendent and then to the School Committee.
The right to file a complaint with the U.S. Department of Education concerning alleged failures by the [School] to comply with the requirements of FERPA. The name and address of the Office that administers FERPA are:
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202
EDUCATIONAL PROFICIENCY PLAN
The Massachusetts Department of Education has required school districts to prepare individual Educational Proficiency Plans for all students who score below 240 in either Math or English Language Arts on the MCAS. The Educational Proficiency Plan will outline how the school will address and improve areas of weakness in the student's performance. Parents will be notified of the school's development of this plan through their child’s guidance counselor.
Violence Prevention Hotline
1-877-STOP VIOLENCE (1-877-786-7846)
The Violence Prevention Hotline, a school and community service is available to all Beverly residents at all times. The Hotline is designed to improve communication and foster partnerships among law enforcement, mental health, and the schools in an effort to keep Beverly schools safe. The Hotline is available for anyone anonymously and confidentially to report any concerns or issues regarding violence, threat of violence, harassment, or any crimes occurring at school. The main tenet of the program is "Just Tell Someone," encouraging students to speak up and let an adult know of any awareness or concerns about violence. If students are uncomfortable or unable to do this, they may give the information to the Hotline counselor, and the information will then be forwarded to other appropriate resources. All information concerning criminal activity is immediately referred to the Officer in Charge at the Police Department. Issues of a mental health and social service nature are directed to an appropriate community resource.
VISITORS TO BEVERLY HIGH SCHOOL
No visitors will be allowed without permission of the principal. Only students who are considering enrolling at Beverly High School as a choice student or exchange student will be allowed to visit. Young children may not be brought to school without special permission from the principal. This will usually be given only if the child is coming in conjunction with work in a particular class.
PAYMENT FOR MEALS
THE MEAL MAGIC POINT OF SALE SYSTEM/PAYMENT FOR MEALS
Each student has an account and you must make deposits to your student’s account. As the student uses their account to make purchases for breakfast and lunch, the meal amount is deducted from the account. So, if a student has $25 in their account and they purchase a lunch, $3.00 will be deducted, leaving a balance of $22.00. The system keeps a running balance so you will always be able to check your account balance on line.
To make a deposit you may do one of the following:
Student’s whose account balances are “0” will only be allowed to charge a lunch item. They may NOT charge snacks of any type when in a negative balance. Students whose balance is at a negative $9.00 will not be allowed to charge any item. We will not deny anyone a meal so a cheese sandwich will be offered. We would appreciate payments be kept current and any negative balances be paid as quickly as possible.
For parents or guardians who have not applied for the Free & Reduced Meal Benefits, applications are available on line using www.LunchApp.com<http:www.lunchapp.com/. When using this site, your approval will be in one business day or less. Meal MAgic helps protect your student’s privacy when participating in this program because all students’ accounts will look the same. If you have any questions please contact Christine Leal at email@example.com or 978-921-6132, extension x11129.
In order for a student age 14 to 18 to be employed in the Commonwealth of Massachusetts, he/she must have an employment permit. This form is available at the Main Office. A student between 14 and 16 years of age must be accompanied by a parent to sign the form along with the Principal. Those students between 16 to 18 years of age need only to sign their own name along with the Principal. A birth certificate or passport is required.
DISCRIMINATION/HARASSMENT POLICY SUMMARY FOR STUDENTS
It is the policy of the Beverly Public Schools to provide a safe and secure learning and work environment for all students and employees without distinction, where all school community members treat each other with respect. All programs, activities and employment opportunities are offered without regard to race, color, sex, religion, national origin, ethnicity, sexual orientation, gender identity, homelessness, age and/or disability.
The Beverly School Committee is committed to the prevention, remediation, and accurate reporting of discrimination and harassment, bias incidents, and civil rights violations, including hate crimes, based upon race, color, sex, religion, national origin, ethnicity, sexual orientation, gender identity, homelessness, age and/or disability, and any other class or characteristic protected by law. The District also prohibits other harmful conduct for reasons unrelated to race, color, sex, religion, national origin, ethnicity, sexual orientation, gender identity, homelessness, age and/or disability.
Discrimination, sexual and biasmotivated harassment, hate crime, and violations of civil rights, bullying and cyberbullying disrupt the educational process and work place and will not be tolerated. The civil rights of all school community members are guaranteed by law, and the protection of those rights is of utmost importance and priority to the Beverly Public Schools. Beverly Public Schools will employ cohesive, whole school practices to combat discrimination and harassment, effectively intervene, and empower bystanders.
The District will investigate promptly all reports and complaints of harassment, discrimination, hate crimes, bullying, cyberbullying, and retaliation, and take prompt, effective action to end that behavior and prevent its reoccurrence. Action will include, where appropriate, referral to a law enforcement agency or to the Department of Children & Families (DCF). The District will support this Policy in all aspects of its activities, including its curricula, instructional programs, staff development, extracurricular activities, school-related activities, and school-related transportation. The intent of this policy is not merely to provide rules to prohibit inappropriate or illegal behavior, but also to support and educate all members of our school community as to appropriate behavior, which is consistent with individual dignity, respect for others, and an appreciation for the diversity in our schools.
In this school District, hate crime, discrimination, sexual harassment, harassment, and retaliation, are unacceptable and will not be tolerated. Discrimination and harassment, including sexual harassment, are unlawful and hurt all people. In addition, the bullying behavior, as defined in the District’s Bullying Policy, staff to staff, student to student, staff to student, student to staff, is prohibited.
UNLAWFUL AND PROHIBITED CONDUCT
Hate Crime: Hate crime is any crime motivated by hatred or bias, or where the victim is targeted or selected for the crime at least in part because the person is a different race, color, gender, religion, national origin, ethnicity, has a different sexual orientation or gender identity from the perpetrator, or because the targeted person has a disability. A hate crime may involve a physical attack, threat of bodily harm, physical intimidation, or damage to another’s property.
Discrimination: Discrimination occurs when an individual is treated differently, except where providing a reasonable accommodation for an individual with a disability, and/or unfairly in an educational or employment context, solely on the basis of the individual's race, color, sex, religion, national origin, ethnicity, sexual orientation, gender identity, homelessness, age, and/or disability. Treating people differently, or interfering with or preventing a person from enjoying the advantages, privileges, or courses of study in a public school is discrimination. A person may not be subject to discipline or more severe punishment for wrongdoing, nor denied the same rights of other students, because of his/her membership in a protected class. Discrimination on the basis of sex shall include, but not be limited to, sexual harassment. In all cases, such actions will be considered unwelcome for the very young (elementary school age students).
Harassment: Harassment is oral, written, graphic, electronic, or physical conduct on school property or at a school-related activity relating to an individual’s actual or perceived race, color, sex, religion, national origin, ethnicity, sexual orientation, gender identity, homelessness, age, and/or disability (i.e. protected status), that is sufficiently severe, pervasive or persistent so as to interfere with a student’s ability to participate in or benefit from the District’s programs or activities, or to interfere with or limit an individual’s employment, by creating a hostile, humiliating, intimidating, or offensive educational or work environment. For purposes of this policy, harassment shall also mean conduct, if it persists, that will likely create such a hostile, humiliating, intimidating, or offensive educational or work environment. A single incident, depending on its severity, may create a hostile environment. A victim may also be someone reasonably affected by conduct not toward another individual.
Sexual/Gender Harassment: Sexual/gender harassment is unlawful and prohibited conduct consisting of unwelcome sexual advances, requests for sexual favors, sexually motivated physical contact, other verbal or physical conduct, communication of a sexual nature when: (a) submission to, or rejection of such conduct or communication is made explicitly or implicitly a term or condition of employment, education or academic achievement; (b)submission to, or rejection of such behavior is used as a basis for employment or academic decisions; and (c) such behavior unreasonably interferes with an individual’s work or academic performance, or creates an intimidating, hostile, humiliating, offensive work or educational environment. Sexual harassment can be based on gender, gender identity or sexual orientation.
Cyberbullying: School Community members who feel that they have been the victims of such misuses of technology should not erase the offensive material from the system. They should photograph it and or print a copy of the material and immediately report the incident to a school official.
Hostile Environment: Hostile Environment is a situation in which harassment or bullying causes the school environment to be permeated with intimidation, humiliation, ridicule or insult that is sufficiently severe or pervasive to reasonably interfere or alter the conditions of the student’s education or the employee’s work.
Retaliation: Retaliation is any form of intimidation, reprisal, or harassment by a school community member directed against another school community member for reporting or filing a complaint, for aiding or encouraging the filing of a report or complaint, for participating in an investigation under this policy, or for taking action consistent with this policy.
All unlawful and prohibited conduct may occur from male to female, female to male, male to male, female to female, student to student, student to employee, employee to student, employee to employee, or from a third party on school property or at a school related activity.
For purposes of this policy whenever the term harassment is used, it is to denote either harassment or sexual harassment.
Any employee including, but not limited to, an educator, an administrator, school nurse, cafeteria worker, custodian, bus driver, athletic coach, paraprofessional, or advisor to an extracurricular activity who becomes aware of an incident of discrimination, harassment, and/or retaliation must immediately report the incident to a school administrator or equity coordinator in their respective school building. This requirement to report does not limit the authority of the staff member to respond to behavioral or disciplinary incidents consistent with school policy and practice.
Student bystanders who witness discrimination, harassment, and/or retaliation are strongly encouraged to report the incident to the principal, building equity coordinator, Title(s) VI & IX Coordinator, or any school staff member in your building. Equity coordinators, specially trained people in each school building, will provide information to employees and students about the District policy and procedures against discrimination/harassment. They will be available to discuss any concern a student, parent, or employee may have. They will facilitate the complaint process for employees, and are responsible to investigate and remediate student complaints. Central Office equity coordinators will receive and investigate reports of alleged prohibited conduct from Central Office staff, including clerical, custodial, cafeteria and transportation employees.
PROCEDURES FOR REPORTING AND INVESTIGATING COMPLAINTS
Any student or staff member of the Beverly Public Schools who is found to be in violation of the district’s Non-Discrimination Policy is subject to appropriate disciplinary action, up to and including warning, suspension, legal action, exclusion, expulsion, transfer or discharge.
If the student's discriminating or harassing conduct warrants, disciplinary procedures exercised by the principal will be instituted in accordance with the student handbook and the policy of the Beverly Public Schools. An incident report to the School Resource Officer of the Beverly Police Department will be filed and/or a referral to the Essex County Juvenile Court may be filed. A 51A Report or Child Requiring Assistance Petition may be filed.
The School Administration will discipline or take appropriate action against any student, teacher, administrator, or school personnel who retaliates in any form against a person who makes a complaint, reports or participates in an investigation of a discrimination/harassment complaint. Acts of retaliation may result in immediate disciplinary action, including expulsion or dismissal, even if underlying discrimination or harassment is not proven. If the building principal, equity coordinator, and/or Title(s) VI & IX Coordinator believe that either the victim or respondent is in physical or emotional danger, the parents or guardians and the Beverly Police Department will be notified immediately. Retaliation is an independent prohibited and unlawful act.
Any employee, student, or parent acting for a student may file a complaint with the following agencies:
The U.S. Equal Employment Opportunity Commission
J. F. Kennedy Federal Building, Room 475
Boston, MA 02203
Massachusetts Commission Against Discrimination
One Ashburton Place, Room 601
Boston, MA 02108
Massachusetts Commission Against Discrimination
436 Dwight Street, Room 220
Springfield, MA 01103
United States Department of Education
The Office for Civil Rights
33 Arch Street, Suite 900
Boston, MA 02110-1491
Attorney General's Office
Civil Rights Division
Office of the Attorney General
One Ashburton Place
Boston, MA 02108
Essex County District Attorney's Office
10 Federal Street
Salem, MA 01970
Bullying Prevention and Intervention Summary for Students
District leadership is committed to developing and maintaining a strength-based safe school climate where everyone is treated with dignity and respect.
It is the responsibility of every employee and student to recognize acts of bullying and harassment and take every action necessary to ensure applicable policies and procedures of the District are implemented. It is a violation of our policy for any visitor or member of the school community to engage in or condone bullying, retaliation and/or harassment.
The Bullying Prevention and Intervention plan applies to students and members of a school staff, including, but not limited to educators, administrators, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to an extra curricular activity or paraprofessionals.
Any student or employee who believes that he or she has been subject to bullying or harassment is encouraged to file a complaint immediately and should expect a prompt and thorough investigation of the complaint, including ending the prohibited behavior and restoring the target’s sense of safety and well-being.
II. TRAINING AND PROFESSIONAL DEVELOPMENT
Training will include, but is not limited to, a review of the District’s responsibilities around bullying and harassment, a review of the District’s Bullying and Discrimination/Harassment Policies and the Bullying Prevention and Intervention Plan in their entirety with all staff and students.
Building based equity coordinators receive specialized training in bullying and harassment prevention, investigation, and remediation. Equity coordinators will continue to participate in and receive related and specialized training during the school year. Equity coordinators work closely with the District’s Title(s) VI, IX Coordinator and with parents and staff to prevent and remediate bullying and harassment.
Copies of the District’s updated Bullying Prevention and Intervention Plan, Bullying and Discrimination/Harassment Policies, are distributed each year to all staff and are posted in their entirety on our district website. Age-appropriate summaries, are posted throughout all school buildings
Equity coordinators, school adjustment counselors and classroom teachers (utilizing Olweus, Second Step, Steps to Respect, Responsive Classroom and the District’s Age Appropriate Discrimination/Harassment/Bullying Summary), facilitate lessons and work with students to promote bystander responsibility and to ensure that all students understand the definitions of bullying, harassment, cyber-bullying, retaliation, target, and aggressor.
Team chairs are designated to assist school adjustment counselors and building equity coordinators in preventing and responding to bullying and/or retaliation for students with disabilities.
Middle and high school ADL World of Difference Peer Leaders will continue with anti-biased diversity training within the District.
III. ACCESS AND RESOURCES
Behavioral health consultation continues to be available on an on-going basis to District equity coordinators, teachers and principals. The District has mapped school resources at the universal, selective, and intensive levels. Behavioral health consultants are available to families and staff to assist in developing effective classroom management techniques and to develop behavioral plans for the classroom and/or at home. The District has utilized behavioral health consultants for the past fourteen years and collaborates regularly with representatives from the Department of Children and Families, Department of Mental Health, Essex County Juvenile Court, Beverly Bootstraps, the YMCA, and the CSA. We hope to continue to access grant funding for additional behavioral health interventions and pro-social programming. The District has close relationships with community and mental health providers and can often successfully secure appropriate resources to meet student/family needs.
Social skills groups and facilitated play, including lunch bunches, after school mentoring, social pragmatic groups, and respite opportunity (TLC) are facilitated by school adjustment counselors, speech therapists, paraprofessionals, teaching fellows, mental health clinicians, and behavioral consultants who specialize in working with students and families with disabilities. In addition, our special education staff and consultants provide interventions in collaborative problem solving, pragmatics, sensory processing, executive functioning and social autopsies and rehearsals.
Equity coordinators refer to the Department of Elementary & Secondary Education January 2011 Guidance during investigations and for remediation of bullying incidents involving a student who has been bullied due to perceived or actual sexual orientation or gender identity.
IV. PROCEDURES FOR REPORTING AND RESPONDING TO BULLYING AND RETALIATION
Reports of bullying or retaliation may be made by staff, students, parents or guardians, or others, and may be oral or written. Oral reports, made by or to a staff member, shall be recorded in writing using the complainant’s own words. Reporting Forms are available in all school offices and on-line. Use of a Reporting Form is not required as a condition of making a report. A Reporting Form will be included in the beginning of the year packets for students and parents/guardians. The Reporting Form is available in the most prevalent language(s) of origin of students and parents or guardians (Spanish and Portuguese). In addition, the District has developed a method for anonymous complaints and an anonymous report form which includes an area to note positive student behavior. Anonymous reporting boxes are placed in no fewer than three areas in each school building. Students are informed of the locations of the anonymous reporting boxes.
Reporting by Staff
A staff member will report immediately to the principal or equity coordinator when he/she witnesses or becomes aware of conduct that may be bullying or retaliation. The requirement to report to the principal or equity coordinator does not limit the authority of the staff member to respond to behavioral or disciplinary incidents consistent with school or District policies and procedures for behavior and climate management and discipline. Failure to report an incident of bullying may result in disciplinary action. Staff may report verbally or in writing to the building principal, building equity coordinator or Title(s) IV, IX Coordinator if they feel they are targets of bullying.
Reporting by Students, Parents or Guardians, and Others
Bystander responsibility: the District expects staff, students, parents or guardians, and others who witness or become aware of an instance of bullying or retaliation involving a student to report it to the principal or building equity coordinator. Reports may be made anonymously, but no disciplinary action will be taken against an alleged aggressor solely on the basis of an anonymous report. Students, parents or guardians, and others may request assistance from a staff member to complete a written report.
Before fully investigating the allegations of bullying or retaliation, the principal or equity coordinator will take steps to assess the need to restore a sense of safety to the alleged target and/or to protect the alleged target from possible further incidents during the course of the investigation. Responses to promote safety may include, but not be limited to: speaking with parents/guardians of the aggressor and or target, creating a personal safety plan; pre-determining seating arrangements for the target and/or the aggressor in the classroom, at lunch, or on the bus; identifying a staff member who will act as a “safe person” for the target; and altering the aggressor’s schedule and access to the target. The principal or equity coordinator will take additional steps to promote safety after the investigation, as necessary and make appropriate referrals, as appropriate.
Obligations to Notify Others
Notice to parents or guardians.
Communication will be guided by the Department of Elementary & Secondary Education’s, January 2011 Guidance. Upon investigation and determination that bullying or retaliation has occurred, the principal or equity coordinator will promptly notify the parents or guardians of the target and the aggressor of the determination, and of the procedures for responding to the bullying and retaliation.
Communication will occur in the primary language in the home utilizing foreign language staff or a translator, if indicated.
In cases when sensitive information is shared; i.e., actual or perceived sexual orientation or gender identity expression, building principals and equity coordinators will first confer among themselves, seek consultation, as indicated, and meet with parents or guardians in person. Building principals and equity coordinators will use their discretion in discussing the incident and avoid sharing any information that may endanger the mental or physical well-being and safety of the student.
Notice will be consistent with confidentiality requirements of the Massachusetts Student Record Regulation, 603 CMR 23.00 and the Federal Family Educational Rights and Privacy Act Regulations, 34 CFR Part 99, as set forth in 603 CMR 49.07. (DESE Notification of Bullying or Retaliation Regulations).
The principal or equity coordinator will inform the parent/guardian of the actions taken to prevent further acts of bullying or retaliation.
Notice to another School or District. If the reported incident involves students from more than one school District, charter school, non-public school, approved private special education day or residential school, or collaborative school, the principal or equity coordinator first informed of the incident will promptly notify, by telephone, the principal of the other school(s) of the incident so that each school may take appropriate action. All communications will be in accordance with state and federal privacy laws and regulations, and 603 CMR 49.00 (DESE Notification of Bullying or Retaliation Regulations).
Notice to Law Enforcement. At any point after receiving a report of bullying or retaliation, including after an investigation, if the principal or equity coordinator has a reasonable basis to believe that criminal charges may be pursued against the aggressor, the principal will notify the local law enforcement agency. Notice will be consistent with the requirements of 603 CMR 49.06 and locally established agreements with the local law enforcement agency. Notice to law enforcement does not replace the District’s responsibility to investigate and remediate consistent with school policy.
If an incident occurs on school grounds and involves a former student under the age of 21 who is no longer enrolled in school, the principal shall contact the local law enforcement agency if he or she has a reasonable basis to believe that criminal charges may be pursued against the aggressor.
The principal or equity coordinator will investigate promptly and thoroughly all reports of bullying or retaliation. The District will proceed with staff complaints as outlined in the District’s Discrimination/Harassment Policy.
The principal or equity coordinator will remind the alleged aggressor, target, and witnesses that retaliation is strictly prohibited and will result in disciplinary action.
Interviews may be conducted by the principal or equity coordinator and in consultation with the school counselor and/or special education liaison, as appropriate.
Procedures for investigating reports of bullying and retaliation will be consistent with school or District policies. If necessary, the principal or equity coordinator will consult with the Superintendent, Title(s) IX & VI Coordinator or legal counsel about the investigation.
The principal or equity coordinator will make a determination based upon all of the facts and circumstances. If, after investigation, bullying or retaliation is substantiated, the principal or equity coordinator will take steps reasonably calculated to prevent recurrence and to ensure that the target is not restricted in participating in school or in benefiting from school activities. The principal will: 1) determine what corrective action is required, and 2) determine what disciplinary action is appropriate.
Depending upon the circumstances, the principal or equity coordinator may choose to consult with the student’s teacher(s) and/or school counselor, special education liaison or team chair, and the target’s or aggressor’s parents or guardians, to identify any underlying social or emotional issue(s) that may have contributed to the bullying behavior and to assess the level of need for additional social skills development.
The principal or equity coordinator will promptly notify the parents or guardians of the target and the aggressor about the results of the investigation if bullying or retaliation is found and what action is being taken to prevent further acts of bullying or retaliation. Because of the legal requirements regarding the confidentiality of student records, the principal or equity coordinator cannot report specific information to the target’s parent or guardian about the disciplinary action taken unless it involves a “stay away” order or other directive that the target must be aware of in order to report violations.
Responses to Bullying
Teaching Appropriate Behavior Through Skills-Building: Second Step, Responsive Classroom, Steps to Respect, Olweus, and Special and Regular Education Interventions.
The District will utilize building based initiatives, including the implementation of evidence-based curriculum with fidelity, and individualized interventions to prevent bullying and retaliation. In addition, the District anticipates working closely with parents/guardians around bullying prevention efforts and remediation.
Taking Disciplinary Action
If the principal decides that disciplinary action is appropriate, the disciplinary action will be determined on the basis of facts found by the principal or equity coordinator, including the nature of the conduct, the age of the student(s) involved, and the need to balance accountability with the teaching of appropriate behavior.
Disciplinary procedures for students with disabilities will include Special Education staff; will be governed by the federal Individuals with Disabilities in Education Act (IDEA); and will be consistent with state laws regarding student discipline.
If the principal determines that a student knowingly made a false allegation of bullying or retaliation, that student may be subject to disciplinary action.
Promoting Safety for the Target and Others
The principal or equity coordinator will consider what adjustments, if any, are needed in the school environment to enhance the target's sense of safety and that of others as well, i.e. to increase adult supervision at transition times and in specific locations (halls, recess, and playground) where bullying is known to have occurred or is likely to occur, safety plan, change in the aggressor’s schedule, and referral(s), as indicated.
V. PROHIBITION AGAINST BULLYING AND RETALIATION
Acts of bullying, which include cyber-bullying, are prohibited:
(i) on school grounds and property immediately adjacent to school grounds, at a school-sponsored or school-related activity, function, or program whether on or off school grounds, at a school bus stop, on a school bus or other vehicle owned, leased, or used by a school District or school; or through the use of technology or an electronic device owned, leased, or used by a school District or school, and
(ii) at a location, activity, function, or program that is not school-related through the use of technology or an electronic device that is not owned, leased, or used by a school District or school, if the acts create a hostile environment at school for the target or witnesses, infringe on their rights at school, or materially and substantially disrupt the education process or the orderly operation of a school.
Retaliation against a person who reports bullying, provides information during an investigation of bullying, witnesses, or who has reliable information about bullying, is also prohibited.
As stated in M.G.L. c. 71, § 37O, nothing in this Plan requires the District or school to staff any non-school related activities, functions, or programs.
Massachusetts law defines bullying, cyber bullying, hostile environment, retaliation, “perpetrator” and “victim”. We will use the terms “aggressor” and “target”.
Aggressor is a student who engages in bullying, cyber-bullying, or retaliation.
Bullying as defined in M.G.L. c. 71, § 37O, is the repeated use by one or more students of a written, verbal, or electronic expression or a physical act or gesture or any combination thereof, directed at a target that:
Cyber-bullying is bullying through the use of technology or electronic devices such as telephones, cell phones, computers, and the internet. It includes, but is not limited to, email, instant messages, text messages, and internet postings. See M.G.L. c. 71, § 37O for the legal definition of cyber-bullying.
Hostile environment as defined in M.G.L. c. 71, § 37O, is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of a student’s education.
Retaliation is any form of intimidation, reprisal, or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying.
Staff includes, but is not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, support staff, and/or paraprofessionals.
Target is a student against whom bullying, cyber-bullying, or retaliation has been perpetrated.
VII. RELATIONSHIP TO OTHER LAWS
Some student misconduct that falls under a school’s anti-bullying policy also may trigger responsibilities under one or more of the federal anti-discrimination laws and regulations enforced by the Department’s Office for Civil Rights (OCR) and will be responded to consistent with the District’s Discrimination/Harassment Policy. Consistent with state and federal laws, and the policies of the Beverly Public Schools, no person shall be discriminated against in admission to the Beverly Public Schools or in obtaining the advantages, privilege and courses of study of such public school on account of race, color, sex, religion,, national origin, ethnicity, sexual orientation, gender identity, homelessness, age and/or disability. Nothing in the Plan prevents the school or District from taking action to remediate discrimination or harassment based on a person’s membership in a legally protected category under local, state, or federal law, or school or District policies.
In addition, nothing in the Plan is designed or intended to limit the authority of the school or District to take disciplinary action or other action under M.G.L. c. 71, §§ 37H or 37H½, other applicable laws, or local school or District policies in response to violent, harmful, or disruptive behavior, regardless of whether the Plan covers the behavior.
Conduct need not meet the legal definition of bullying to violate the schools expectations for appropriate behavior. Conduct that violates, or is prohibited by other policies, may be subject to disciplinary measures and corrective action. The District will take prompt and effective steps to end and prevent discrimination/harassment and prevent any hostile environment or retaliation.
AN ACT PROHIBITING THE PRACTICE OF HAZING
COMMONWEALTH OF MASSACHUSETTS, 1985
Chapter 269 of the General Laws states:
Section 17. Whoever is a principal organizer or participant in the crime of hazing as defined herein shall be punished by a fine of not more than one thousand dollars or by imprisonment in a house of correction for not more than one hundred days, or by both such fine and imprisonment.
The term “hazing,” as used in this section and in sections eighteen and nineteen, shall mean any conduct or method of initiation into any student organization, whether on public or private property, which willfully or recklessly endangers the physical or mental health of any student or other person. Such conduct shall include whipping, beating, or branding, forced calisthenics, exposure to weather, forced consumption of any food, liquor, beverage, drug or any substance, or any other brutal treatment or forced physical activity which is likely to adversely affect the physical health or safety of any such student or other person, or which subjects such student or other person to extreme mental stress, including extended deprivation of sleep or rest or extended isolation.
Section 18. Whoever knows that another person is the victim of hazing as defined in section seventeen and is at the scene of such crime shall, to the extent that such person can do so without danger or peril to himself or others, report such crime to an appropriate law enforcement official as soon as reasonably practicable. Whoever fails to report such crime shall be punished by a fine of not more than five hundred dollars.
Section 19. Each secondary school and each public and private school or college shall issue to every group or organization under its authority or operating on or in conjunction with its campus or school, and to every member, plebe, pledgee, or applicant for membership in such a group or organization, a copy of this section and sections seventeen and eighteen. An officer of each such group or organization, and each individual receiving a copy of said sections seventeen and eighteen shall sign an acknowledgment stating that such group, organization or individual has received a copy of said sections seventeen and eighteen.
BEVERLY PUBLIC SCHOOLS POLICY REGARDING PREGNANT STUDENTS
Pregnant students are permitted to remain in regular classes and participate in extracurricular activities with non-pregnant students throughout their pregnancy. After giving birth students are permitted to return to the same academic and extracurricular program is before the leave.
The district does not require a pregnant student to obtain the certification of a physician that the student is physically and emotionally able to continue in school unless it requires such certification for all students for other physical or emotional conditions requiring the attention of a physician. The only exception is if there is a letter from their physician excluding any activities due to health reasons.
Title IX: 20 U.S.C. 1681:34 CFR 106.40(b)
Adopted: December 10, 2008 Revised: June 12, 2013
PROHIBITION AGAINST USE OF TOBACCO BY STUDENTS
COMMONWEALTH OF MASSACHUSETTS
CITY OF BEVERLY
Chapter 71, Section 37H (Massachusetts General Laws)subject to change
“The Superintendent of every school district shall publish the district’s policies pertaining to the conduct of teachers and students. Said policies shall prohibit the use/possession of any tobacco products within the school buildings, the school facilities or on the school grounds or on school buses by an individual, including school personnel.”
Chapter 72, Section 2A (Massachusetts General Laws)
Prohibition Against Use of Tobacco by Students
“It shall be unlawful for any student enrolled in either primary or secondary public schools in the Commonwealth to use tobacco products of any type on school grounds during normal school hours. Each School Committee shall establish a policy dealing with students who violate this law. The policy may include, but not be limited to, mandatory education classes on the hazards of tobacco use.”
Chapter 15, Section 32 (City of Beverly), Amended in 2001
"Smoking prohibited in municipal buildings and upon public school grounds.
CHAPTER 285 OF THE ACTS OF 1998
AN ACT PROVIDING FOR THE DISTRIBUTION OF INFORMATION TO CERTAIN PARENTS OF CHILDREN ENROLLED IN ELEMENTARY AND SECONDARY SCHOOLS
Be it enacted by the Senate and House of Representatives in General Court assembled, and by the authority of the same, as follows:
Chapter 71 of the General Laws is hereby amended by inserting after section 34G the following section:
Section 34H. (a) Each public elementary and secondary school shall provide the following information in a timely and appropriate manner to the parent of a child enrolled in the school if the parent is eligible for information pursuant to this section and requests the information in the manner set forth in this section: report cards and progress reports; the results of intelligence and achievement tests; notification of a referral for a special needs assessment; notification of enrollment in a transitional bilingual program; notification of absences; notification of illnesses; notification of any detentions; suspensions or expulsion; and notification of permanent withdrawal from school. Each school shall also make reasonable efforts to ensure that other written information that is provided to the custodial parent but not specified in the preceding sentence be provided to the requesting parent if that parent is eligible for information pursuant to this section and requests the information in the manner set forth herein. All address and telephone number information shall be removed from information provided pursuant to this section. Receipt of this information shall not mandate participation in any proceeding to which notification pertains nor shall it authorize participation in proceedings and decisions regarding the child’s welfare which are not granted through the award of custody. For purposes of this section, any parent who does not have physical custody of a child shall be eligible for the receipt of information pursuant to the procedures of this section unless said parent has been denied legal custody of the child based on a threat to the safety of the child or to the custodial parent, or who has been denied visitation, or who has been ordered to supervised visitation, or whose access to their child or to the custodial parent has been restricted by a temporary or permanent protective order unless said protective order, or any subsequent order which modified said protective order, specifically allows access to the information described in this section.
(b) A parent eligible for information pursuant to this section who wishes to have this information shall submit a written request to the school principal annually. The initial request shall include: a certified copy of the probate court’s order or judgment relative to the custody of the child indicating that the requesting parent has not sought and been denied shared legal custody as defined in section 31 of chapter 208 based on a threat to the safety of the child or the custodial parent and is entitled to unsupervised visitation with his child, or a certified copy of an order by a probate family court judge specifically ordering that this information be made available to the requesting parent which certifies on its face that it is being made after a review of the records, if any, of the judgment of custody and the criminal history of the petitioner, that provision of the requested information has not been determined to pose a safety risk for the custodial parent or to any child in the custodial parent’s custody and that it is in the best interest of the child that such information be provided to the petitioner; and an affidavit from the requesting parent certifying that the judgment or order remains in effect and that no temporary or permanent protective order restricting access to the custodial parent or to any child in the custodial parent’s custody is in effect.
(c) Upon receipt of a request for information pursuant to this section the school shall immediately notify the custodial parent of the receipt of the request. Notification must be made by registered mail and by first class mail in both primary language of the custodial parent and in English. The school may seek reimbursement for the cost of postage from the requesting parent. The notification shall also inform the custodial parent that information requested pursuant to this section shall be provided to the requesting parent after 21 days unless the custodial parent provides to the principal of the school documentation of any court order which prohibits contact with the child or prohibits the distribution of the information referred to in this section or which is a temporary or permanent order issued to provide protection to the custodial parent or any child in the custodial parent’s custody from abuse by the requesting parent unless said protective order or any subsequent order which modifies said protective order, specifically allows access to the information described in this section.
(d) In each subsequent year, the parent eligible for information pursuant to this section shall indicate in the annual request that he continues to be entitled to unsupervised visitation with his child and to be eligible for the receipt of the information pursuant to this section. Upon receipt of a request for information pursuant to this section the school shall immediately notify the custodial parent of the receipt of the request. Notification shall be made by registered mail and by first class mail in both the primary language of the custodial parent and in English. The school may seek reimbursement for the cost of postage from the requesting parent. The notification shall also inform the custodial parent that information requested pursuant to this section shall be provided to the requesting parent after 21 days unless the custodial parent provides to the principal of the school documentation of any court order which prohibits contact with the child, or prohibits the distribution of the information referred to in this section or which is a temporary or permanent order issued to provide protection to the custodial parent or any child in the custodial parent’s custody from abuse by the requesting parent.
(e) At any time the principal of a school is presented with an order of a probate and family court judge which prohibits the distribution of information pursuant to this section the school shall immediately cease to provide said information and shall notify the requesting parent that the distribution of information shall cease.
Access to Digital Resources Policy (IJND)
This document sets forth the rights and responsibilities for all students and staff and District employees under the District's Internet Safe and Responsible Use Policy and Regulations. The intent of this Access to Digital Resources Policy) is to provide a computing environment in the Beverly Public Schools (BPS) that will enhance teaching and learning, be safe and secure and financially sustainable by the school district. Most standards and policies outlined in this AUP apply to all students and BPS Staff who use computers and access the internet in our schools, i.e. “BPS Computer Users” Standards and policies in this document that apply only to BPS students and/or parents will specifically reference these users in the text.
BEVERLY PUBLIC SCHOOLS COMPUTER USERS RIGHTS AND EXPECTATIONS
A. EDUCATIONAL PURPOSE
4. Users are expected to act in a manner consistent with all other district policies and protocols.
B. LIMITATION OF LIABILITY
The district will not guarantee that the functions or services provided through the district internet service will be without error. The district will not be responsible for any damage the users may suffer, including but not limited to, loss of data, interruptions of service, or exposure to inappropriate material or people. The district is not responsible for the accuracy or quality of the information obtained through the system. The district will not be responsible for financial obligations arising through the unauthorized use of the system. Users can be held financially responsible for any harm that may result from intentional misuse of the system. The student may only use the system if his/her parents have signed a disclaimer of claims for damages against the district.
Cyberbullying is prohibited and is defined as repeated use by one or more students of an electronic expression (including the 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, photo optical system, including but not limited to the electronic mail, the internet communications, instant messages or facsimile communication, creation of web pages or blogs in which the creator assumes the identity of another person, the knowing impersonation of another person, the knowing impersonation of another person as the author of posted content or messages or the distribution of communications to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons),alone or in combination with any written or verbal expression or physical acts or gestures, directed at a target that: (i) causes physical or emotional harm to the target or damage to the target’s property; (ii) places the target in reasonable fear of harm to himself or of damage to his property; (iii) creates a hostile environment at school for the target; (iv) infringes on the rights of the target at school: or (v) materially or substantially disrupts the education process or the orderly operation of school. See Massachusetts General Laws, Chapter 71, Section 370.
E. ACCESS TO MATERIALS
For students to be permitted to gain independent access to the web or individual email accounts, they must agree to and abide by the standards set out below. For students under 18, parents must provide signed permission forms before students will be permitted to gain independent access to the web or individual email accounts. If the Beverly Public Schools does not receive a signed user agreement and if applicable a signed parental permission form, students will not gain independent access to the web or individual email accounts, but they still may have exposure to the Internet during classroom instruction or library research exercises.
F. PRIVACY AND COMMUNICATION SAFETY REQUIREMENTS
Personal contact information includes student name together with other information that would allow an individual to locate the student, including, but not limited to, parent's name, home address or location, work address or location, or phone number.
G. ILLEGAL, UNAUTHORIZED, AND INAPPROPRIATE USES AND ACTIVITIES
I. PLAGIARISM AND COPYRIGHT INFRINGEMENT
J. SYSTEM SECURITY AND RESOURCE LIMITS
All educational and non-academic programs, activities and employment opportunities at Beverly Public Schools are offered without regard to race, color, sex, religion, national origin, ethnicity, sexual orientation, gender identity, homelessness, age and/or, disability, and any other class or characteristic protected by law.
RELEASE OF STUDENT INFORMATION TO MILITARY RECRUITERS OR
Under the federal “No Child Left Behind” Act, public high schools must give the names, addresses and telephone numbers of students to the U.S. military and college/university recruiters if the recruiters request the information. However, students or their parents have the right to instruct the school in writing that this information is not to be released to either the military or colleges or both. To be certain your wishes are respected, notify the Guidance Office by September 15th.
CENTRAL OFFICE DIRECTORY
Suzanne Charochak, Ed.D.
Superintendent of Schools
Tel: 978-921-6100 Ext. 711
Assistant Superintendent of Schools
Tel: 978-921-6100 Ext. 714
Director of Transportation
Director of Food Services
Tel: 978-921-6132 Ext. 11129
Director of Digital Learning
Tel: 978-921-6132 Ext. 11171
Director of Special Education and Pupil Personnel Services
Tel: 978-921-6100 Ext. 732
Director of Human Resources
Tel: 978-921-6100 Ext. 747