TRANSLATION INSTRUCTIONS:

To translate: copy the full URL of this document. Open a new browser window and navigate to Google Translate. Be sure that it is set to “Websites.” Paste the URL into the box marked “Website.” Select your preferred language from the dropdown menu in the top right then click the blue arrow. This handbook will appear in your preferred language.

请复制此文件的完整网址。打开一个新窗口并进入谷歌翻译。确保选择 “Websites”

(“网站”) 模式。将网址粘贴到 “Website” (“网站-”) 框中。  从右上角的下拉菜单中选择您的首选语言，然后点击蓝色箭头。 本手册将以您的首选语言显示。

Tanpri, kopye tout adrès kote enfòmasyon an ye sou Entènèt (URL) ki pou dokiman sa a. Ouvri yon nouvo fenèt epi ale sou Google Tradiksyon. Asire w fonksyon “Websites” (“Sit Entènèt”) la seleksyone. Kopye URL la nan kare ki make “Website” (“Sit Entènèt”). Chwazi lang ou prefere a nan meni ki gen lis lang yo ki anwo adwat, epi klike sou flèch ble a. Liv sa a ap parèt nan lang ou prefere a.

이 문서의 전체 URL을 복사합니다. 새 창을 열고 구글 번역으로 이동합니다. “Websites” (웹사이트)로 설정되어 있는지 확인하세요. URL을 “Website” (웹사이트)로 표시된 상자에 붙여넣습니다. 오른쪽 상단의 드롭다운 메뉴에서 원하는 언어를 선택한 다음 파란색 화살표를 클릭합니다. 이 핸드북이 원하는 언어로 표시됩니다.

INSTRUÇÕES PARA TRADUÇÃO: ​​Copie a URL completa deste documento. Abra uma nova janela e acesse o Google Tradutor. Lembre-se de clicar em “Websites” (“Sites”). Cole a URL no campo que indica “Website” (“Site”). Selecione seu idioma de preferência no menu suspenso, no lado superior direito da página, e clique na seta azul. Este manual aparecerá em seu idioma de preferência.

Пожалуйста, скопируйте полный электронный адрес этого документа. Откройте новое окно и перейдите в Google Переводчик. Убедитесь, что в нем установлен режим “Websites” («Веб-сайты»). Вставьте электронный адрес (URL) в поле с надписью “Website” («Сайт»). Выберите предпочтительный язык из выпадающего списка в правом верхнем углу и нажмите на синюю стрелку. Справочник появится на выбранном вами языке.

Por favor, copie la URL completa de este documento. Abra una nueva ventana y navegue a Traductor de Google. Asegúrese de que esté configurado en “Websites” (“Sitios web”). Pegue la URL en el cuadro marcado “Website” (“Sitio web”). Seleccione su idioma preferido del menú desplegable en la parte superior derecha y luego haga clic en la flecha azul. Este manual aparecerá en su idioma preferido.

በጃኹም ምሉእ ዩ.ኣር.ኤል (URL) ናይዚ ሰነድ ኮፒ ግበሩ። ሓድሽ መስኮት ኽፈቱ እሞ ናብ ጉግል ቶርጓሚ ኺዱ። ናብ “Websites” (“መርበባት ሓበሬታ”) ከም ዝተመላኸተ ኣረጋግጹ። ነቲ ዩ.ኣር.ኤል (URL) ኣብቲ “Website” (“መርበብ ሓበሬታ”) ዝብል ምልክት ዘለዎ ሳጹን ለጥፎዎ። ካብቲ ኣብ ላዕለዋይ የማን ዘሎ ንቑልቁል ዝወርድ ዝርዝር ዝደለኽምዎ ቋንቋ ምረጹ፣ ድሕሪኡ ነቲ ሰማያዊ ቀስቲ ጠውቑ። እዚ መጽሓፍ መምርሒ ብዝመረጽክምዎ ቋንቋ ክቐርብ እዩ።

Lütfen bu belgenin tam URL'sini kopyalayın. Yeni bir pencere açın ve Google Çeviri'yi ziyaret edin. “Websites” ('Web Siteleri') seçeneğinin seçili olduğundan emin olun. URL'yi “Website” ('Web Sitesi') olarak işaretlenen kutuya yapıştırın. Sağ üst köşeden tercih ettiğiniz dili seçin ve ardından mavi oka tıklayın. Bu el kitabı tercih ettiğiniz dilde görünecektir.

Vui lòng chép lại toàn bộ URL trên tài liệu này. Mở một cửa sổ mới và điều hướng về Google Dịch. Đảm bảo trang này đã được đặt về “Websites” (Trang mạng). Dán URL này vào hộp đánh dấu “Website” (Trang mạng). Chọn ngôn ngữ quý vị ưu tiên có trong thanh công cụ thả xuống ở phía trên bên phải, sau đó bấm vào mũi tên màu xanh dương. Sổ tay này sẽ xuất hiện bằng ngôn ngữ quý vị ưu tiên.

ELEMENTARY SCHOOLS

BATES SCHOOL - 116 Elmwood Road        781-446-6260

Toni Jolley, Principal        Voice Mail: 781-446-6315

Megan LeBlanc, Secretary

FISKE SCHOOL - 45 Hastings Street        781-446-6265

Rachel McGregor, Principal        Voice Mail: 781-446-6219                  

Susan Drayton, Secretary

HARDY SCHOOL - 293 Weston Road        781-446-6270

Grant Smith, Principal        Voice Mail: 781-446-6225        

Janet Rixon, Secretary

HUNNEWELL SCHOOL - 28 Cameron Street        781-446-6275

Jeffery Dees, Principal        Voice Mail: 781-446-6245                

Kristyn Chin, Secretary        

SCHOFIELD SCHOOL - 27 Cedar Street        781-446-6280

Jordan Hoffman, Principal        Voice Mail: 781-336-6230                

Kristin Lueken, Secretary        

SPRAGUE SCHOOL - 401 School Street        781-263-1965                

Leigh Petrowsky, Principal         Voice Mail: 781-263-1969

Lisa Licata, Secretary        

Students and parents may request communication in their home language should notify the School Principal. The district will make all essential information from the K-5 Handbook available in the family’s primary language to communicate appropriately.

The Wellesley Public School System does not discriminate on the basis of race, color, sex, age, gender, gender identity, religion, national origin, limited English proficiency, sexual orientation, disability, or housing status in admission to, access to, employment in, or treatment in its programs and activities.

The Wellesley Public School System is committed to maintaining a school environment free of harassment based on race, color, sex, age, gender, gender identity, religion, national origin, limited English proficiency, sexual orientation, disability, or housing status.

All district academic and nonacademic programs and events are offered regardless of race, color, sex, age, gender, gender identity, religion, national origin, limited English proficiency, sexual orientation, disability, or housing status.

August 2024

Dear Parents and Caregivers,

Welcome to the Wellesley Public Schools! The partnership between schools and families is fundamental to the success of children. With that in mind, we have prepared this Elementary Handbook as a resource for you, which describes the K-5 curriculum, enrichment programs and support services available to you and your children. It also identifies key skills, administrative procedures and district policies.

As you read through this handbook and engage within our school community, I believe you will see evidence of our commitment to our district’s core values:

• Academic excellence
• Diversity, Equity, Inclusion and Belonging
• Caring and cooperative relationships
• Value and respect for human differences
• Commitment to community

I hope you will find this handbook helpful as we work together in support of our students. Please do not hesitate to contact your elementary school principal for further information.

Sincerely,

David F. Lussier Ed.D.

Superintendent of Schools

WPS CENTRAL OFFICE ADMINISTRATION

40 Kingsbury Street • 781-446-6210

WELLESLEY SCHOOL COMMITTEE

school_committee@wellesleyps.org

Linda Chow, Chair

Niki Ofenloch, Vice Chair

Christina Horner, Secretary

Craig Mack, Ed.D, Member

Sharon Clarke, Member

TABLE OF CONTENTS

TRANSLATION INSTRUCTIONS:        1

SECTION 1 - ABOUT THE WPS ELEMENTARY SCHOOLS        8

WPS STRATEGIC PRIORITIES        8

THE ELEMENTARY SCHOOL CHARACTERIZED        9

School Facilities        9

The Principal        9

The Organization        9

Class Placement        9

School Council        10

Parent Teacher Organization (PTO)        10

Volunteers        10

METCO        10

SECTION 2 - CALENDAR, SCHEDULES, DAILY ROUTINES & PROCEDURES        11

2024-2025 WPS Academic Year Calendar        11

2024-2025 WPS Religious and Cultural Observances Calendar        12

First and Projected Last Day of School        13

School Hours        13

Wellesley Public Schools PreK-12 Attendance Procedure        13

Absence and Tardy Information        13

Applicable Laws regarding Student Attendance        15

Wellesley Public Schools Nursing Services        17

PreK - 12 WPS Health & Wellness Guidelines        17

Immunizations        19

Physical Examinations        19

Screenings        19

Exemptions        19

Medication Administration While at School        19

Student in Crisis        20

Safe Arrival Program        21

Before School And After School Programs        21

Early Childhood And Kindergarten Screenings, Registration & Orientation        21

Early Childhood And Kindergarten Screening        21

Entrance Age Requirements        21

Kindergarten Registration        21

Elementary Transfer Option        22

Transportation        23

Bicycle Permission        23

Bus Transportation        23

Cancellation Or Delayed Opening Of School        23

Emergency Closing Of Schools        23

Emergency/Safety Drills        24

Lunch        24

Smart Phones, Smart Watches, And Other Electronic Devices        24

SECTION 3 - THE WHOLE CHILD: ACADEMIC, SOCIAL & EMOTIONAL LEARNING        26

THE CORE CURRICULUM        26

Social and Emotional Learning (SEL)        26

English Language Arts        26

Mathematics        28

Science and Engineering        29

Social Studies        29

Art        30

Fitness And Health        30

Curriculum Involving Human Sexuality Issues        31

Library        31

Music        32

World Languages - Spanish        32

Multilingual Learner Education        33

Educational Technology        34

Homework        34

Accommodations For Religious & Cultural Observances        34

Field Trips        35

      HIGH SCHOOL GRADUATION REQUIREMENTS        36

TESTING AND REPORTING ON STUDENT PROGRESS        40

Testing Program        40

Standardized Testing        41

Reporting Student Progress        41

APPENDIX - WPS PREK-12 DISTRICT WIDE SCHOOL COMMITTEE POLICIES        43

Alcohol And Drug Policy        43

Screening for Substance Abuse        44

WHS Student/Guardian Agreement        44

Search And Seizure        45

Smoking And Tobacco Use On School Premises        45

Anti-Discrimination Policy        45

Nondiscrimination Policy To Protect Students And Staff From Harassment, Including Sexual Harassment, Bullying And Hazing        46

Student-to-Student Harassment        46

Sex-based Harassment        47

Prohibition of Hazing        48

Attendance Policy        49

WPS PK-12 School Committee Attendance Policy        49

Student Absence Notification Program        49

Dropout Prevention        49

Bullying Prevention And Intervention Policy        50

Civil Rights Policies        55

Notification Of Rights Under The Protection Of Pupil Rights Amendment (PPRA)        55

Notification Of Civil Rights And 504 Coordinators        56

Regulations Concerning Physical Restraint        56

Special Education: Individuals With Disabilities Education Act (IDEA)        56

Wellesley Public School Policy Regarding Animals In School        57

Wellesley Public Schools Policy Regarding The Educational Rights Of Children And Youth Experiencing Homelessness        57

Wellesley Public Schools Policy Regarding Pregnancies        57

Federal Grants        58

Student Conduct, Discipline and Due Process Rights        60

Student Discipline        60

Student Due Process Rights        62

Discipline and Students with Disabilities        67

Student Dress Code Policy        68

Student Records Regulations and FERPA        68

FERPA / Records Regulations        68

Noncustodial Parent        70

Release of Student Information        71

Technology PK-12 - Acceptable Use Policy        71

Acceptable Use Policy - Technology        72

Technology Use Guidelines for Elementary Schools        73

Bring Your Own Laptop (BYOL) Guidelines - (High School)        75

Guidelines For Email & Other Electronic Communication        76

SECTION 1 - ABOUT THE WPS ELEMENTARY SCHOOLS

WPS STRATEGIC PRIORITIES

THE ELEMENTARY SCHOOL CHARACTERIZED

School Facilities

Each of Wellesley’s six elementary schools has classes of kindergarten through fifth grade. Each school contains between eight and eighteen classrooms; an all-purpose room for fitness and health, lunch and assemblies; a learning center; a music/art room; and a library. In addition, each school is situated on a minimum of five acres divided into play areas for primary and intermediate levels.

The Principal

The principal is the administrative and instructional leader of the school and has the responsibility for providing through the faculty an efficient, sequential and sound educational experience for all students.

The principal is responsible for the administration of the building, including enforcement of rules and policies by the school committee and superintendent of schools; final selection and evaluation of the staff, both professional and nonprofessional; health and safety of all who occupy the physical plant; and business management of the plant, including ordering textbooks, supplies, educational materials and equipment.

As the chief guidance person in the building, the principal is responsible for ensuring that instruction is geared to each student’s individual needs. The principal confers with parents and has the final responsibility for grade placement of individual children. The principal can call upon the supportive services of the school department whenever necessary to obtain additional help toward making decisions relative to either children or staff. The principal is responsible for interpretation of the school program to the community and directly responsible for the curriculum within the school, as well as providing the educational leadership necessary to maintain high educational standards.

Whenever a parent has a question regarding a child, it is recommended that this first be discussed with the child’s teacher. If further information is necessary, the parent should then contact the principal. Whenever a parent wishes interpretation of school policy, the principal should be contacted directly.

The Organization

The school is organized on the principle of self-contained, heterogeneous classrooms.  In all classrooms, children are working at different learning levels and rates. Each spring, classes are regrouped for the following school year. The teacher is the key figure in all subject areas and responsible for meeting the various needs and abilities of the students in the class.

Class Placement

The following goals guide the school staff when class assignments are made and apply to placement:

1. to form a class of children that is balanced with respect to intellectual, social, physical, emotional needs;
2. to consider the effect individual children have upon one another so that the optimal learning environment for the entire group is achieved; and,
3. to achieve an equitable teacher-student ratio.

Parents have the opportunity to provide schools with specific information about their children. The school welcomes information that may be considered in formulating class groupings. Requests for specific teachers cannot be made. The ultimate responsibility for placement is with the school principal.

School Council

The School Council, established under the Education Reform Act of 1993, advises the principal on various school matters including policies and practices and the annual school improvement plan. The Council is composed of the principal, teachers and staff, parents and a community member. The Council meets monthly, and times are published at each school. All parents are invited to attend.

Parent Teacher Organization (PTO)

Parents are encouraged to participate in their school's PTO. Often the PTO sponsors presentations and workshops designed for parents. These include information sessions on school curriculum and special projects. Each school has a PTO Board and many volunteer opportunities. The PTO works to enrich the experience of students, their families and the school staff. Please contact your school for more information.

Volunteers

There are many ways for parents and other adults in the community to enrich the school experiences of children; for example, speaking about your job or special past experiences, providing reading, writing or math help, assisting with the Art Appreciation, and other special programs.  If interested, please contact your school principal.

METCO

Stephanie Holland, Director of Wellesley METCO

Nile Fox, Academic Coordinator for WHS

Dedra Moore, Academic Coordinator for WMS

Brandon Cox, Academic Coordinator for Elementary

Carla Lumley, Secretary and Transportation Coordinator

The Metropolitan Council for Educational Opportunity METCO Program is a state funded, voluntary educational desegregation program designed to eliminate racial imbalance through busing.  Our mission is to provide, through professional leadership and voluntary citizen action, the development and promotion of quality integrated educational opportunities for urban and suburban students in the Greater Boston community, and to work towards the expansion of a collaborative education program with the Boston and suburban school systems.

Wellesley began its relationship with the METCO program in 1966 as one of the original seven founding districts.  Well over 100 METCO students are enrolled in grades K -12 in all nine of Wellesley Public Schools: Fiske, Bates, Schofield, Sprague, Hunnewell, Hardy and Upham elementary schools, Wellesley Middle School, and Wellesley High School.  Enrollment is based on annual program funding, available seating, and completion of the intake process.

SECTION 2 - CALENDAR, SCHEDULES, DAILY ROUTINES & PROCEDURES

2024-2025 WPS Academic Year Calendar

2024-2025 WPS Religious and Cultural Observances Calendar

Wellesley Public Schools values the significance of all holidays celebrated by our families. Please note that the list below may not encompass every holiday. For multi-day holidays, the date listed on the calendar is the first day of the holiday. * The observance begins at sunset the day before

* The observance begins at sunset the day before

First and Projected Last Day of School 

The first day of school for this year will be:

Wednesday, August 28, 2024

Projected last day of school (assuming 5 contingency days):

Thursday, June 26, 2025 

School Hours

8:30-3:05 except Wednesdays 8:30-12:00. Student supervision commences a minimum of 10 minutes prior to the designated starting time. In the afternoon, supervision ends with the departure of the last student on the bus.

Wellesley Public Schools PreK-12 Attendance Procedure

The Wellesley Public Schools require a high level of participation in engaged learning. Regular class attendance enables students to benefit from classroom discussions, presentations and interactive activities. These shared academic experiences are integral to the learning process and cannot be re-created or replicated.

Absence and Tardy Information

Excused vs. Unexcused Absences and Tardies

An Excused Absence/Tardy includes:

• Illness or injury (Elementary parents/guardians are expected to notify the school on the morning of the absence using PickUp Patrol)
• Bereavement/family funeral
• Major religious observances
• Extraordinary family circumstances (excused at the discretion of the principal)
                                                          

An Unexcused Absence/Tardy is not covered by the aforementioned definition. Examples of an unexcused absence may include, but may not be limited to:

• Repetitive or chronic absence or tardiness due to illness or injury not documented by a doctor or other medical professional
• Truancy
• Family vacations
• Undocumented absences
• Non-emergency family situations

PLEASE NOTE:

• When a student has been absent for five (5) or more consecutive days, parents must obtain a medical note and submit it to school.
• Chronic absenteeism may also lead to an impact on student learning, grade retention, or credit attainment.
  

Family Vacations

We strongly discourage family vacations when school is in session. In addition to compromising the attendance law, family vacations interrupt the educational process in each subject area in ways that make-up work cannot reverse. Absences due to family vacations will not be excused and teachers are not required to provide assignments in advance of a family vacation.

Students Arriving Late

PAWS and Elementary School

Students arriving late to school must report to the main office with a parent and be signed in. A student is considered late for elementary school if they are not in school by 8:30 a.m. (8:45 a.m. for PAWS) ready to begin the school day.

Middle School

Students arriving late to school must report to the main office, check in with office staff, and be issued a pass to class. A student is considered late for middle school if they are not in the classroom by 7:45 a.m. ready to begin the school day.

High School

Students arriving late to school must report to the house office, check in with office staff, and be issued a pass to class. A student is considered late for high school if they are not in their first class of the day ready to begin the school day.

Early Dismissal

PAWS

Parents/Guardians must complete the absence reporting form online or telephone the main office.

Elementary School

Parents/Guardians will communicate dismissal through PickUp Patrol.

Middle School

Parents/Guardians must complete the absence reporting form online or telephone the main office.

High School

Parents/Guardians must provide notification through a telephone call, email, or written note to the house office.

Absence Reporting

At the commencement of each school year, parents/guardians will be sent a notice instructing them to call a

designated telephone number or report their student’s absence through an online platform at a designated time to inform the school of the student’s absence and the reason for such absence. The notice will also require such parents or guardians to furnish the school with a home, work or other emergency telephone number where they can be contacted during the school day. If the school does not receive a message from the parent/guardian by the designated time, then the school shall call the telephone number(s) furnished to inquire about the student’s absence.

Student Absence Notification Program

Parent(s) or Guardians will also be notified when a student who has at least five (5) days in which the student has missed two (2) or more classes/periods (unexcused) or who has five (5) or more unexcused absences in the school year. Due to the unexcused absences, a meeting may be scheduled with the building Principal (or designee), the Parent(s)/Guardian, and the student to develop a written action plan to improve the student’s attendance. (Massachusetts General Laws Chapter 76, Section 1B)*

*P.A.W.S. students are not subject to this Absence Notification Program

Parent(s) or Guardians must ensure their child misses no more than 7 full days or 14 half-days in a six month period. Schools may excuse cases of necessary absences not exceeding seven day sessions or fourteen half day sessions in any period of six months. (Massachusetts General Laws Chapter 76, Section 1)

Dropout Prevention (For students age 16 or over)

Massachusetts law provides that “No student who has not graduated from high school shall be considered to have permanently left public school unless an administrator of the school which the student last attended has sent notice within a period of 5 days from the student's tenth consecutive absence to the student and the parent or guardian of that student in both the primary language of the parent or guardian, to the extent practicable, and English. The notice shall initially offer at least 2 dates and times for an exit interview between the superintendent, or a designee, and the student and the parent or guardian of the student to occur prior to the student permanently leaving school and shall include contact information for scheduling the exit interview. The notice shall indicate that the parties shall agree upon a date and time for the exit interview, and that interview shall occur within 10 days after the sending of the notice.” (Massachusetts General Law Chapter 76, Section 18)

Wellesley School Committee Policy File: JH - STUDENT ATTENDANCE AND EXCUSED ABSENCES

Updated December 12, 2024

Applicable Laws regarding Student Attendance

The following is a summary of some of the Massachusetts General Laws pertaining to attendance:

School Attendance 

Chapter 76, section 1 of the Massachusetts General Laws states that all children between the ages of six and sixteen must attend school. A school district may excuse up to seven (7) full day sessions or fourteen (14) half day sessions in any period of six months. In addition to this law, each school may have its own attendance policy with which parents/guardians should be familiar.  

Student Absence Notification Program

Chapter 76, section 1B of the Massachusetts General Laws requires that all school districts have a student absence notification program, whereby notice is sent to the parent/guardian of a student who has at least five (5) days in which he/she has missed two (2) periods or more unexcused in a school year or who has missed five (5) or more school days unexcused in a school year.  After issuing this notice, the school principal, or his/her designee, will make reasonable efforts to meet with the parent/guardian and develop action steps to encourage student attendance.  

Supervisor of Attendance

Chapter 76, section 19 of the Massachusetts General Laws states that each school committee must employ a supervisor of attendance. A supervisor of attendance has the power to apprehend and take to school any child who is truant and is required to investigate all cases where a child in the district fails to attend school.

Parental Responsibility

Chapter 76, section 2 of the Massachusetts General Laws provides that parents or guardians are legally responsible for ensuring that a child under their control attends school daily. It is a crime for a responsible parent or guardian not to cause such a child to attend school. If a child fails to attend school for seven (7) full-day sessions or fourteen (14) half-day sessions within any six (6) month period, the supervisor of attendance may file a criminal complaint in court against the responsible parent/guardian.

51A

A 51A is a report of suspected child abuse or neglect that is filed with the Department of Social Services. Under Chapter 119, section 51A of the Massachusetts General Laws, a report can be filed on behalf of a child under the age of eighteen for educational neglect if a child is not attending school on a regular basis.

CRA (Child Requiring Assistance) Application

Under Chapter 119, section 21 of the Massachusetts General Laws, a “CRA” (Child Requiring Assistance) application may be filed in court by a school district if a school-aged child who is “habitually truant,” that is, who willfully fails to attend school for more than eight (8) school days in a quarter, or who repeatedly fails to obey the lawful and reasonable regulations of his or her school. The Court’s authority pursuant to a CRA petition includes the power to place the child in the custody of the state agency known as the Department of Children and Families.  

Inducing Absences

It is a crime to induce or attempt to induce a minor to miss school, or unlawfully to employ or to harbor a minor who should be in school.

WELLESLEY PUBLIC SCHOOLS NURSING SERVICES

“The WPS Department of Nursing Services provides comprehensive health care that enhances the optimal state of wellness for the whole child in order to support academic success.”

The purpose of the comprehensive school health program is to encourage the best possible health outcomes for each student and to teach concepts that help students make responsible decisions regarding their own health in the future.      

The members of the Nursing Department collaborate with parents/guardians and staff to provide every possible educational opportunity for all students by providing services to support their health, well being, and safety in school.

The comprehensive school health program includes screening procedures, protocols to prevent the spread of communicable diseases, emergency care, and procedures to facilitate school attendance of children with special health care needs.  Due to nursing assessment and intervention, more students are able to stay in school. The school nurse identifies health related barriers to learning, and collaborates with teachers to accommodate students with special health care needs. The nurse may act as liaison between schools and physicians and/or refer students to appropriate resources within the school or community.

The Wellesley Nursing Department utilizes the SNAP Parent Health Portal. The health portal is an online platform that gives you direct access to your student’s health record and streamlines communication and health services directly with your school nurse. The health portal is where you will upload medical documentation such as immunizations, medical notes, or send non-urgent questions or comments directly to your school nurse.

PreK - 12 WPS Health & Wellness Guidelines

School attendance is key to your child’s success in school.  Children should be in school if they are rested,
eating well, feeling good and are fever free.  There are certain circumstances, however, when your child should stay home from school.  The following information should give you direction when making the decision to send your child to school or keep them home.  REMEMBER: Your school nurse is an excellent resource if you need any guidance or direction when making this decision.  Never hesitate to consult with your school nurse.

Illness

Students receiving antibiotics for a contagious condition such as strep throat must stay out of school until 24 hours of antibiotic therapy has been completed. Excessive coughing and nasal discharge and generally not feeling well are indications that the child should remain home.

Fever

If your child has a temperature of 100 degrees or above (taken orally) in the morning, it is recommended that your child remain home.  Students should remain home for 24 hours after a fever has subsided without the use of fever-reducing medication such as acetaminophen (Tylenol) or ibuprofen (Motrin).  If your child develops a fever during school hours, they will not be allowed to return to the classroom and will remain in the nurse’s office until dismissed to a parent/guardian or their designee.

Rash

If your child develops a rash please consult with the school nurse.  Rashes are very difficult to diagnose and
many are viral in origin and should not prevent your child from attending school.  There are cases of breakthrough chickenpox disease and a few other diseases that would certainly influence your child’s attendance in school and impact other students who may be medically compromised so consultation with your school nurse is important.

Injury

Any student who has sustained an injury that has been treated by a physician or in an emergency room and will have restricted activity for a limited period of time  (cast, stitches, sprains, fractures, concussions, etc.),
must bring a note from the physician stating the nature of the restrictions and when the student can resume participation in health and fitness class, recess, and sports in the upper grades.  The student will not be allowed to return to health and fitness class and sports activities until this note is received. If your child sustains an injury, or you feel (s) he should limit her/his activity for 1 - 2 days; or that will affect her/his school performance, you will need to send an explanatory note to the nurse.

Dismissal Due to Illness or Injury

Students who become ill or injured at school will be dismissed to a parent/ guardian or their designee from the
nurse’s office. The student will not be allowed to walk home alone. It is the expectation that a sick or injured student will be picked up as soon as possible.

Emergency Information

Please keep the emergency information on your child current to facilitate contacting you if your child is ill or
injured.  Work numbers, home telephone and cell phone numbers change throughout the school year and the school needs to be informed of these changes so that you or your designee can be contacted quickly in the case of an emergency.

School Absence

Please notify the school when your child will be absent and whether it is due to illness or injury.  By leaving
information about your child’s absence allows for the school nurse to track and trend illness in the school and begin interventions should a pattern of illness develop.

Concussion/Head Injury Protocol

The school nurses work collaboratively with parents, teachers, physicians and the student in order to support recovery from a traumatic head injury.  Parents are encouraged to notify the nurse at their child's school once a concussion diagnosis has been made so that an individualized plan can be developed in order to support their child during the recovery and healing process while attending school.

Immunizations

Massachusetts state law requires that students be fully immunized against DPT, Polio, Measles, Mumps, Rubella, Hepatitis B, and Varicella.  The statute includes exemptions for medical and religious reasons - see  Exemptions below.

Physical Examinations 

Examinations by a licensed physician, nurse practitioner or physician’s assistant are required for kindergarten
students and new entrants at any grade. These examinations shall be within one year prior to entrance to school or within 30 days after school entry. Examinations are also required for all students in grades 4, 7 and 10. In order to participate in any interscholastic sport, documentation of a physical examination within the last 13 months by the student’s primary health care provider must be on file with the school nurse prior to tryouts. A Massachusetts School Health Record is maintained for each student.

Screenings

1. Vision and Hearing Screenings are conducted according to guidelines provided by MDPH (http://www.mass.gov/eohhs/gov/departments/dph/).  Upon entering kindergarten or within 30 days after school entry, the parent/ guardian of each child shall present certification that the student within the previous 12 months has passed a vision screening conducted by personnel approved by the MDPH.

2. Postural screening is conducted annually in collaboration with the Health and Fitness Department for students
in Grades 6 through 9. A report from the student’s doctor is required in order to be excused from the school screening.

3. Heights and weights are done on students in grades 1, 4, 7, and 10. Body Mass Index (BMI) and corresponding percentile is calculated and recorded following guidelines from the MDPH for each student.  Parents/ guardians may request in writing that their child not participate in the program.

Exemptions

A student may be exempt from physical examination, vision, hearing, and BMI screenings upon written request from the parent/ guardian, except with respect to communicable diseases per Massachusetts General Law (M.G.L. c.71,s.57) http://www.mass.gov/eohhs/gov/departments/dph/. Law in Massachusetts does not allow
philosophical exemptions. There are only two situations in which children who are not fully immunized may be admitted to school:

1. Medical exemptions are allowed if a physician submits documentation stating that an immunization is medically contraindicated for the child.
2. Religious exemptions are allowed if a parent/ guardian submits a written statement that immunizations conflict with their sincere religious beliefs.

Medication Administration While at School

There are times during the school day when students will require the administration of medication.  When at all
possible, medication should be given at home but there are circumstances when it is important to maintain therapeutic levels or to keep a student pain free and comfortable during school hours.  Students with medical conditions should have emergency and as needed medication available at school as well.

The following information is a guideline for you in deciding if medication administration during school is appropriate for your child.  This information is part of the Massachusetts Department of Public Health regulations on administration of medication in a school setting.  Your school nurse will help you navigate through the process of establishing a medication routine for your child while at school.

1. Medication orders must be renewed at the beginning of each school year.
2. All medications require a written order from the health care provider and written parent/guardian consent. This includes all daily medications, both prescription and over the counter (OTC) medications.
3. If short-term antibiotic medication (10 days or less) is to be administered during the school day, the original pharmacy container may be used as the “written order” from the health care provider.  A written consent form signed by the parent/guardian is required.
4. All medication must be supplied in the correctly labeled original pharmacy container.  Only a thirty (30) day supply will be accepted at any time.
5. The nurse may administer allergy eye drops to an individual child once during the school day for treatment of allergy symptoms. The parent/guardian will provide written consent and the medication in its original container.
6. Complementary/Alternative medications such as homeopathic medications, herbal medications and dietary supplements require a written order from a licensed Massachusetts physician and written parent/guardian consent. Medication must be FDA approved and provided in its original container.
7. Medications are administered only by the school nurse and are stored in a locked cabinet in the nurse’s office. The nurse may delegate administration of student medication during a field trip.
8. For safety reasons, students should never transport medication to and from school or keep medicine in their possession during the school day. The parent/guardian or an authorized adult are requested to deliver medication to the health office. Exception to this policy is the “self-administration” consent, which allows students to carry their personal inhaler and/or EpiPen and self-administer as directed. Consent from their health care provider and parent/guardian are required for the self-administration order.
9. School nurses and trained non-nursing personnel may administer Epinephrine (Epi-Pen) by auto-injector to students with identified severe allergic reactions.
10. At the end of the year, all medications must be picked up by a parent/guardian. Any medications not picked up will be discarded.

Student in Crisis

When an administrator determines that a child is in crisis, the administrator will contact the parent/guardian.  If an administrator deems that a student's safety is in immediate jeopardy, emergency services may be called and the student may be transported to the nearest emergency room. When a parent/guardian has notified the student’s Principal that they have received safety assurance for their child, a re-entry meeting will be scheduled. The re-entry meeting will include the parent/guardian, student, school psychologist, and/or other school support personnel.

Safe Arrival Program

The Safe Arrival Program ensures that parents are notified promptly if their child fails to arrive at school. Please follow your principal’s instructions to properly report any absences or tardies.

Before School And After School Programs

Before and after school programs are available on a limited basis at each elementary school. Please contact your school’s main office for more information.

Early Childhood And Kindergarten Screenings, Registration & Orientation

Early Childhood And Kindergarten Screening

603 CMR 28:00, et seq. gives the public schools the responsibility for identifying any child, ages three or four, who may have a special need.

The director of preschool programs and the early childhood coordinator work closely with local preschools and early childhood agencies to identify children who may be eligible for special education. In addition, parents receive regular public notice through local newspapers concerning their right to request a special education evaluation. Parents with any questions or concerns about their child’s development are encouraged to contact the Wellesley Preschool office to speak with the early childhood coordinator.

Special education regulations also mandate that all children entering kindergarten undergo a screening to review each child's development and assist in identification of need for a special education evaluation. Kindergarten screenings are conducted annually in the spring before a child begins kindergarten. Information about the screening process is sent to all parents through their neighborhood school. A brief developmental screening tool is used to survey the child’s development in the areas of speech and language, pre-academic, and fine and gross motor skills. Hearing screenings are conducted by the school nurse. Parents are asked to provide any relevant developmental and/or medical information as part of the kindergarten registration process. Based on information gained from the child’s performance on the screening instrument, the parents, the school nurse, and conversations with the classroom teacher, the school-based screening team determines whether any further action is indicated. Information about each child’s performance is shared with parents in writing. When appropriate, parents and the screening team may initiate a referral for a special education evaluation.

Entrance Age Requirements

Entering kindergarten children must be five years old on or before August 31st of the enrollment year. Entering first grade children must be six years of age on or before August 31st of the enrollment year. Exceptions to Grade 1 age requirement will be considered in accordance with Wellesley Public Schools early admission to first grade protocol (See Appendix A)

Kindergarten Registration

“Kindergarten Roundup” - Each spring, information concerning the procedure for registering a child for entrance to kindergarten is distributed directly to all parents known to have eligible children. Before entering kindergarten the child must have a recent physical examination, which includes complete immunizations.

Kindergarten Orientation

In late spring or just before the opening of school, there is a kindergarten orientation for parents and caregivers. As the opening of school gets closer, teachers send information about the first day and the first week to ensure that the child is well prepared. Some schools will meet with the parent and/or child at the beginning of the school year in order to share information that will support the child's school adjustment.

Elementary Transfer Option

The Elementary Transfer Option allows parents to voluntarily request attendance at a school other than their home school. Prior to applying for transfer, a child must be registered in the Wellesley Public Schools. Transfer requests must be submitted to the District Registrar between March 1st and May 1st for the following school year. Application forms may be downloaded from the WPS Website and/or requested from the Central Office. A family seeking transfer for more than one student must submit a separate application for each child. Applications will be considered on an individual basis. There is no guarantee that placements for more than one child in a family will be granted for each child.

All applications will be reviewed after the May 1 submission deadline.  Transfer applications will first be considered based on the order of receipt. Decisions will be based primarily on space availability at the requested school.  Additionally, the Assistant Superintendent for Finance and Operations  will consult with the principal of the requested school to further assess the learning profile of the class/grade. Maintaining an optimum learning environment for all the students within that class/grade will be a priority. In order to ensure available seats for students residing within that attendance zone, the following space guidelines will inform decisions related to Elementary Transfers:

• From May 1 through May 31, admission may be granted if there are more than 5 spaces available in the requested grade level.
• Applications not granted by May 31 will remain active for consideration until June 30.
• From June 1 through June 30, admission may be granted if there are more than 3 spaces available in the requested grade level.
• No applications will be granted after June 30 for the following school year.

Once a transfer is granted, families will have 5 days to consider and accept the transfer decision in writing. Once accepted, the transfer assignment will be considered as a permanent placement and families will not have to reapply in subsequent years. Additionally, even though a student may be attending a school other than their home school, any future siblings of that student will still need to apply for transfer to attend the same school as their older sibling.  

Other factors considered in making transfer decisions will include priority ranking for acceptance as follows:

• Siblings of students affected by a grade level closure and subsequent reassignment.
• Siblings of students placed due to the need for a specialized program (special education and/or ELL).
• Students assigned through a previous Elementary Transfer Option assignment.
• Children of WPS Professional Staff (assigned through an internal process outside of the Elementary Transfer Option).

Transportation

Transportation is not provided to any students who are enrolled in a school through the Elementary Transfer process.

Transportation

Bicycle Permission

The traffic and safety hazards vary at each elementary school. Each school has its own bicycle procedures, however no youngster is permitted to ride a bike to school prior to entering grade 3 unless accompanied by an adult. Bicycle riding to any school and by any age youngster is a privilege. The right to bring a bicycle onto school grounds may be restricted by the principal for unsafe practices. The Commonwealth of Massachusetts requires children, 16 and under, to wear a helmet while either operating or riding a bicycle.

Bus Transportation

In accordance with school committee policy, students in grades K-6 living more than two miles from school are eligible for free school bus transportation. Students in grades K-6 living less than two miles from school are eligible to apply for transportation through the optional school bus transportation program. All students in grades 7-12 are also eligible to apply for the optional school bus transportation program.  The optional school bus transportation program is fee based. Notice of the optional school bus program is sent via email fromSchool Transportation Office. The email is sent by mid-March of the current school year for the next school year. Applications must be received by the deadline. Applications received after the deadline will be processed in the order in which they are received on a space available basis.

To ensure the safety of all students, appropriate behavior is expected. If a student does not behave appropriately on the school bus, the driver will report the incident to the school principal. Students are urged to use seat belts on the buses.

Cancellation Or Delayed Opening Of School

When school is canceled for the day, the cancellation is announced through our School Messenger program via email, phone, and text messages.  Typically, these announcements are broadcast on major news outlets.  Please do not call the school or the police station to obtain cancellation information, since phone lines need to remain open to deal with emergencies. Consult the media, or call the Wellesley Public Schools information number: 781-446-6200. When inclement weather is forecasted we encourage families to plan in advance for the possibilities of delayed openings, early release or school closure.

Emergency Closing Of Schools

At rare times it may be necessary to close schools before the regular dismissal time i.e., power failures, pending storms. When these occur, every effort will be made to reach parents through the school's emergency contact system. There are times, however, when contact cannot be made. When this occurs, the children will be sent to a designated person identified on the child’s emergency contact information.  If this procedure does not meet the parents’ needs, please write a note to the school indicating an alternative. The school urges all parents to talk with their children about what they should do in the event that no one is home when they arrive. This procedure should be reviewed with children throughout the year. Two neighbors should be identified for these emergency situations.

Emergency/Safety Drills

The Wellesley Public Schools works in close collaboration with the Wellesley Police and Fire Departments to ensure all students are safe and school buildings are secure. Elementary students, teachers, and staff participate annually in practice emergency drills including fire drills, bus safety, evacuation and school safety drills . All trainings and drills are framed in age-appropriate ways as students are prepared to know what to do in the case of an emergency. Directions and guidance from teachers and staff are given during drills so students know whether to shelter in place (stay in classrooms) or to evacuate quickly using the closest exit. During an evacuation drill, students are guided by teachers who know safety location sites identified in the surrounding community. Wellesley police officers and firefighters assist schools during safety drills. Students are expected to cooperate fully and to follow the direction of any adult during all safety drills. For detailed information on your school’s specific security and safety protocols, please contact your school principal.

Lunch

Each elementary school provides a formal lunch program. Children may purchase a full lunch, which includes milk, or purchase milk separately. Monthly menus are available on each school's website.

The lunch program is a debit system. There must be a positive amount deposited in a child's account so that participation can be deducted from this amount. Students order a hot or cold lunch or milk in their classrooms at the beginning of the school day. These orders are then passed on to the Food Services Department and the transactions are then processed. There must be money in the account to cover this transaction.

Payment to a student's account can be made online through Whitson’s My School Lunch payment service. Payments can also be made by check or cash by calling the Food Service Department at 781-446-6250, extension 4107 or 4108.

Smart Phones, Smart Watches, And Other Electronic Devices

For reasons of distraction, safety, and security, smartphones, smartwatches and other electronic devices must be put away during the school day with no exceptions. These items are not considered “put away” if they are in the pockets of jackets, coats, or pants. Parents wishing to reach students during school hours are asked to call the main office and leave a message for the student or ask that the student come to the office and return the call.

Text messaging during the school day is prohibited and not allowed even between the student and a parent/guardian. In the event that a student’s cell phone or any other electronic device is visible during the school day, the phone or device will be confiscated and kept in the office. For the first offense, the student may pick up the item at the end of the school day.  If this becomes a repetitive issue, the phone will be confiscated and a parent will have to retrieve it from the office. Discipline for repeated violations will be left to the discretion of the Principal.

Taking pictures, recording videos or recording conversations without consent at any time during the school day is strictly prohibited.

For the WPS District Acceptable Use Policy - Technology, please refer to SECTION 4 in this handbook, “District Policies, Legal Rights and Responsibilities.”

SECTION 3 - THE WHOLE CHILD: ACADEMIC, SOCIAL & EMOTIONAL LEARNING

THE CORE CURRICULUM

There is differentiated instruction in self-contained, heterogeneous classrooms. Art, music, fitness and health, library, and Spanish are taught by specialist teachers. System-wide specialists in literacy, mathematics, computer technology, and METCO multi-cultural specialists serve the schools. Chorus, orchestra and band are offered in each school. Wellesley's core curriculum creates a foundation of common learning expectations and experiences for all children.

Social and Emotional Learning (SEL)

The Wellesley Public Schools’ K-5 approach to social and emotional learning (SEL) is informed by the Collaborative for Academic, Social and Emotional Learning (CASEL) and the Open Circle Curriculum. According to the CASEL framework, SEL is the process of developing essential social and emotional skills, knowledge, and attitudes related to five key areas:

• Self-Awareness: recognizing one’s emotions and values as well as one’s strengths and limitations
• Self-Management: managing emotions and behaviors to achieve one’s goal
• Social Awareness: showing and understanding empathy for others
• Relationship Skills: forming positive relationships, working in teams, dealing effectively with conflict
• Responsible Decision-Making: making ethical, constructive choices about personal and social behavior

At the elementary level, Wellesley Public Schools is piloting the Responsive Classroom approach and Second Step curriculum to provide social-emotional learning instruction for K-5 students.

English Language Arts

Philosophy

The goal of the K-5 Wellesley English Language Arts Curriculum is to create students who are independent, critical thinkers and confident, effective communicators by developing strong reading, writing, listening and speaking skills. Students engage daily in productive reading, thinking, talking and writing about texts of various genres, representing a variety of cultural contexts. Through the writing process, students develop effective writing and presentation strategies to construct meaning across all content areas. The development of literacy skills is gradual, and shifts over time as children grow, and the texts they read and pieces they write become more complex. Skills and strategies are introduced at specific grade levels and then are practiced, reinforced, and mastered in subsequent grades.

Instructional Program

We use a comprehensive approach to teaching literacy that is aligned to the Massachusetts State Curriculum Framework for English/Language Arts and simultaneously responsive to the needs of each individual student. Our classrooms have a reading and writing workshop structure that is focused on the gradual release of responsibility from teacher to student, fostering agency, independence and mastery. Each day students will actively and purposefully read and write, work collaboratively with peers and participate in whole group and small group instruction.

Foundational Skills

Research shows that systematic, explicit instruction is the most effective way to teach children how to read. The goal of phonics instruction is to help readers quickly determine the sounds in written words. When readers encounter new words in texts, they use the elements of phonics to decode and understand these words. This instruction is most effective when integrated into a literacy program that includes practice with decodable texts as well as exposure to literature with rich vocabulary. The aim is for children to read with fluency and for their minds to be freed up to think deeply about and comprehend text, which is the purpose of reading.

In every WPS classroom K-3, students engage in a systematic study of phonics, spelling and handwriting using the Fundations program with ongoing end-of-unit assessments and progress monitoring. Heggerty is used to teach phonemic awareness. Students read decodable texts to practice and apply phonics skills. DIBELS 8th, a dyslexia screener, is administered to all students K-3. For students in grade 4 & 5 who need more time and practice with systematic phonics, Just Words is used in small group instruction.

Engagement with Complex Text

All students, regardless of grade or current reading ability, have access to rich, engaging, culturally diverse, relevant and authentic literature everyday in school. Research shows that providing texts that build vocabulary, knowledge and opportunities for grappling with complex ideas, supports the growth of comprehension. In addition, student engagement, agency and stamina are built by honoring student voice and choice in text selection. Digital resources and tools are used where appropriate to engage students further in communication, collaboration, critical thinking, and creativity. The school and classroom libraries are vital resources in providing students access to a wide range of challenging texts across all grade levels and cultural contexts for independent reading and research.

Writing

In order to become proficient writers, students engage in explicit instruction, practice, and feedback in writing skills and craft.  Oral rehearsal, feedback, revision, and the study of mentor texts contribute to the development of skilled, confident writers who can write clearly and communicate ideas in all three domains: narrative, information, and opinion.

Mathematics

The K-5 Wellesley Mathematics Curriculum reflects and supports the vision of the Common Core State Standards for Mathematics and the Massachusetts State Curriculum Framework for Mathematics (2017). Additionally, the elementary mathematics program is based on the district’s K-12 philosophy that mathematical learning:

        •        is built on conceptual understanding and reasoning, not just rote memorization

        •        requires active and ongoing participation by the learner in building understanding and making connections

        •        requires communication, collaboration, and reflection.

The goal of mathematics instruction throughout the elementary grades is to have students develop both deep and complex understanding of mathematical concepts and skills as well as  procedures they can use to solve problems accurately. Mathematics instruction emphasizes sensemaking, problem solving, reasoning, and understanding relationships.        

The core mathematics curriculum for grades K-5 is Investigations in Number, Data, and Space, 3rd edition.  With this curriculum, students develop conceptual understanding and procedural proficiency in five content areas:  number & operation, geometry, measurement, data, and algebra. Whole number computational fluency and automaticity with basic facts is a critical part of the elementary math program.

In addition to mathematical concepts and skills, our elementary mathematics program focuses on helping students develop the habits of mind and ways of thinking of mathematicians.  Students are engaged in developing proficiency with the following “Standards for Mathematical Practice”:

1. Make sense of problems & persevere in solving them.  
2. Reason abstractly & quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

In elementary classrooms, students work to make sense of ideas by participating in problem solving, guided explorations, and mathematical discussions. Problems presented to students often have multiple solutions or varied methods for reaching solutions. Because reflecting on and writing and talking about mathematical concepts and strategies contributes to student learning in significant ways, there is a strong emphasis on communicating mathematically. Students are consistently asked to explain their reasoning, reflect on the accuracy of answers, prove that methods for solving problems work, compare strategies, and describe and represent what they know about a mathematical idea. Teachers regularly assess students during a unit of study and at its completion to monitor student progress and make instructional decisions.

Science and Engineering

The K-5 Wellesley Science Curriculum reflects and supports the vision of the Next Generation Science Standards and the Massachusetts State Science, Technology and Engineering Curriculum Framework; it is designed  to develop students’ ability to think scientifically while learning about their world.  Additionally, it aligns with the district’s PreK-12 Science and Technology/Engineering curriculum goals of creating knowledgeable, scientifically literate, and technologically capable problem solvers. By fostering a spirit of inquiry, nurturing our students’ curiosity, and bringing current, relevant and real-world science into the classroom experience, we prepare our students to become educated citizens capable of comprehending and analyzing global issues in the fields of science and engineering.

In grades K-5, students actively engage in the practices of scientists and engineers while studying fundamental concepts in three science strands:  life, physical, and earth and space. Each year students build on their previous years’ studies to deepen their understanding of essential science concepts. Through actively engaging in scientific and engineering discussions and explorations, students learn how to carry out investigations, ask scientific questions, use data to understand their world, and how to effectively communicate their reasoning while considering the reasoning of others.  This integration of science and engineering practice with content reflects how scientists and engineers work in the real world, and provides deeper, more meaningful experiences for our young learners.

The following Key Science and Engineering Practices are emphasized in grades K-5: 

1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information

Social Studies

The goal of Wellesley Public Schools K-5 Social Studies instruction is to develop students’ skills and habits of mind so that they become productive and informed citizens of our community, country and world. Through the study of history, geography, civics, and economics, students explore the forces that shape the world around them, past and present. Students study the concepts of identity, community, culture, governance and democracy and learn about the ways in which individuals and groups can engage productively to effect change.

A core feature of the Wellesley Public Schools Social Studies instructional program is the active engagement of students in their own learning. Students generate, investigate and discuss questions of interest, create authentic products, use simulation and role-play, engage in service-learning projects, and grapple with current events and social justice issues. Students are supported to develop as critical thinkers, as writers and as engaged citizens.

They will construct understanding, analyze and synthesize information, recognize and build well-founded explanations, navigate the complexity of multiple perspectives, and communicate their thinking regarding various social, historical, political, and cultural perspectives. As students learn about their own and others’ histories and cultures, they are encouraged to consider the perspectives and biases that may affect viewpoints, including their own.  

Art

The Wellesley Public Schools K-5 Art Curriculum is built on the seven elements of art and design: line, shape, color, form, value, space and texture. The curriculum is informed by the four National Core Arts Standards asking students to create, perform, respond and connect. Beginning in kindergarten, these seven elements are introduced to students in a variety of learning experiences that build a foundation for perceptual, expressive, and cultural development. Through a continuous developmentally appropriate approach to the elements of art and design, students will experience an exploration of media in a multicultural, cross-curriculum that has them creatively problem solving and becoming aware of the power of self expression. The uniqueness of the individual is the focus at all levels of art education.

Fitness And Health

The Elementary Fitness and Health program develops movement competence and encourages participation in developmentally-appropriate physical activity. The focus of weekly instruction is knowledge and skills needed to participate in a healthy active lifestyle. Learning goals at each grade level reflect the intent of the National Standards for Health and Physical Education and support the wellness philosophy and core values of the Wellesley Public Schools.  

Students will:

• demonstrate competency in many movement forms and proficiency in a few movement forms (motor skills);
• apply movement concepts and principles to the learning and development of motor skills (learning concepts);
• exhibit a physically active lifestyle. (active lifestyles outside of the classroom)
• achieve and maintain a health-enhancing level of physical fitness. (is physically fit)
• demonstrate responsible and personal social behavior in physical activity settings. (personal and social skills)
• demonstrate understanding and respect for differences among people in physical activity settings. (diversity)
• understand that physical activity provides opportunities for enjoyment, challenge, self-expression and social interaction. (values exercise)

Other topics of health education are woven into subject areas in grades one through four.  Topics include nutrition, exercise, rest, safety, accident prevention, self-awareness, self-esteem, family relationships, and the body’s functions.

Curriculum Involving Human Sexuality Issues

The Puberty and Development curriculum is taught by the grade 5 classroom teacher and is designed to help students gain a better understanding of their changing bodies and themselves in relation to others. The values underlying the lessons are: the self worth of the individual, respect for and responsibility toward self and others, accurate information for responsible decision-making, and the promotion of positive health habits.

This curriculum was developed in the context of the district’s core values of respectful and caring relationships and respect for human differences and the principles of community. Parents are welcome to review the content of this curriculum. Parents may request and be granted the right for their children not to participate in units on human sexuality. If you have any questions, please contact your school principal.

Library

The PreK-5 Wellesley School Library Program adapts the National Standards Framework of the American Association of School Librarians, and elements of the Massachusetts State Digital Literacy and Computer Science Frameworks to engage students in innovative, creative and collaborative lessons designed to encourage inquiry and help students communicate their ideas and voice in a safe and thoughtful environment. The teaching and learning that daily takes place in our libraries is guided by our mission and vision statements (see below).

Mission

The Wellesley Public Schools Library Program strives to ensure that students are effective users of ideas and information. It supports teaching and learning in all grade levels and all subjects, fosters a lifelong love of learning and reading, encourages the development of research and critical thinking skills, and espouses the ethical use of information.

Vision

The goal in the Wellesley Public Schools Library Program and of the school library teachers is to enable our students to become critical thinkers and users of information who are able to access information in multiple resources and formats. Critical skills students will learn include navigating libraries and their resources,  researching effectively, using media safely, collaborating, problem solving and exploring literature. Library teachers and classroom teachers collaborate to guide students as they develop and pursue research questions. To become digitally literate, students need to be challenged to locate and evaluate the quality of information they gather. To achieve this, students require access to a comprehensive suite of databases, eBooks, and print resources. The school library is a unique and essential part of a learning community. As a destination for on-site and virtual personalized learning, the school library is a vital connection between school and home. School library websites are the appropriate portals to the collection of resources available for use at school or at home.  

The K-5 library curriculum is based upon the six National School Library learning standards that empower learners to deepen their own learning by

• Inquiring: Building new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.
• Including: Demonstrating an understanding of and commitment to inclusiveness and respect for diversity in the learning community
• Collaborating: Working effectively with others to broaden perspectives and work toward common goals.
• Curating: Making meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance.
• Exploring: Discovering and innovating in a growth mindset developed through experience and reflection.
• Engaging: Demonstrating safe, legal, and ethical creating and sharing of knowledge products independently while engaging in a community of practice and an interconnected world.

Music

The music education program in the elementary schools consists of three core components:

General Music: weekly classes for all children K-5 for the entire school year.

Choral Music: weekly rehearsals during the school day for all fifth grade children.

Instrumental Music:  weekly building-based, elective rehearsals of band and string orchestra that meet before school. Private lessons on instruments are offered after school through the Music Extension Program. Note that both the ensembles and the lessons are fee-based. Opportunities to rehearse and perform in All Town Band and All Town Orchestra are part of the elementary instrumental experience.

The ultimate goal of the K-12 music program is to provide a multitude of high quality opportunities for students to develop creativity, performance skills, critical thinking skills and the ability to be educated consumers of the arts. Graduates of Wellesley Public Schools will be lifelong learners who appreciate, participate in and evaluate the performing arts through personal, historical and cultural contexts. They will recognize that the arts are a vital contributing force, enriching not only their own lives but the lives of the greater community.

The K-5 music curriculum has been organized under four overarching strands which incorporate standards and assessments based on the National Standards for Music Education and the Massachusetts Music Curriculum Framework.

World Languages - Spanish

The K-5 World Languages -Spanish- is part of the core content curriculum offered to all K-5 students at Wellesley Public Schools.

Mission: We prepare all our K-5 learners for an interconnected world by providing high-quality Spanish education through integrated, thematic, and culturally rich experiences.

Vision: We strive to develop communicative competence in Spanish for all our K-5 learners and to inspire them to embrace diverse cultural perspectives.

Goals:

• Academic Excellence: To develop functional proficiency skills in Spanish at an early age stage of language acquisition by reinforcing listening, speaking, reading, and writing skills, thus setting the stage for working towards earning the MA Seal of Biliteracy.
• Diversity, Equity, Inclusion, and Belonging: To ensure that all K-5 students have access to high-quality Spanish instruction, regardless of academic needs, achievement levels, race/ethnic origin, socioeconomic status, home language, or future academic goals.
• Commitment to Community: To support content-are instruction at each grade level by providing a meaningful context for developing communication skills in Spanish.
• Value and Respect for Human Differences: To foster openness and appreciation for other cultures by promoting global awareness and cross-cultural understanding.
• Caring and Cooperative Relationships: To cultivate a nurturing environment where students feel socially and emotionally supported while learning Spanish.

Program Model & Curriculum 

K-5 students participate in (3) thirty minute classes a week.

The WPS Spanish curriculum combines Wellesley’s core content at each grade level with the national  language standards put forth by the Academic Council on the Teaching of Foreign Languages.  Thus, Spanish language is acquired in a meaningful context.  This program provides an interactive and stimulating learning environment that uses theoretically sound methodologies, creative instructional practices, and an array of authentic resources. Moreover, teachers and students use Spanish for a minimum of 90% of the instruction time with the goal of students first understanding and then producing in the language.  Because students spend more time using the target language and are exposed to a wider variety of topics, students in content-based Spanish programs generally attain a higher level of proficiency than their counterparts in regular Spanish programs.

Multilingual Learner Education

Wellesley is proud of its linguistic and cultural diversity. Our vision is for all multilingual students to add a new language while preserving the use of their home language. The Wellesley Public Schools Multilingual Learner Department's mission is to give students the necessary tools to become proficient learners and thrive academically.

Our Program

WPS is a Sheltered English Immersion (SEI) district. There are two main components within the SEI program:

1. Core academic classes – taught by licensed teachers who are specially trained to differentiate or shelter the language of the content for English language learners
2. English language class – a separate content class taught by a teacher licensed in second language acquisition (EL teacher).  Annual Assessment of EL Students

All EL students in Massachusetts are required to annually participate in Assessing Comprehension and Communication in English State-to-State for ELs (ACCESS). ACCESS measures students’ English skills in: Speaking, Listening, Writing, and Reading.  

Monitoring of Former English Learners (FELs)

The EL program monitors FELs for four years. In addition, the program assigns FELs, at least initially, to SEI endorsed teachers licensed in the appropriate content area to enhance the likelihood of continued growth in their English language Proficiency and content learning. The sheltered content areas and ESL teachers communicate regularly to monitor the academic achievement of FELs.

The English language teachers provide additional opportunities for the first-year FEL students to participate in push-in or pull-out small group instruction and learning throughout the school day while designing and delivering other individualized learning opportunities and checking on academic progress

Educational Technology

In K-5 classrooms, technology-based tools, desktop and laptop computers, and tablets are integrated to enhance students’ understanding of key curriculum concepts in all academic subject areas. Students learn to use technology as a tool for communication, research, problem solving and decision-making. Technology increases information access and the use of digital resources creates alternative educational experiences.

The responsible use of technology provides students with skills in basic operations and computer concepts, as well as skills in social, ethical and human issues. By using technology, students learn new skills, enhance learning, increase productivity and develop creativity. As a result, students develop lifelong positive attitudes toward technology.

For the WPS District Acceptable Use Policy - Technology, please refer to SECTION 4 in this handbook, “District Policies, Legal Rights and Responsibilities.”

Homework

Homework is designed to provide practice, reinforcement and/or application of skills and knowledge learned in the classroom. Additionally, it promotes individual initiative, personal responsibility and self-direction. Each school has specific homework guidelines available to share with parents.  Please contact your child’s teacher with any questions.

Accommodations For Religious & Cultural Observances

The Wellesley Public Schools District is a religiously and culturally diverse community.  In keeping with the district's Diversity, Equity & Inclusion (DEI) mission statement, our moral responsibility is to welcome, celebrate and affirm the full spectrum and intersections of human differences in and beyond our community. Therefore, the school district intends to be aware of and respect the religious and cultural observances of its students, families and staff.

Toward that end, any student absent due to a religious or cultural observance will have their absence excused upon notification by the caregiver.  Families will be encouraged and invited to notify the school of such plans at the start of the school year.

The District expects that classroom teachers will:

• Impose no penalty or detriment on students who participate in observances of their family's major religious and ethnic holidays and treat any absence related to such observance without penalty;
• Provide ample and flexible accommodations to allow students to make up subject material, assignments, and assessments within a reasonable time (assuming students will not do schoolwork or study during their absence);

Similarly, families will be encouraged to notify coaches, advisors, club leaders, etc., of student absences for religious or cultural observances.  Students will not be penalized (e.g., held out of post-absence participation) in their extra-curricular activities (e.g., sports, theater, clubs, etc.) for such absences. Open and timely communication between students, families, and educators shall ensure that the opportunity to make up work does not burden any parties. Annually, the District will notify all educators of this policy and provide a list of religious and cultural observances and their dates for the current academic year.

The guidelines outlined in this policy only apply to events and activities regulated by the district, such as school-sponsored events and activities. It is outside the district's authority to reschedule or adjust the dates for events such as AP exams, MCAS, and other standardized tests. However, we strongly advocate for these entities to avoid scheduling these tests on days that conflict with major religious observances or cultural holidays to ensure access for all students.

Teachers will not assign homework or tests to be due the day after any of the religious holidays when Wellesley High School is not in session.  Teachers will give appropriate consideration to students unable to complete homework assignments and to those who are unable to participate in other activities that interfere with religious holidays and observances. No assignments should be due and no tests/quizzes should be given on the day following Rosh Hashanah, Yom Kippur, Lunar New Year, Good Friday, and the first night of Passover.

Field Trips

Field trips are intended to give students learning experiences outside of the classroom and off school grounds.  All field trips are approved by the Principal and the WPS Central Office.  Permission slips signed by parents and/or guardians are necessary in order for students to participate.  Field trips are considered an extension of the classroom, and often a special event in a student’s academic experience.

Field Trip Eligibility

The Wellesley School Committee (SC) recognizes that academic field trips are an extension of the

classroom experience that expand and reinforce concepts learned in the classroom and can provide new and unique experiences not available in the classroom setting.  An academic field trip is defined as a visit to a location beyond school grounds that has a direct relationship to a curricular field.  Students participating in any type of field trip are required to adhere to school rules and regulations.  Attendance on school sponsored trips is not a student’s right, but a privilege. No student may attend such a trip if, in the determination of the principal or his/her designee as part of disciplinary action unrelated to a disability, the student’s behavior has been so inappropriate as to be deemed disruptive to the planned trip. Knowing that each situation is unique, decisions will be made on a case-by-case basis.

Field Trip Consent Forms

Before a student is allowed to participate in a field trip, the school must receive a signed Field Trip Consent Form by a parent/guardian.  Forms must be received by the deadline provided.  Field Trip Consent Forms are consistent throughout the district and are specific to each event in which the student will participate.  Field Trip Consent Forms will be made available to parents/guardians via their students or online prior to the field trip.

Chaperones for Field Trips

When a teacher needs parents to serve as a field trip chaperone, the teacher will reach out for volunteers. Decisions around the number of chaperones needed and who is selected to chaperone will be determined by the classroom teacher and/or the principal. In some cases, chaperones may be limited due to the nature of the field trip. And, for some field trips, parent chaperones may not be needed. All parent chaperones must have a completed CORI form on file with the school district. The CORI application can be found on the WPS website or is available in the school office. (Note: CORIs are valid for three years.) Please contact the school secretary to determine whether or not your CORI is still valid.

High School Graduation Requirements

The following are required for graduation with a diploma from Wellesley High School:

• Earn 136 credits* in grades 9-12, Pass 4 years of English, 2 years of math (3 years beginning with the Class of 2028), 2 years of science, 2 and ½ years of social studies (1 of which must be U.S. History), 1 quarter of Physical Education in 9th, 11th and 12th grade, and a semester of Health in 10th grade.
• All Massachusetts State Colleges and Universities require in-depth study in the areas of mathematics (4 years), science (3 years) and World Language (2 years) to qualify for admission. It is important that you and your school counselor consider this in your course selection and post-secondary planning.

* A student must fulfill all their graduation requirements prior to the graduation ceremony in order to participate in the ceremony.

In addition to the local graduation requirements, The Massachusetts Education Reform Law of 1993, G.L. c. 69, § 1D, requires that all students meet the Competency Determination (CD) standard by satisfactorily completing coursework that has been certified by the student’s district as showing mastery of the skills, competencies, and knowledge contained in the state academic standards and curriculum frameworks in the areas measured by the MCAS high school tests described in section one I administered in 2023, and in any additional areas determined by the board.

English Language Arts

Students must satisfactorily complete (Passing, D-, 60% or better, Y1 grade) content aligned with tenth grade English Language Arts courses, regardless of the year in which the student is taking the class as follows:

Courses that are not aligned to the grade level Massachusetts curriculum frameworks in the areas measured by the MCAS high school tests administered in 2023 and are not certified to meet the competency determination include but may not be limited to:

151 English Foundations 10 CP*

Cornerstones English*

Skills English*

*These courses do not count towards NCAA eligibility.

Mathematics

Students must satisfactorily complete (Passing, D-, 60%, Y1 grade) one of the pathways containing content aligned with  the areas measured by the MCAS high school tests administered in 2023  in regardless of the year in which the student is taking the class as follows:

Courses that are not aligned to the grade level Massachusetts curriculum frameworks in the areas measured by the MCAS high school tests administered in 2023 and are not certified to meet the competency determination include but may not be limited to:

330 Pre-Calculus H

332 Analysis ACP

344 Precalculus ACP

366 Introduction to Statistics and Personal Finance CP*

341 Advanced Placement Calculus AB H

351 Advanced Placement Calculus BC H

361 Advanced Placement Statistics H

373 Applied Mathematical Modeling ACP

374N Foundations of Calculus and Statistics ACP

371 Calculus H

360 Advanced Placement Computer Science Principles H

363 Advanced Placement Computer Science A H

368 Exploring Computer Science*

369 Python Programming

372 Advanced Topics in Computer Science H*

Skills Math*

Cornerstones Math* (evaluated on a student case by case basis with the curriculum)

*These courses do not count towards NCAA eligibility.

Science

Students must satisfactorily complete (Passing, D-, 60%, Y1 grade) one of the following courses, as aligned to the areas measured by the MCAS high school tests administered in 2023, regardless of the year in which the student is taking the class as follows:

Courses that are not aligned to the grade level Massachusetts Curriculum Frameworks in the areas measured by the MCAS high school tests administered in 2023 and are not certified to meet the competency determination include but may not be limited to:

Skills Science

451 Advanced Placement Chemistry H

461 Advanced Placement Biology H

490 Advanced Placement Environmental Science H

492 Advanced Placement Physics C: Mechanics H

489 Advanced Topics in Physics H

495 Astronomy ACP/H

496 Anatomy and Physiology ACP/H

498 Biotechnology and Personal Genetics ACP/H

404H/404 Environmental Science ACP/H - Semester Course

486S Healthcare Science CP* - Semester Course

742 Introduction to Engineering Technology

771 Design & Technology I

751 Design & Technology II

744L Engineering Technology

773 Robotics

773I Intensive Robotics H - Semester Class

754 Wood Manufacturing

1100 Makerspace & Design Thinking

*These courses do not count towards NCAA eligibility.

TESTING AND REPORTING ON STUDENT PROGRESS

Testing Program

The goals of the testing program are threefold: (1) compilation of progress data, preschool through grade 12; (2) program evaluation; (3) development of student profiles using achievement test data. In addition, the Massachusetts Department of Elementary and Secondary Education (MA DESE) requires state testing at grades three, four and five.

Achievement test scores are reported to parents and recorded in the student cumulative folder. The need for supplemental individualized testing may be determined and recommended at any time throughout the school year. It is important to remember that standardized test scores reflect only one way to assess a child's achievement. Multiple sources of evidence, from the classroom and from testing, are needed to create an accurate picture of student progress. A brief description of the standardized test(s) at each grade level follows. Should you have any questions regarding this program, please confer with the principal at your school.

Standardized Testing

The Massachusetts Department of Education requires Massachusetts Comprehensive Achievement System (MCAS) testing in grades three, four, and five.

In Grades 3-5, MCAS assessments are untimed and computer-based. Copies of test questions are released on the Department of Elementary and Secondary Education website when results are sent to parents. All tests include multiple choice questions and most include short answer and open response questions requiring one or more paragraphs to answer. These tests are designed to assess a child’s achievement in each curriculum area and the school’s implementation of the state’s curriculum framework.  

The Wellesley Public Schools, on a planned cyclical basis, reviews both the state curriculum frameworks and the MCAS tests. The results of each review are reported publicly. When a curriculum is reviewed in Wellesley, the state frameworks are considered as well as frameworks publicized by the respective national professional organizations for each area of the curriculum, e.g., National Science Teachers Association, National Council of Teachers of Mathematics, International Literacy Association, etc. Wellesley’s curriculum and the MCAS tests are well aligned in English Language Arts, Science and Mathematics.

The MCAS levels of achievement for each subject area are described below:

• Exceeding Expectations - A student who performed at this level exceeded grade-level expectations by demonstrating mastery of the subject matter.

• Meeting Expectations - A student who performed at this level met grade-level expectations and is academically on track to succeed in the current grade in this subject.

• Partially Meeting Expectations - A student who performed at this level partially met grade-level expectations in this subject. The school, in consultation with the student’s parent/guardian, should consider whether the student needs additional academic assistance to succeed in this subject.

• Not Meeting Expectations - A student who performed at this level did not meet grade-level expectations in this subject. The school, in consultation with the student’s parent/guardian, should determine the coordinated academic assistance and/or additional instruction the student needs to succeed in this subject.

English Language Arts – Grades Three, Four and Five

Results are reported on student understanding of language, reading and literature, writing, and use of English grammatical conventions.

Mathematics – Grades Three, Four, and Five

Results are reported on student understanding of number sense and operations, patterns, relations and algebra geometry, measurement, data analysis, statistics, and probability.

Science Technology/Engineering – Grade Five only

Results are reported on student understanding of earth and space science, life science, physical science, and technology/engineering.

Reporting Student Progress

Reporting student progress is an ongoing practice. There are four formal reporting periods during the year; two parent-teacher conferences which take place in the fall and spring, and two written report cards issued in January and June.

In SY19-20, all elementary schools implemented a standards based report card (SBRC).  The purpose of the SBRC is to clearly communicate student progress and performance towards Massachusetts’ grade-level standards and expectations to students and families. The SBRC ensures that student learning is measured against a consistent set of academic criteria. Students are assessed using end-of-year grade-level expectations. They will receive an indication of their performance as outlined in the chart below.

All subject areas, including Social and Emotional Learning, will be assessed using these performance indicators. For more information on the WPS K-5 SBRC, please visit the Wellesley Public Schools website (www.wellesleyps.org) and click on Teaching and Learning.

APPENDIX - WPS PreK-12 District Wide School Committee Policies

Alcohol And Drug Policy

It is the policy of the Wellesley Public Schools that the school environment shall be free from the usage, possession, transfer or distribution of drugs, drug paraphernalia, alcohol, or other controlled substances as defined in the General Laws of the Commonwealth of Massachusetts, (including but not limited to marijuana, cocaine, and heroin), as well as any other chemical substance that can impair the normal functioning of a person, other than medication specifically prescribed to an individual.

The primary purpose of the Wellesley Public Schools is to provide services, facilities and an atmosphere that encourages each student to identify and achieve his or her full potential. Alcohol and drugs do not help either the student or the Wellesley Public Schools to achieve this purpose. The Wellesley Public Schools will take every reasonable step to eliminate alcohol and drugs and their effect from the schools. This includes health and substance abuse education, close communication and cooperation with parents and other interested persons, and fair enforcement of this policy and the General Laws of the Commonwealth of Massachusetts. The Wellesley Public Schools focuses these activities on the welfare and development of the individual student.

Therefore, it shall be a violation of this policy for any student to display evidence of:

1. Using or having used alcohol and/or drugs;
2. Having alcohol and/or drugs on his/her person or under his/her control;
3. Being knowingly in the presence of alcohol and/or drugs;
4. Transferring or distributing alcohol and/or drugs; or
5. Knowingly or willfully assisting another person in using alcohol and/or drugs.

The policy shall be in effect during the school day and at all extra-curricular and school-related activities. School is considered to be any location where a school-sponsored activity is taking place.

Students who violate the alcohol portion of this policy will be prohibited from performing or competing in any school-sponsored extracurricular activity or event for two weeks or two events, whichever is greater, from the date of the offense. Students who violate the drug portion of this policy may be subject to expulsion from school.

Screening for Substance Abuse

The WPS complies with General Law chapter 71, section 97, which requires verbal screening of students at two grade levels for substance abuse disorders. Parents/guardians have the right to opt your child out of this screening by notifying your child’s school at any time prior to the screening.

WHS Student/Guardian Agreement

This agreement states the rules that must be followed at all school sponsored events including end-of-year class events. By signing your name to this agreement, you acknowledge the following rules and agree to abide by them. It is understood that if you violate the code of conduct, you will be subject to the following consequences, listed below. Both student and parent/guardian must sign this agreement in order to attend any school events.

Rules and Consequences

The student will attend the school event alcohol and drug free. It shall be a violation of the alcohol and drug policy for any student to display evidence of:

1. Using or having used alcohol and/or drugs
2. Having  alcohol and/or drugs on his/her person or under his/her control;
3. Being knowingly in the presence of alcohol and/or drugs;
4. Transferring or distributing alcohol and/or drugs; or
5. Knowingly or willfully assisting another person in using alcohol and/or drugs.

Consequence: The parent/guardian will be notified immediately and the student will be sent home. If a parent or another responsible adult is not available, the student will be placed in protective custody by the Wellesley Police. Following a due process hearing, the student may be suspended. Any student who is in possession of a controlled substance as defined in Chapter 94 C, including but not limited to marijuana, cocaine, and/or heroin, may be subject to expulsion from the school or school district.

Consequence: The student will not be permitted to attend the next class activity or class event. If the remaining class event is a class end-of-year activity, the student may not attend that activity (i.e. junior cruise, senior prom, banquet, etc.). If the student is invited as a guest to an end-of-year activity of another class, (i.e. senior prom), the student may not attend. If there are no more class activities or class events held during that school year, this penalty will apply for the first class activity or class event of the following school year.

Consequence: The Athletic Director will be notified, the MIAA Drug and Alcohol Policy will be imposed and the Student Handbook Policy on Team Captains will be reviewed. (See Athletic or Student Handbook for complete details.).

Consequence: The student will be prohibited from participating, performing or competing in any school-sponsored extracurricular activity or event for two weeks or two events, whichever is greater, from the date of the offense.

Consequence: The National Honor Society advisors will be notified of the incident for possible disciplinary action and/ or dismissal.

Search And Seizure

The Principal or Assistant Principal retains the right to search a student’s person, property, including, but not limited to, any vehicle parked on school grounds when s/he has reasonable cause to believe that the student has violated a school rule, has committed a crime or possesses evidence of a disciplinary violation/crime. However, lockers, desks, computer/lab tables and similar property are the property of the Wellesley Public Schools, and a student has no expectation of privacy in these areas. Therefore, these areas may be searched at any time for any reason.

Searches by school officials will be conducted in a way that protects the students’ rights consistent with the responsibility of the District to provide an atmosphere conducive to the educational process.

Smoking And Tobacco Use On School Premises

Use of any tobacco products or nicotine delivery systems, including  e-cigarettes and vaping, within the school buildings and school facilities, at school events, or on school grounds or school buses by any individual, including school personnel and students, is prohibited at all times.

A student determined to be in violation of this policy shall be subject to disciplinary action pursuant to the student discipline code.

Anti-Discrimination Policy

The Wellesley Public School District conducts its programs and activities in conformity with Title VI, Title IX, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, MGL, Ch. 76, Sec 5 and MGL, Ch.151, Sec.3A. It is the policy of the Wellesley Public School District not to discriminate, and not to allow discrimination on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age, handicap/disability housing status, genetic information, ancestry, marital status, military status, pregnancy or pregnancy related conditions or any other characteristic protected by state or federal law in any of its activities. This policy also ensures that students should be free from retaliatory and/or harassment based upon any of the foregoing attributes. Anyone having a complaint alleging a violation of any anti-discrimination laws or regulations, including the proscription against sexual harassment, should immediately bring the complaint to the attention of the administration of the Wellesley Public School District who will conduct a prompt and thorough investigation into the charges. In the event that the charges are substantiated, the administration will take appropriate disciplinary action. The Director of Human Resources, 40 Kingsbury Street, Wellesley, MA 02181, 781-446-6200, has been designated as the employee responsible for coordinating the Wellesley Public School district’s efforts to implement this nondiscriminatory policy. Any inquiries concerning the application of any anti-discrimination laws or regulations by the Wellesley Public Schools may be addressed to the Department of Education, 350 Main Street, Malden, MA 02148 (781-388-3300). The full policy can be found in our policy manual on the Wellesley Public Schools web page under the School Committee tab.

Nondiscrimination Policy To Protect Students And Staff From Harassment, Including Sexual Harassment, Bullying And Hazing

Wellesley Public Schools have the responsibility to overcome, insofar as possible, any barriers that prevent children from achieving their potential.  The public school system will do its part.  This commitment to the community is affirmed by the following statements that the School Committee intends to:

The Committee's policy of nondiscrimination will extend to students, staff, the general public, and individuals with whom it does business; No person shall be excluded from or discriminated against in admission to a public school of any town or in obtaining the advantages, privileges, and courses of study of such public school on account of race, color, sex, gender identity, religion, national origin, sexual orientation, age, handicap/disability housing status, genetic information, ancestry, marital status, military status, pregnancy or pregnancy related conditions or any other characteristic protected by state or federal law. If someone has a complaint or believes that they have been discriminated against because of their race, color, sex, gender identity, religion, national origin, sexual orientation or disability, their complaint should be registered with the Title IX compliance officer.

Student-to-Student Harassment

Harassment of students by other students or staff will not be tolerated in the Wellesley Public Schools. This policy is in effect while students are on school grounds, School District property or property within the jurisdiction of the School District, school buses, or attending or engaging in school activities.

Harassment prohibited by the District includes, but is not limited to, harassment on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age, handicap/disability housing status, genetic information, ancestry, marital status, military status, pregnancy or pregnancy related conditions. Students or staff whose behavior is found to be in violation of this policy will be subject to disciplinary action up to and including student suspension or expulsion or staff suspension or termination.

Harassment means conduct of a verbal or physical nature that is designed to embarrass, distress, agitate, disturb or trouble students when:

• Submission to such conduct is made either explicitly or implicitly a term or condition of a student’s education or of a student’s participation in school programs or activities;
• Submission to or rejection of such conduct by a student is used as the basis for decisions affecting the student, or;
• Such conduct has the purpose or effect of unreasonably interfering with a student’s performance or creating an intimidating or hostile learning environment.

Harassment as described above may include, but is not limited to:

• Verbal, physical or written (including texting, blogging, or other technological methods) harassment or abuse;
• Repeated remarks of a demeaning nature;
• Implied or explicit threats concerning one’s grades, achievements, or other school matter.
• Demeaning jokes, stories, or activities directed at the student.

The District will promptly and reasonably investigate allegations of harassment. The Principal of each building will be responsible for handling all complaints by students alleging harassment.

Retaliation against a student, because a student has filed a harassment complaint or assisted or participated in a harassment investigation or proceeding, is also prohibited. A student or staff member who is found to have retaliated against another in violation of this policy will be subject to disciplinary action up to and including student suspension and expulsion or staff suspension or termination.

Sex-based Harassment

All persons associated with the Wellesley Public Schools including, but not necessarily limited to, the Committee, the administration, staff, and students, are expected to conduct themselves at all times so as to provide an atmosphere free from sexual harassment. Any person who engages in sexual harassment while acting as a member of the school community will be in violation of this policy. Further, any retaliation against an individual who has complained about sexual harassment or retaliation against individuals for cooperating in an investigation of a sexual harassment complaint is similarly unlawful and will not be tolerated.

Because the Wellesley School Committee takes allegations of sexual harassment seriously, it will respond promptly to complaints of sexual harassment and where it is determined that such inappropriate conduct has occurred, it will act promptly to eliminate the conduct and impose such corrective action as is necessary, including disciplinary action where appropriate.

Please note that while this policy sets forth the Committee’s goals of promoting a workplace and school environment that is free of sexual harassment, the policy is not designed or intended to limit its authority to discipline or take remedial action for workplace or school conduct which it deems unacceptable, regardless of whether that conduct satisfies the definition of sexual harassment.

Definition of Sex-based Harassment

Sex-based harassment prohibited by Title IX is a form of sex discrimination and means sexual harassment and other harassment on the basis of sex, including as described in § 106.10 of Title IX, that is:

(1)  Quid pro quo harassment. An employee, agent, or other person authorized by the District to provide an aid, benefit, or service under the District’s education program or activity explicitly or Impliedly conditioning the provision of such an aid, benefit, or service on a person’s participation in unwelcome sexual conduct;

(2)  Hostile environment harassment. Unwelcome sex-based conduct that, based on the totality of the circumstances, is subjectively and objectively offensive and is so severe or pervasive that it limits or denies a person’s ability to participate in or benefit from the District’s education program or activity (i.e., creates a hostile environment).

(3)  Specific offenses. (i) Sexual assault (ii) Dating violence; (iii) Domestic violence; (iv) Stalking

Complaint Procedure

Because the District takes allegations of harassment, including sexual harassment, seriously the District shall respond promptly and meaningfully to every known report of sexual harassment and shall investigate every formal complaint of harassment including sexual and sex-based harassment as well as retaliation and following an investigation where it is determined that such inappropriate conduct has occurred, the District shall act promptly to eliminate the conduct and impose corrective action as is necessary, including disciplinary action where appropriate. Complaints made pursuant to Title IX will be handled in accordance with the District's Title IX Policy and accompanying Title IX Grievance Policy.

Students who believe that they has been subjected to sexual harassment should report the incident to a member of the faculty or administration. Any member of the school community who believes that they have been subjected to sexual harassment will report the incident(s) to the appropriate grievance officer. The grievance officer for STAFF complaints is the Director of Human Resources. The grievance officer for STUDENT complaints is the Director of Student Services. All complaints shall be investigated promptly and resolved as soon as possible.

​​Knowingly making false statements or knowingly submitting false information during a grievance process, including but not limited to harassment/bullying reports, may result in disciplinary action.

Prohibition of Hazing

In accordance with Massachusetts General Laws, Chapter 269, the School Committee hereby deems that no student, employee or school organization shall engage in the activity of hazing a student while on or off school property, or at a school sponsored event regardless of the location. No organization that uses the facilities or grounds under the control of the School Committee shall engage in the activity of hazing any person while on school property.

Any student who observes what appears to them to be the activity of hazing another student or person should report such information to the Principal including the time, date, location, names of identifiable participants and the types of behavior exhibited. Students and employees of the District are obligated by law to report incidents of hazing to the police department.

Any student who is present at a hazing has the obligation to report such an incident. Failure to do so may result in disciplinary action by the school against that student and could involve suspension from school for up to three days.

Any student who participates in the hazing of another student or other person may, upon the approval of the Superintendent of Schools, be suspended from school for up to ten (10) school days.

Any student determined by the Principal to be the organizer of a hazing activity may be recommended for expulsion from school but will receive no less disciplinary action than that of a participant.

In all cases relating to hazing, students will receive procedural due process.

Attendance Policy

WPS PK-12 School Committee Attendance Policy

File: JH - STUDENT ATTENDANCE AND EXCUSED ABSENCES

Regular and punctual school attendance is essential for success in school. The Committee recognizes that parents of children attending our schools have special rights as well as responsibilities, one of which is to ensure that their children attend school regularly, in accordance with state law.

Therefore, students may be excused temporarily from school attendance for the following reasons: illness or quarantine; bereavement or serious illness in family; weather so inclement as to endanger the health of the child; and observance of major religious holidays.

A child may also be excused for other exceptional reasons with approval of the Principal or designee. Parents will notify the school of the absence or tardiness of a child. This will be required in advance for types of absences where advance notice is possible.

In instances of (5) or more consecutive days of reported illness or chronic or irregular absence reportedly due to illness, the school administration may request a physician´s statement certifying such absences be justified.

Student Absence Notification Program

Each Principal or designee will notify a student´s parent/guardian within 3 days of the student´s absence in the event the parent/guardian has not informed the school of the absence.

Each Principal, or designee or designee shall make a reasonable effort to meet with any student, and that student´s parent/guardian, who has missed five (5) or more unexcused school days (a school day shall be equal to two (2) or more class periods in the same day) in a school year. The meeting shall be to develop action steps to improve student attendance and shall be developed jointly by the Principal or designee, the student, and the student´s parent/guardian. The parties may seek input from other relevant school staff and/or officials from relevant public safety, health and human service, housing, and nonprofit agencies.

Pursuant to M.G.L. c. 76, § 1, the Superintendent and/or designee may excuse absences not exceeding seven full day sessions or fourteen half day session in any six month period. Should a student´s attendance exceed this standard, the District may file a 51A report of suspected child abuse or neglect with the Department of Social Services, file an application for "Child Requiring Assistance" (CRA) with the Juvenile Court or file a criminal complaint in court against the responsible parent/guardian.

Dropout Prevention

No student who has not graduated from high school shall be considered permanently removed from school unless the Principal has sent notice to a student, and that student´s parent/guardian, who has been absent from school for ten (10) consecutive days of unexcused absence. The notice shall be sent within five (5) days of the tenth consecutive day of absence and shall offer at least 2 dates and times within the next ten (10) days for an exit interview with the Superintendent or designee, the student, and the student´s parent/guardian. The notice shall be in both English and the primary language of the home, if applicable. The notice shall include contact information for scheduling the exit interview and shall indicate the parties shall reach an agreement on the date/time of the interview within the ten (10) day timeframe. The timeframe may be extended at the request of the parent/guardian and no extension shall exceed 14 days.

The Superintendent or designee may proceed with any interview without a parent/guardian present, provided the Superintendent has documented a good faith effort to include the parent/guardian.

The Superintendent or designee shall convene a team of school staff to participate in the exit interview and shall provide information to the student and, if applicable, the student´s parent/guardian on the detrimental effects of early withdrawal from school and the alternative education programs and services available to the student.

LEGAL REFS.:  M.G.L. 76:1; 76:1B; 76:16; 76:18; 76:20

Voted: June 21, 2016

Bullying Prevention And Intervention Policy

Priority Statement

The Wellesley Public Schools (WPS) are committed to creating a supportive learning environment that fosters intellectual, social, and emotional development. In support of the WPS core value of academic excellence, and in keeping with the WPS core values of cooperative and caring relationships, respect for human differences, and commitment to community, all members of WPS will treat each other with respect, civility, and consideration so that all students can reach their highest potential.

To this end, every student, parent/guardian, and staff member in the Wellesley Public Schools community has the potential and the responsibility to have a positive effect on the school culture and should act in accordance with the following guidelines:

• Treat others with courtesy, consideration, and respect.
• Tell individuals behaving in a disrespectful manner towards you that you want them to stop.
• Tell individuals behaving in a disrespectful manner towards someone else that you want them to stop.
• Notify a WPS staff member about disrespectful or bullying behavior.
• Help create, maintain, and restore a sense of safety and respect for all.

"Bullying" is the repeated use by one or more students or school staff members including, but not limited to, an educator, administrator, school nurse, cafeteria worker, custodian, bus driver, athletic coach, advisor to an extracurricular activity or paraprofessional/teaching assistant of a written, verbal, or electronic expression, or a physical act or gesture, or any combination thereof, directed at a target that:

• causes physical or emotional harm to the target or damage to the target´s property;
• places the target in reasonable fear of harm to themself, or of damage to their property;
• creates a hostile environment at school for the target;
• infringes on the rights of the target at school; or
• materially and substantially disrupts the education process or the orderly operation of a school.

"Cyber-bullying" means bullying through the use of technology or any electronic communication, which shall include, but shall not be limited to, any transfer of signs, signals, writing, images, sounds, data or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, or photo-electronic or photo-optical system, including, but not limited to, electronic mail, internet communications, instant messages or facsimile communications.

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

Cyber-bullying shall also include the distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons, if the distribution or posting creates any of the conditions enumerated in the definition of bullying.

The Wellesley Public Schools are committed to providing all students with a safe learning environment that is free from bullying and cyber-bullying. This commitment is an integral part of our comprehensive efforts to promote learning and encourage social/emotional development. We will support this work in all aspects of our school community, including curricula, instructional programs, staff development, extracurricular activities, and parent/guardian involvement.

The Wellesley Public Schools community understands that certain students may be more vulnerable to becoming targets of bullying, harassment, or teasing based on actual or perceived differentiating characteristics, including race, color, religion, ancestry, national origin, sex, socioeconomic status, homelessness, academic status, gender identity or expression, physical appearance, pregnant or parenting status, sexual orientation, mental, physical, developmental or sensory disability or by association with a person who has or is perceived to have one or more of these characteristics.

The WPS will take specific steps to create a safe, supportive environment for vulnerable populations in the school community, and provide all students with the skills, knowledge, and strategies to prevent or respond to bullying, harassment, or teasing.

The WPS Bullying Prevention and Intervention Plan (BPIP) is a comprehensive approach to addressing bullying and cyber-bullying. The Wellesley Public Schools are committed to working with students, staff, families, law enforcement agencies, and the community to prevent issues of bullying. In consultation with these constituencies, we have established this Plan for preventing, intervening, and responding to incidents of bullying, cyber-bullying, and retaliation. The Wellesley Public Schools Principals are responsible for the implementation and oversight of the Plan at their respective buildings except when a reported bullying incident involves the Principal or the Assistant Principal as the alleged aggressor. In such cases, the Superintendent or designee shall be responsible for investigating the report, and other steps necessary to implement the Plan, including addressing the safety of the alleged victim. If the Superintendent is the alleged aggressor, the School Committee, or its designee, shall be responsible for investigating the report, and other steps necessary to implement the Plan, including addressing the safety of the alleged victim.

Prohibition Against Bullying and Retaliation

Acts of bullying, which include cyber-bullying, are prohibited:

• 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 the school district; and
• At a location, activity, function, or program that is not school-related, or through the use of technology or an electronic device that is not owned, leased, or used by the Wellesley Public Schools, if the acts create a hostile environment at school for the victim or witnesses, infringe on their rights at school, or materially and substantially disrupt the education process or the orderly operation of a school.
• As stated in M.G.L. c. 71, § 37O, nothing in this Plan requires the Wellesley Public Schools to staff any non-school related activities, functions, or programs.

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

Reporting    

In order to preserve the safe learning environment of the schools, all community members may report any suspected instances of bullying. A member of a school staff including, but not limited to, an educator, administrator, school nurse, cafeteria worker, custodian, bus driver, athletic coach, advisor to an extracurricular activity or paraprofessional/teaching assistant shall immediately report any instance of bullying they have witnessed or become aware of to the school Principal or their designee. Students who believe that they are a target of bullying, who observe an act of bullying, or who have reasonable grounds to believe that these behaviors are taking place, are strongly encouraged to report incidents to a member of the school staff or by using an online or written form. The target shall, however, not be subject to discipline for failing to report. Each school shall have a means for students to anonymously report incidents of bullying. No formal disciplinary action against an alleged perpetrator shall be taken solely on the basis of an anonymous report. Any student who knowingly makes a false accusation of bullying shall be subject to disciplinary action. Parents/guardians and members of the community are encouraged to report an incident of bullying as soon as possible.

Investigation Procedures    

The Principal or their designee, upon receipt of a bullying report, shall promptly conduct an investigation.  The principal or designee may contact the parent(s)/guardian(s) of students who have been the alleged target and alleged perpetrator of bullying. Relevant school staff and parent(s)/guardian(s) will discuss actions being taken to ensure safety pending an investigation.

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

Staff shall assess an alleged target's needs for protection and create and implement a safety plan that shall restore a sense of safety for that student where appropriate. The details of this safety plan will be communicated to the target and their parent(s)/guardian(s).

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

If the Principal or a designee determines that bullying has occurred, they shall consider  appropriate consequences including disciplinary action. If it is believed that criminal charges against the perpetrator may be warranted, the Principal shall notify the School Resource Officer and the Superintendent to determine if local law enforcement should be notified about the incident.

Recognizing the importance of expeditious investigation, but also that such investigations can be complex and time-consuming, the Principal/designee shall endeavor to complete the investigation within fourteen school days when possible. The parents or guardians shall be contacted upon completion of the investigation and informed of the results, including whether a violation of this policy was found. The Principal/designee will communicate regularly with the parent(s)/guardian(s) regarding updates on the investigation and safety plan.

Disciplinary actions for students who have committed an act of bullying or retaliation shall be in accordance with district disciplinary policies, which are in compliance with federal and state law. Any disciplinary actions taken are subject to student privacy and confidentiality laws. Parent(s)/guardian(s) will only have access to information about disciplinary actions that pertain to their own student. Confidentiality shall be maintained to the extent consistent with the school's obligations under law.

The Principal/designee shall maintain a report of each bullying investigation and shall send a report of the investigation to Central Office.

Student Assistance

In collaboration with families, the school district may provide counseling or referral to appropriate services, including guidance, academic intervention, and protection to students, both targets and perpetrators, affected by bullying, as necessary.

Training and Assessment

At the start of the school year, all school employees will participate in training on preventing, identifying, responding to, and reporting incidents of bullying.

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

Data gleaned during the reporting process shall inform the adoption of new anti-bullying curricula.    

Publication and Notice

Annual written notice of the relevant sections of the Bullying Prevention and Intervention Plan (BPIP) shall be provided to students and their parents or guardians, in the Student Handbook using  accessible and age-appropriate terms.

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

Relevant sections of the BPIP relating to the duties of faculty and staff shall be included in the school employee handbook.

The BPIP shall be posted on the school district website.

Each year, the Superintendent shall report to the School Committee an overview on bullying within the WPS community in the preceding year. To the extent possible without compromising confidentiality, these data shall be disaggregated by school and by targets' memberships in vulnerable groups as defined above. The purpose of these reports shall be to assess the efficacy of the anti-bullying training and curricula being used within the schools, and shall help determine the course of future teaching on the subject. This annual reporting does not preclude the reporting/discussion of bullying at other times in the year as deemed necessary by the administration or committee.

LEGAL REFS.:  Title VII, Civil Rights Act of 1964, as amended by the Equal Employment Opportunity Act of 1972

Federal Regulation 74676 issued by EEO Commission, codified in 29 CFR § 1604.11

Title IX, Education Amendments of 1972

603 CMR 26.00 (Access to Equal Educational Opportunity)

603 CMR 49.00 (Notification of Bullying or Retaliation

Regulations)M.G.L.  71:37O; 265:43; 265:43A; 268:13B; 269:14A

REFERENCES:  Department of Elementary and Secondary Education, Model Bullying Prevention and Intervention Plan

WPS Bullying Prevention and Intervention Plan (BPIP)

WPS Bullying Incident Report Form (Online)

WPS Bullying Incident Report Form (PDF)

Voted: May X, 2022

Civil Rights Policies 

Notification Of Rights Under The Protection Of Pupil Rights Amendment (PPRA)

The Protection of Pupil Rights Amendment (PPRA) gives parents/guardians and eligible students (age 18 years or older or emancipated under Massachusetts law) rights when a school conducts certain activities including the administration of student survey, analysis, or evaluation.  These rights include, but are not limited to the following:

1. Parents/guardians and eligible students have the right to provide consent before students will be given a survey that concerns one or more of the following eight areas (“protected information surveys”) if such survey is funded by the U.S. Department of Education:

1. Political affiliations or beliefs of the student or student’s parent;
2. Mental or psychological problems of the student or student’s family;
3. Sex behavior or attitudes;
4. Illegal, anti-social, self-incriminating, or demeaning behavior;
5. Critical appraisals of others with whom respondents have close family relationships;
6. Legally recognized privileged relationships, such as with lawyers, doctors, or ministers;
7. Religious practices, affiliations, or beliefs of the student or the student’s parent; or
8. Income, other than as required by law to determine program eligibility.

2.  Parent/guardians and eligible students also have a right to receive notice and an opportunity to opt-out of:

1. Activities involving the collection, disclosure, or use of personal information obtained from students for marketing purposes ("marketing surveys”);
2. Any other protected information survey regardless of funding source;
3. Any non-emergency, invasive physical examination or screening required as a condition of attendance, administered by the Wellesley Public Schools or its agent, and not necessary to protect the immediate health and safety of a student, except for hearing, vision, or scoliosis screenings or any physical exam or screening permitted or required by Massachusetts law.

Wellesley Public Schools will provide parent/guardians and eligible students notice within a reasonable period prior to the administration of these surveys and activities and an opportunity to opt-out, as well as an opportunity to review the protected information surveys.  

Please note that parent/guardians are not required by PPRA to be notified about the collection, disclosure, or use of personal information collected from students for the exclusive purpose of developing, evaluating, or providing educational products or services for, or to, students or educational institutions.

Parent/guardians and eligible students who believe that their rights have been violated may file a complaint with: Student Privacy Policy Office, U.S. Department of Education, 400 Maryland Avenue, SW, Washington, D.C.  20202

Notification Of Civil Rights And 504 Coordinators

The Wellesley Public Schools Coordinator for Title VI and Title IX is Dave Turcotte, Director of Human Resources. The Director can be reached by mail at 40 Kingsbury Street, Wellesley, MA 02481 or by telephone at (781) 446-6210. For concerns related to your child, we encourage you to first contact the Director of Guidance.

The Wellesley Public Schools Coordinator for Section 504 of the Rehabilitation Act of 1973 is the Director of Student Services. The Director, Kat Bernklow can be reached at 40 Kingsbury St., Wellesley, MA 02481 or by telephone at 781-446-6210. For concerns related to your child, we encourage you to first contact your Principal.

The U.S. Department of Education’s Office for Civil Rights address is: Office for Civil Rights/ED, 8th floor, 5 Post Office Square, Boston, MA 02109-3921, (617) 289-0111.

Regulations Concerning Physical Restraint

Maintaining an orderly, safe environment conducive to learning is an expectation of all staff members of the school district. Further, students of the district are protected by law from the unreasonable use of physical restraint. Such restraint shall be used only in emergency situations as a last resort and with extreme caution after other lawful and less intrusive alternatives have failed or been deemed inappropriate.

When an emergency situation arises, and physical restraint is the only option deemed appropriate to prevent a student from injuring himself or herself, another student or school community member, a teacher or employee or agent of the school district may use such reasonable force needed to protect students, other persons or themselves from assault or imminent, serious, physical harm.

The District adheres to the Massachusetts regulations regarding the Prevention of Physical Restraint and Requirements If Used at 603 CMR 46.00. The definitions of forms of restraint shall be as defined in 603 CMR 46.02.

Special Education: Individuals With Disabilities Education Act (IDEA)

A student may be referred for an evaluation by a parent or any person in a caregiving or professional position who is concerned with the student’s development. Students over 18 years of age may also refer themselves. Upon consent of the parent, the school will arrange for the evaluation of the student by a team of specialists in the areas related to the suspected disability. A team meeting is held to determine if the student has a disability and if the disability significantly affects the student’s progress. If it is determined that the student has a disability and requires specially designed instruction, an Individualized Education Program (IEP) is developed, and special education services are implemented upon written parent consent. Any Wellesley resident who has not graduated from high school is entitled to this process until his/her 22nd birthday.

Wellesley Public School Policy Regarding Animals In School

No animal shall be brought to school without prior permission of the building Principal. The Wellesley Public School District is committed to providing a high quality education program to all students in a safe and healthy environment.

Wellesley Public Schools Policy Regarding The Educational Rights Of Children And Youth Experiencing Homelessness

The Wellesley Public Schools comply with federal and state laws and regulations in the identification and education of children who are in homeless situations. The intent of this policy is to provide each child and youth equal access to the same free appropriate public education, including public preschool, as provided to other children and youth. An overview of the requirements is provided below.

In accordance with requirements of the McKinney-Vento Act, the Superintendent has designated the Director of Student Services as the Homeless Education Liaison. The responsibility of the Liaison includes assisting homeless students in enrollment, working to obtain records by contacting districts of previous attendance, and ensuring these students receive the educational services for which they are eligible.

WPS is dedicated to the educational stability of students in foster care and their equal access to the same free and appropriate public education through high school graduation as provided to other children and youth. Foster care students may continue to attend WPS as their school of origin, unless it is not in the student's best interest. Students in foster care will be immediately enrolled, even if records normally required for enrollment cannot be quickly produced.

Wellesley Public Schools Policy Regarding Pregnancies

The Wellesley Public Schools wishes to preserve educational opportunities for those students who may become pregnant and/or take on parenting responsibilities.

Pregnant students are permitted to remain in regular classes and participate in extracurricular activities throughout their pregnancy, and after giving birth are permitted to return to the same academic and extracurricular program as before the leave.

The Wellesley Public Schools 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.

Every effort will be made to see that the educational program of the student is disrupted as little as possible; that health counseling services, as well as instruction, are offered; that return to school after leave is encouraged; and that every opportunity to complete high school is provided. M.G.L. Chapter 71, Section 84

Federal Grants

The Wellesley Public Schools participates in several federal grant programs including Titles I, IIA, III and IV. Funding for these grants is contingent on criteria established at both the state and federal levels. Below are more details about each of these programs.

Title I

The Every Student Succeeds Act of 2015 (ESSA) requires school districts that receive federal Title I funding to notify parents/guardians of their right to know the professional qualifications of the classroom teachers who instruct their child.

As a recipient of these funds, the Wellesley Public Schools will provide families with this information in a timely manner upon request it. Specifically, families have the right to request the following information about each of your child’s classroom teachers:

• Whether the teacher meets the state qualifications and licensing criteria for the grades and subjects they teach.
• Whether the teacher is teaching under emergency or provisional status because of special circumstances.
• The teacher’s college major, whether the teacher has any advanced degrees, and the field of discipline of the certification or degree.
• Whether paraprofessionals provide services to your child and, if so, their qualifications.

The Wellesley Public Schools is committed to providing quality instruction for all students and does so by employing the most qualified individuals to teach and support each student in the classroom. If you would like to receive any of the information listed above for your child’s teacher, please contact the Administrative Assistant to the Assistant Superintendent at 781-446-6210 x4503. If you would like to receive information for your child’s paraprofessional, please contact your building principal.

In addition, the Wellesley Public Schools are committed to continued efforts to encourage parent/guardian involvement in both their child’s academic achievement and in school improvement efforts. Written parental involvement policies are distributed to parents whose children are supported by the Title 1 funds of the ESSA.

Title I Parent Involvement Policy:

The administration, staff and parents of this school believe that the improved academic achievement of each student is a responsibility shared by the entire school community to ensure student success.

Parent/guardian involvement activities in the school will include opportunities parents to:

• Volunteer and be involved in school activities.
• Attend parent/guardian education events.
• Provide home support for their child’s education.
• Participate in school decision-making.
• Effectively communicate between the school and parents/guardians.

The schools will:

• Involve families in an organized, ongoing and timely way in the planning, review, and improvement of Title programs, plans, and policies through School Council.
• Provide opportunities for the participation of families with limited English proficiency, parents with disabilities, and parents of migratory children, by providing translated information and school reports.
• Involve families in the planning, review, and improvement of the Parent Involvement Policy and School-Parent Compact through School Council.
• Conduct and annually evaluate all the content and effectiveness of the Parent Involvement Policy.
• Make the Parent Involvement Policy and School-Parent Compacts available to the school community through the Elementary Student Handbook, Back-to-School nights, and online at wellesleyps.org.
• Host an annual meeting during Back-to-School night with the child’s paraprofessional in September of each year to inform families of the schools’ participation in Title I, the requirement of Title I and the rights of parents to be involved.
• Encourage families to attend the meeting and other school events through notices sent home with students, monthly newsletters, and via the district and school web pages.  

Title IIA

Title II Part A of the federal Elementary and Secondary Education Act provides supplemental resources to school districts to support systems of support for excellent teaching and leading. The priorities of Title IIA are to:

1. Increase student achievement consistent with the challenging State academic standards;
2. Improve the quality and effectiveness of teachers, principals, and other school leaders;
3. Increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and
4. Provide low-income and minority students greater access to effective teachers, principals, and other school leaders.

Title III

Title III of the ESSA provides supplemental funds to improve the education of English learners (ELs), including immigrant children and youth, by assisting the children and youth to learn English and meet challenging state academic content and student academic achievement standards.

Title III Priorities are to:                                                         

• increase English proficiency and academic achievement in core academic subjects of English learners by providing high-quality language instruction programs and content area teaching;
• develop, implement, and provide extended day, weekend, and summer opportunities for English language and academic content instruction for EL students;
• provide high-quality professional development such as that which would enhance the skills and knowledge of classroom teachers to deliver effective sheltered content and English language instruction        

Title IV

The purpose of Title IV, Part A of the ESSA is to build the capacity of districts to help ensure that all students have equitable access to high quality educational experiences. Title IV priorities are to:

• provide all students with access to a well-rounded education
• improve school conditions for learning to ensure safe and healthy students
• improve the use of technology to improve academic achievement
• ensure better outcomes for students

Student Conduct, Discipline and Due Process Rights

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 school community. The District addresses student discipline consistent with Massachusetts General Laws Chapter 71, section 37H, 37H½, and 37H¾ and Massachusetts student discipline regulations at 603 CMR 53.00.

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 37H½. These include:

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

Expulsion means the removal of a student from the school premises, regular classroom activities, and school activities for more than 90 school days, indefinitely, or permanently, as permitted under M.G.L. c. 71, § 37H or 37H½ for: (a) possession of a dangerous weapon; (b) possession of a controlled substance; (c) assault on a member of the educational staff; or (d) a felony charge or felony delinquency complaint or conviction, or adjudication or admission of guilt with respect to such felony, if a principal determines that the student’s continued presence in school would have a substantial detrimental effect on the general welfare of the school, as provided in M.G.L. c. 71, § 37H or 37H½.

Student Discipline

The Principal/Assistant Principal has the authority to exercise discretion in deciding the consequences for a student who has violated disciplinary rules. The Principal/Assistant 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. Please note, additional information regarding categories of infraction, applicable to High School students, can be found in the Wellesley High School Handbook.

DETENTION (Middle/High School)

Detention is scheduled for 60 minutes after school from 2:35 to 3:35 P.M. for Category A Infractions When detention is assigned by the student’s Assistant Principal, all other student commitments must be rescheduled (work, appointments, athletics). If a student fails to report to detention as assigned, his/her parent/guardian will be notified to inform them of the situation and to explain the consequences of cutting detention. If a student fails to report to detention on the second day, a Saturday School will be assigned.

MEDIATION (Middle/High School)

Mediation is an alternative to punitive discipline which allows students and staff to resolve disputes. It is a way of looking at a problem, identifying the issues, and thinking through the alternatives and consequences. Mediation is a voluntary activity, and is most successful when done before a situation escalates or a fight occurs, and may be an alternative to some disciplinary actions when approved by the Assistant Principal.

SATURDAY SCHOOL (High School)

Saturday School is scheduled on Saturdays from 9:00 to 11:00 A.M. When Saturday School is assigned by the student’s Assistant Principal, all other commitments must be rescheduled. If a student fails to report to Saturday School as assigned, his/her home will be called to inform the parent/guardian and an automatic one day suspension will be assigned.

SUSPENSION

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

A suspended student is restricted from entering the school buildings, or coming onto school grounds; and a suspended student may not participate in any school sponsored activities or functions during the suspension period.

The Principal or his/her designee has the sole responsibility for determining who is suspended. A re-entry meeting will be held prior to the student’s return to school.

IN-SCHOOL SUSPENSION

At the discretion of the Principal/Assistant 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/Assistant 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/Assistant 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/Assistant Principal determines that the student committed the disciplinary offense, the Principal/Assistant 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/Assistant 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/Assistant 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/Assistant 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/Assistant 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/Assistant Principal, if such meeting has not already occurred. The Principal/Assistant 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/Assistant Principal and the parent.

In-school suspension for ten days or less, consecutively or cumulatively during a school year, shall not be considered a short-term suspension. An in-school suspension of more than ten days, consecutively or cumulatively during a school year, shall be deemed a long-term suspension for due process, appeal, and reporting purposes.

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 a school-wide educational service plan that will enable the student to make academic progress toward meeting state and local requirements through the school-wide educational services plan. The school-wide educational plan includes access to tutoring services or access to online education platform. The academic work will be consistent with the academic standards and curriculum frameworks for all students under G.L. c.69 sections ID and IF.

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.

1. Due Process Rights for Students Charged with Possession of a Dangerous Weapon, Possession of a Controlled Substance, Assault on School Staff and/or Students who Have Been Charged with or Convicted of a Felony (M.G.L. c. 71. s.37H and M.G.L. c. 71, s.37H ½)

Short Term Disciplinary Sanctions: Prior to the imposition of any disciplinary sanction that might result in a student’s suspension from school for ten (10) consecutive school days or less, the student will be given oral notice of the offense with which he/she is charged and an opportunity to respond. In the event that the Principal/headmaster 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 by the principal shall remain in effect. M.G.L. c. 76, §17, M.G.L. c. 71, §37H and M.G.L. c. 71, §37H ½.

2.  Due Process Rights for Students Charged with Other Violations  (M.G.L. c. 71, s. 37H ¾)

Alternative Remedies

Consistent with M.G.L. c. 71, s. 37H ¾, any principal or person acting as a decision-maker at a student meeting or hearing, when deciding the consequences for the student, shall consider ways to re-engage the student in the learning process; and shall not suspend a student under 37H ¾ until alternative remedies have been employed and their use and results documented, following and in direct response to a specific incident or incidents, unless specific reasons are documented as to why such alternative remedies are unsuitable or counter-productive, or in cases where the student’s continued presence in school would pose a specific, documentable concern about the infliction of serious bodily injury or other serious harm upon another person while in school. Alternative remedies may include, but shall not be limited to: (i) mediation; (ii) conflict resolution; (iii) restorative justice; and (iv) collaborative problem solving. The principal, headmaster, superintendent or person acting as a decision-maker shall also implement school- or district-wide models to re-engage students in the learning process  which shall include but not be limited to: (i) positive behavioral interventions and supports models and (ii) trauma sensitive learning models; provided, however, that school- or district-wide models shall not be considered a direct response to a specific incident.

Notice and Principal’s meeting:

For any suspension under this section, the Principal or 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.

a.)        Short-term Suspension

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

b.)   Long Term Suspension

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

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

Based on the evidence, the Principal shall determine whether the student committed the disciplinary offense, and, if so, after considering mitigating circumstances and alternatives to suspension, what remedy or consequence will be imposed, the Principal shall exercise discretion in deciding the consequence for the offense, consider ways to re-engage the student in learning, and avoid using long-term suspension from school until alternative remedies have been employed. The Principal shall send the written determination to the student and parent by hand-delivery, certified mail, first-class mail, or 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 long term suspension shall remain in effect and until the Superintendent decides to reverse the Principal’s determination on appeal.

Suspension for Students Grades K-3

The Principal, or a designee, shall notify the Superintendent in writing, including, but not limited to, by electronic means, of any out-of-school suspension imposed on a student enrolled in kindergarten through grade 3 prior to such suspension taking effect. That notification shall describe the student’s alleged misconduct and the reasons for suspending the student out-of-school.

Emergency Removal

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

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

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

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

Superintendent’s Hearing

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

There is no right to appeal a short term suspension. A student who is placed on long term suspension following a hearing with the Principal has a right to appeal the Principal’s decision to the Superintendent.

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/headmaster’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/headmaster, but shall not impose a suspension greater than that imposed by the Principal/headmaster’s decision. The Superintendent’s decision is the final decision of the district.

Repeat Infractions

If a student who has been suspended during a school year is found, after a hearing, to have acted in such a way as to have violated the student code again during the same school year, then that student may be subject to another suspension appropriate to the circumstances for another long term suspension. In the usual case, first offenders shall be subject to a suspension of not more than five days for any one infraction, except that any student found to have violated the policy on alcohol and drugs, possession of a dangerous weapon, assault on a school staff, or to have endangered the safety of himself or others may be subject to greater penalties up to and including expulsion, even on his/her first offense. See Expulsion.

Discipline and Students with Disabilities

All students are expected to meet the requirements for behavior as set forth in this handbook. In addition to those due process protections afforded to all students, the Individuals with Disabilities Education Act and related regulations require that additional provisions be made for students who have been found eligible for special education services or who the school district knows or has reason to know might be eligible for such services. The school is deemed to have knowledge that a student is a student with a disability if before the behavior that precipitated the disciplinary action occurred: (1) the student’s parent/guardian expressed concern in writing to administrative personnel, or the student’s teacher/counselor, that the student is in need of special education and related services; (2) the student’s parent/guardian requested an evaluation of the child; or (3) the student’s teacher/counselor or other school personnel, expressed specific concerns directly to the Director of Student Services or to other supervisory personnel about a pattern of behavior demonstrated by the student. The school is not deemed to have knowledge of a disability if (1) the parent/guardian has not allowed an evaluation or refused special education and related services, or (2) the child has been evaluated and determined not to be a child with a disability. If a request for an evaluation is made during the time period in which the student is subject to disciplinary measures, the evaluation must be conducted in an expedited manner.

Students who have been found to have a disability that impacts upon a major life activity, as defined under Section 504 of the Rehabilitation Act, are, generally, also entitled to increased procedural protections prior to imposing discipline that will result in the student’s removal for more than ten (10) consecutive school days or where there is a pattern of short term removals exceeding ten (10) school days in a given year. The following additional requirements apply to the discipline of students with disabilities:

1. Students with disabilities may be excluded from their programs for up to ten (10) school days to the extent that such sanctions would be applied to all students. Before a student with a disability can be excluded from his/her program for more than ten (10) consecutive school days in a given school year or ten (10) cumulative school days in a given school year, building administrators, the parents/guardians and relevant members of the student’s IEP or 504 team will meet to determine the relationship between the student’s disability and behavior (Manifestation Determination). During disciplinary exclusions exceeding ten (10) school days in a single school year, a student with an IEP shall have the right to receive services identified as necessary to provide him/her with a free appropriate public education during the period of exclusion.

2. If building administrators, the parents/guardians and relevant members of the student’s IEP determine that the student’s conduct was not a manifestation of the student’s disability, the school may discipline the student in accordance with the procedures and penalties applicable to all students but will continue to provide a free appropriate public education to those students with IEPs. The student’s IEP team or 504 Team will identify the services necessary to provide a free appropriate public education during the period of exclusion, review any existing behavior intervention plan or where appropriate, conduct a functional behavioral assessment. For students with Section 504 Plans, there is no automatic right to receive educational services beyond the 10th school day of suspension under federal law, however, state law does provide all students with the rights to receive educational services during periods of suspensions lasting longer than ten days.

3. If building administrators, the parents/guardians, and relevant members of the student’s IEP or 504 Team determine that the conduct giving rise to disciplinary action was a manifestation of the student’s disability, the student will not be subjected to further removal or exclusion from the student’s current educational program based on that conduct (except for conduct involving weapons, drugs or resulting in serious bodily injury to others) until the IEP or 504 Team develops, and the parent/guardians consent to, a new placement, or unless the District obtains an order form a court or from the Bureau of Special Education Appeals (BSEA) authorizing a change in the student’s placement. The Student’s Team shall also review the student’s IEP, and modify as appropriate, any existing behavioral intervention plan or arrange for a functional behavioral assessment.

4. If a student with a disability possesses or uses illegal drugs, sells or solicits a controlled substance, possesses a weapon, or causes serious bodily injury to another on school grounds or at a school function, the District may place the student in an interim alternative educational placement (IAES) for up to forty-five (45) school days. A court or BSEA hearing officer may also order the placement of a student who presents a substantial likelihood of injury to self or others in an appropriate interim setting for up to forty-five (45) school days.

Student Dress Code Policy

File: JICA

The responsibility for the dress and appearance of the students will rest with individual students and parents.

They have the right to determine how the student will dress providing that attire is not destructive to school property, complies with requirements for health and safety, and does not cause disorder or disruption. The administration is authorized to take action in instances where individual dress does not meet the stated requirements.

This does not mean that student, faculty, or parent groups may not recommend appropriate dress for school or special occasions. It means that students will not be prevented from attending school or a school function, or otherwise be discriminated against, so long as their dress and appearance meet the requirements set forth above.

Voted: June 21, 2016

Student Records Regulations and FERPA

FERPA / Records Regulations

The Family Educational Rights and Privacy Act is a federal law that provides two basic rights to parents in regards to student records:

1. The right to inspect and review their child’s education records
2. The right to prevent unauthorized persons from seeing the same 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 Student Services Office, 40 Kingsbury Street, Wellesley, MA 02481.

Transcript and Temporary Records

The following is a summary of the Student Records Regulations adopted by the Massachusetts Board of Education on January 28, 1975. The purpose of these regulations is to ensure parental and student rights are protected regarding the confidentiality, inspection, amendment and destruction of student records. For students aged 14-17, or in ninth grade or above, these rights shall be exercised by the student and his/her parent, or by either acting alone. If a student is 18 or older, he/she alone shall exercise these rights, although a parent may continue to exercise them until expressly limited by a student who has filed the appropriate form in the Main Office. The student record shall consist of the transcript and the temporary record. The transcript shall contain records that constitute a minimum amount of data and shall be limited to the name, address and phone number of the student and of the parent or guardian, the student’s birth date, course titles, grades, grade level completed and year completed. The temporary record shall consist of all information, not in the transcript, that is of importance to the educational process. The transcript shall be maintained by the School Department and may only be destroyed sixty years following a student’s graduation, transfer or withdrawal from the school system. The temporary record shall be destroyed within seven years after the student transfers, graduates or withdraws from the school system.

Access

The eligible student and his/her parent, or either one as applicable, shall have access to the student record and may obtain copies of any information in the record. Authorized school personnel shall also have access to student records. In general, no information in a student record shall be disseminated without the specific, informed, written consent of the eligible student or the parent. Please note that federal student record regulations under the Family Educational Rights and Privacy Act (“FERPA”), 34 C.F. R. §99 also apply. A log shall be kept to record the dissemination of any information in the student record.

A parent has the right to see a copy of his/her student’s academic record and can exercise this right by writing the guidance counselor.

Amendment

The eligible student and his/her 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 his/her 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.

“Parent” shall mean a student’s father, mother, guardian, or person or agency legally authorized to act on behalf of the child in place of or in conjunction with the father, mother or guardian. The term, as used in these regulations, shall include a divorced or separated parent, subject to any written agreement between parents or court order governing the rights of such a parent that is brought to the attention of the school principal. (M.G.L. Chapter 71, section 34H). Unless notified by the custodial parent to the contrary, the noncustodial parent will have access to the same information as the custodial parent.

Noncustodial Parent

(5) Access Procedures for Non-Custodial Parents. As required by M.G.L. c. 71, § 34H, a non-custodial parent may have access to the student record in accordance with the following provisions.

(a) A non-custodial parent is eligible to obtain access to the student record unless:

1. the parent has been denied legal custody or has been ordered to supervised visitation, based on a threat to the safety of the student and the threat is specifically noted in the order pertaining to custody or supervised visitation, or

2. the parent has been denied visitation, or

3. the parent’s access to the student has been restricted by a temporary or permanent protective order, unless the protective order (or any subsequent order modifying the protective order) specifically allows access to the information contained in the student record, or

4. there is an order of a probate and family court judge which prohibits the distribution of student records to the parent.

(b) The school shall place in the student’s record documents indicating that a non-custodial parent’s access to the student’s record is limited or restricted pursuant to 603 CMR 23.07(5)(a).

(c) In order to obtain access, the non-custodial parent must submit a written request for the student record to the school Principal.

(d) Upon receipt of the request the school must immediately notify the custodial parent by certified and first class mail, in English and the primary language of the custodial parent, that it will provide the non-custodial parent with access after 21 days, unless the custodial parent provides the Principal with documentation that the non-custodial parent is not eligible to obtain access as set forth in 603 CMR 23.07 (5)(a).

(e) The school must delete all electronic and postal address and telephone number information relating to either work or home locations of the custodial parent from student records provided to non-custodial parents. In addition, such records must be marked to indicate that they shall not be used to enroll the student in another school.

(f) Upon receipt of a court order that prohibits the distribution of information pursuant to G.L. c. 71, §34H, the school shall notify the non-custodial parent that it shall cease to provide access to the student record to the non-custodial parent.

Release of Student Information

The school may release for publication a student’s name, class, photograph, participation in officially recognized activities and sports, honors and awards. Parents who do not wish to have such information released to the news media should indicate “No” in PowerSchool.

Pursuant to 603 CMR 23.07(g), the WPS may provide student record information (including the special education record) to a school to which a student seeks or intends to transfer without the consent of the eligible student or parent, so long as the parent receives annual notification of this law.

Right to Request That Student’s Information Be Withheld From Armed Forces Recruiters:

The National Defense Authorization Act requires that school officials provide military recruiters with student information including names, addresses, and telephone numbers. Parents and students of majority age have a right to request that their information be withheld from military recruiters. To do so, notify in writing your request to your child’s Principal.

Technology PK-12 - Acceptable Use Policy

Purpose

The Wellesley Public Schools shall provide access for employees and students to the system/network, including access to external networks, for limited educational purposes. Educational purposes shall be defined as classroom activities, communication, career and professional development, and high quality self-discovery activities of an educational nature. The purpose of the system/network is to assist in preparing students for success in life and work by providing access to a wide range of information and the ability to communicate with others. The system/network will be used to increase communication (staff, parent, and student), enhance productivity, and assist staff in upgrading existing skills and acquiring new skills through a broader exchange of information. The system/network will also be utilized to provide information to the community, including parents, governmental agencies, and businesses.

Availability

The Superintendent or designee shall implement, monitor, and evaluate the District’s system/network for instructional and administrative purposes.

Access to the system/network, including external networks, shall be made available to employees and students for instructional and administrative purposes and in accordance with administrative regulations and procedures.

Access to the system/network is a privilege, not a right. All users shall be required to acknowledge receipt and understanding of all administrative regulations and procedures governing use of the system and shall agree to comply with such regulations and procedures. Noncompliance with applicable regulations and procedures may result in suspension or termination of user privileges and other disciplinary actions consistent with the policies of the Wellesley Public Schools. Violations of law may result in criminal prosecution as well as disciplinary action by the Wellesley Public Schools.

Acceptable Use

The Superintendent or designee shall develop and implement administrative regulations, procedures, and user agreements, consistent with the purposes and mission of the Wellesley Public Schools as well as with law and policy governing copyright.

Monitored Use

Electronic mail transmissions and other use of electronic resources by students and employees shall not be considered confidential and may be monitored at any time by designated staff to ensure appropriate use for instructional and administrative purposes.

Liability

The Wellesley Public Schools shall not be liable for users’ inappropriate use of electronic resources or violations of copyright restrictions, users’ mistakes or negligence, or costs incurred by users. The Wellesley Public Schools shall not be responsible for ensuring the accuracy or usability of any information found on external networks.

Acceptable Use Policy - Technology

1. Commercial use of the system/network is prohibited.
2. The District will provide training to users in the proper use of the system/network.
3. The District will provide each user with copies of the Acceptable Use Policy and Procedures.
4. Copyrighted software or data shall not be placed on the District system/network without permission from the holder of the copyright and the system administrator.
5. Access will be granted to employees with a signed access agreement and permission of their supervisor.
6. Access will be granted to students with a signed access agreement and permission of the building administrator or designee(s).
7. Initial passwords provided by the network administrator should be set to expire on login.
8. Passwords are confidential. All passwords shall be protected by the user and not shared or displayed.
9. Students completing required coursework will have first priority for after hours use of equipment.
10. Principals or their designee will be responsible for disseminating and enforcing policies and procedures in the building(s) under their control.
11. Principals or their designee will ensure that all users complete and sign an agreement to abide by policies and procedures regarding use of District technology. All such agreements are to be maintained at the building level.
12. Principals or their designee will ensure that training is provided to users on appropriate use of electronic resources.
13. Superintendent or designee shall be authorized to monitor or examine all system activities, including electronic mail transmissions, as deemed appropriate to ensure proper use of electronic resources.
14. Individual users shall, at all times, be responsible for the proper use of accounts issued in their name.
15. The system/network may not be used for illegal purposes, in support of illegal activities, or for any activity prohibited by District policy.
16. System users shall not use another user’s account.
17. System users should purge electronic information according to District retention guidelines.
18. System users may re-distribute copyrighted material only with the written permission of the copyright holder or designee. Such permission must be specified in the document or in accordance with applicable copyright laws, District policy, and administrative procedures.
19. System administrators may upload/download public domain programs to the system/network. System administrators are responsible for determining if a program is in the public domain.
20. Any malicious attempt to harm or destroy equipment, materials, data, or programs is prohibited.
21. Deliberate attempts to degrade or disrupt system performance may be viewed as violations of District policy and/or as criminal activity under applicable state and federal laws. This includes, but is not limited to, the uploading or creation of computer viruses.
22. Vandalism will result in the cancellation of system privileges and will require restitution for costs associated with hardware, software, and system restoration.
23. Forgery or attempted forgery is prohibited.
24. Attempts to read, delete, copy, or modify the electronic mail of other users or to interfere with the ability of other users to send/receive electronic mail is prohibited.
25. Use appropriate language; swearing, vulgarity, ethnic or racial slurs, and other inflammatory language is prohibited.
26. Pretending to be someone else when sending/receiving message is prohibited.
27. Transmitting or viewing obscene material is prohibited.
28. Revealing personal information (addresses, phone numbers, etc.) is prohibited.
29. The District will cooperate fully with local, state, or federal officials in any investigation concerning or relating to misuse of the District’s system/network. A user who violates District policy or administrative procedures will be subject to suspension or termination of system/network privileges and will be subject to appropriate disciplinary action and/or prosecution.

Technology Use Guidelines for Elementary Schools

Laptop/Ipad/Technology Use:

1. I will use the laptop/iPad/technology as a learning tool for educational purposes as directed by the teacher.
2. I will only use applications/browsers when instructed by my teachers.
3. I will be sure to have permission before taking and/or sending pictures/ video/audio of other people.
4. I will not take or share pictures/video/audio of myself or others except for classroom assignments.

Account Use:

1. I will use my Wellesley Raiders account (wpsraiders.org) for school related work and communications.
2. I will not use chat or comment unless a teacher gives permission.
3. I will not use the account of another person.
4. I will not create or share any files unless directed by the teacher.

Laptop/Ipad/Technology Care & Charge:

1. I will not bring laptops, iPads or other technology to any cafeteria, locker room or bathroom where it could be damaged or used inappropriately.
2. I will never leave laptops, iPads or other technology unattended.
3. I will know where laptops, iPads or other technologies assigned to me is at all times.
4. I will make sure laptops, iPads and other technologies are charged and ready to use by returning devices to their assigned carts & plugging them in daily.
5. I will keep food & beverages away from laptops, iPads and other technologies since they may cause damage to the device; I will clean the screen with an appropriate cloth when necessary and instructed to do so.
6. I will protect laptops, iPads and other technologies by carrying all devices  with two hands and walking.
7. I will always keep my device (iPad, etc) in its case when applicable;  When I am not using my device I will keep the case closed securely.
8. I will not place decorations (stickers, markers, etc.) on laptops, iPads and other technologies.
9. I will not disassemble any part of a laptop, iPad or other technology or attempt any repairs.
10. I will report to my teacher if I think a laptop, iPad or other technology has been tampered with.

Other & Damage/Loss:

1. I will use laptops, iPads and other technology in ways that are appropriate and meet the Wellesley Public Schools Acceptable Use Policy.
2. I understand that laptops, iPads and other technology is subject to inspection at any time without notice.

If I do not adhere to these guidelines, I may forfeit the use of WPS Technology.

Bring Your Own Laptop (BYOL) Guidelines - (High School)

Laptop Use:

1. I will use the laptop as a learning tool for educational purposes as directed by the teacher including turning off messaging and message notifications during class time.
2. I will use the laptop in ways that are appropriate and meet the Wellesley Public Schools Acceptable Use Policy.
3. I will obtain explicit permission before taking and/or sending pictures/video/audio of other people.
4. I will not take or share inappropriate pictures/video/audio of myself or others.
5. I will make sure my laptop is charged and ready to use for my first class of the day.
6. I understand that the Wellesley High School Honor Code as stated in the Student Handbook applies to my laptop and email use in the classroom.

Email Use:

1. I will use my Wellesley raiders gmail account for all school related work.
2. I will not send emails that contain inappropriate content, harassing/offensive language, gossip, bullying, or viruses.
3. I will not send or read email during class time (unless a teacher gives permission).
4. I will not use the account of another person.

Laptop Care:

1. I will notify the Wellesley Technology Department immediately if any school owned laptop is missing or damaged.
2. I will never leave my laptop unattended and will know where it is at all times.
3.  I will keep food and beverages off my desk when I am working on my laptop and will clean the screen with an appropriate cloth when necessary.
4. I will report to my teacher if I think my laptop has been tampered with.

 Other & Damage/Loss

1. I understand that the use of electronic resources shall not be considered confidential and may be monitored at any time by designated staff to ensure appropriate use (as stated in the Acceptable Use Policy).

I will notify the school and file a police report with my parents in case of theft or vandalism.

Guidelines For Email & Other Electronic Communication

Overarching Expectation

Email and other electronic communication tools can be an effective and efficient means for communication. The guidance below is intended for all members of the WPS community: students, parents and staff. Our overarching expectation is that emails and electronic communication should:

• promote productive, honest, and respectful communication
• reflect the spirit of our district value of caring and cooperative relationships
• align with the WPS school improvement goal to foster a safe and welcoming community
• mirror the civility and professionalism of a face-to-face conversation

Detailed Guidance for Students, Parents, & Staff

• Emails are not confidential and are subject to Public Records Law. They can be requested by anyone.
• When writing/sending emails:

• observe rules of formal English grammar, punctuation, spelling, etc.
• avoid the use of all capitals, which many interpret as the equivalent of yelling
• be aware: emails can be forwarded without the original sender’s permission
• limit the use of “reply all”
• avoid unnecessary or aggressive use of cc (carbon copy)
• use Bcc when emailing groups to keep email addresses confidential (blind carbon copy)

• To avoid misunderstandings and/or misinterpretations, keep emails simple, direct, and businesslike (e.g. limit emails to ~100 words).
• Emails should not be used to communicate any information that is highly emotional, sensitive or contentious. In such a case, emails may be used to arrange a time to meet or to have a phone conversation.
• On occasion, an email correspondence that begins cordially may start to feel contentious; when emotions start to run high, it is best to arrange a time to talk face-to-face or by phone.
• In urgent matters and time-sensitive communications such as dismissals, please call the office and speak to someone to have the message relayed to the faculty member. Faculty members are teaching students and are not always checking email during the school day.
• For nonurgent emails, it is reasonable to expect a response within 2-3 school days (excluding weekends).
• Students in Grades 7-12 should use their WPSraiders.org account when emailing teachers and should address email to the staff wellesleyps.org account.
• School email accounts should not be used for business unrelated to the work of the school (e.g. fundraising, political campaigns, advertising non-school events, etc.).
• Educators are not given a school cell phone and therefore, except in predetermined circumstances approved by a supervisor, texting should not be used as a means for parents and students to communicate with staff.