lunch
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.
Reporting Absences and Tardies at WMS
Quick reference chart
The chart below outlines procedures to follow when communicating with our WMS Main Office staff:
For absences: | For tardiness: | For dismissals: | For messages: |
If your child is going to be absent, a parent/guardian must fill out the Absence Reporting Form. This form can be found on our WMS website on the homepage. If you are unable to fill out this form, you can call the school at (781) 446-6250 to report an absence. If we do not receive notification, the absence will be considered “unexcused” for that day. Note: Routine medical and dental appointments should be scheduled after school. If this is impossible, students may be asked to submit a note from the doctor's office upon return in order for the absence to be excused. | If your child is going to arrive at school after 7:45 a.m. (when the school day begins), a parent/guardian must fill out the Absence Reporting Form. This form can be found on our WMS website on the homepage. If you are unable to fill out this form, you can call the school at (781) 446-6250 to report late arrival. When students are tardy they must come to the main office for a pass before returning to class. If we do not receive notification, the late arrival will be considered “unexcused” for that day. | If your child needs to be dismissed before the end of the school day, a parent/guardian must fill out the Absence Reporting Form. This form can be found on our WMS website on the homepage. If you are unable to fill out this form, you can call the school at (781) 446-6250 to report the early dismissal. Please give at least 30 minutes notice, when possible. Note: If someone other than a parent is picking up your child, you will need to inform us on the Absence Reporting Form or by calling the main office at (781) 446-6250. Please note that it will be necessary for the person picking up your child to come into the main office. | If you need to get a message to your child or drop off a forgotten item, please call/visit the main office by 11:00 a.m. to ensure that your child receives the message at lunchtime. We cannot disrupt classes for non-emergency situations. Texting is not permitted between students and parents/caregivers during the school day, as phone use is not permitted in school. If your child is not feeling well while in school, they must go to the nurse. The nurse will contact you, as needed. |
The Following Categories for Absences and Tardies:
EXCUSEDAbsences from school should be avoided, unless for the following reasons: | UNEXCUSEDAbsences that are not excused from school include the following reasons*: |
|
* any other reason not considered “excused” |
Wellesley Middle School
Student Handbook
2024-25
Published August 2024
Wellesley Public Schools reserves the right to change the content of this book throughout the school year.
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.
Table of Contents
Reporting Absences and Tardies at WMS 2
SECTION 1 - ABOUT WELLESLEY MIDDLE SCHOOL 9
Wellesley Public Schools Core Values 9
WMS Core Values: Respect and Responsibility 9
Wellesley Middle School: Meeting the Needs of the “Whole Child” 10
Grade 6 Organization: “Houses” 10
Grade 7 Organization: “Clusters” 10
Grade 8 Organization: “Teams” 10
A Student’s Experience at Wellesley Middle School 11
Fostering a “Growth Mindset” at WMS 11
SECTION 2 - WMS SCHOOL YEAR 2024-25: CALENDAR AND DATES 12
WPS Academic Year 2024-25 Calendar 12
2024-2025 WPS Religious and Cultural Observances Calendar 13
SECTION 3 - WMS DAILY ROUTINES: SCHEDULES, PROCEDURES & POLICIES 15
General Information About the School Day 17
Cancellation or Delayed Opening of School 17
Bicycles, skateboards, rollerblades, walking 18
WPS PreK-12 Attendance Procedure 19
Absence and Tardy Information 19
Applicable Laws regarding Student Attendance 22
WMS Student Withdrawal from School 23
Early Dismissal and Visitors 23
Lockers, Hallways and Facilities 24
Bathrooms, Locker Rooms and Changing Facilities 25
Emergency, Fire and Safety (Lockdown) Evacuation Drills 29
Electronic Devices at School 30
Email and Other Electronic Communications 31
Fitness and Health Department Policies 32
Bathrooms, Locker Rooms and Changing Facilities 32
Dress, Jewelry, and Locker Policies 32
Guidelines for Addressing Student Conduct Issues 35
Leaving WMS at the End of the Day 39
Late Bus and Afterschool Supervision 39
SECTION 4 - THE WHOLE CHILD: ACADEMIC, SOCIAL & EMOTIONAL SUPPORT 41
Homework philosophy: A “whole child” approach 41
Recording homework, test schedules and daily time frames 41
Role of student, teacher and parent in classroom homework 42
Accommodations for religious and cultural observances and school vacation day 44
WMS Guidelines for Assigning Homework 45
High School Graduation Requirements 47
Student Cheating and Plagiarism 51
Scheduling 51
Supervision of Curriculum, Instruction and Student Services 53
Library 54
METCO 55
Nursing Services Department 56
School Counseling Department 59
Home and School Communications 63
Conferences 63
Report Cards, Warnings and Progress Reports 63
Phone calls, emails and websites 64
WMS Social and Emotional Education Development (SEED) Program 65
WMS SEED Essential Questions 66
Field Trips 66
After-school Clubs, Sports and Social Events 67
Middle School Intramural Program 68
Waiver for Students in Need of Financial Assistance 69
APPENDIX - WPS PK-12 DISTRICT WIDE SCHOOL COMMITTEE POLICIES 70
Screening for Substance Abuse 70
WHS Student/Guardian Agreement 71
Smoking And Tobacco Use On School Premises 72
Student-to-Student Harassment 73
WPS PK-12 Attendance Policy 75
Student Absence Notification Program 75
Bullying Policy, Prevention and Intervention Plan 76
Notification Of Rights Under The Protection Of Pupil Rights Amendment (PPRA) 81
Notification of Civil Rights and 504 Coordinators 81
Regulations Concerning Physical Restraint 83
Individuals with Disabilities Education Act (IDEA) 83
Wellesley Public School Policy Regarding Animals in School 83
Wellesley Public Schools Policy Regarding Pregnancies 84
Student Conduct, Discipline and Due Process Rights 87
Discipline and Students with Disabilities 93
Student Record Regulations & FERPA 95
FERPA Regulations 95
Release Of Student Information: 98
Technology - Acceptable Use Policy 98
Guidelines For Email & Other Electronic Communication 100
How to Communicate with WMS Staff 102
WMS Teaming Structures 2024-2025 103
WMS Student Handbook 2024-25
September 2024
Dear WMS students, parents, guardians and caregivers,
We are pleased to provide you with the WMS Student Handbook 2024-25. All information within this book has been updated in an effort to communicate clearly our goals, policies and practices. We also formatted the book for ease of reference. Our hope is that you will find important information quickly and easily.
As our community grows, it becomes increasingly important to understand practices and policies that allow us to operate smoothly. Some policies are mandated by the state of Massachusetts and certain practices are what we have learned, over time, work best in our district and school. It is a combination of these procedures that contribute to the institutional legacy of Wellesley Middle School. We strive to educate the “whole child” academically, emotionally and socially.
We are asking that you review this handbook in its entirety. Should you have questions, comments or concerns, please do not hesitate to discuss with us. Each year, we work toward continual growth as we improve together our school community. We appreciate your ongoing support.
Welcome to the WMS 2024-25 school year!
Sincerely,
Mark T. Ito Cathi L. Gordon Kevin Hoffman
Mark T. Ito Cathi L. Gordon Kevin Hoffman
Principal Assistant Principal Assistant Principal
Wellesley Public Schools Core Values
The Wellesley Public School District is committed to the following core values through all its schools: Wellesley High School, Wellesley Middle School, Bates Elementary School, Fiske Elementary School, Hardy Elementary School, Hunnewell Elementary School, Schofield Elementary School, Sprague Elementary School, Upham Elementary School and P.A.W.S. We strive to uphold these values through a strong commitment to educating our students in Wellesley.
WMS Core Values: Respect and Responsibility
At WMS, we are committed to creating a learning community where everyone is included, valued, and receives the support to grow. This can only be achieved if we show respect for ourselves, others, and our environment. Exhibiting this kind of respect involves taking responsibility for our own learning and for the general well-being of our school. This requires hard work and, from time to time, the courage to do what’s right even when there is pressure to do otherwise
Included in this handbook are policies that reflect our values in the day-to-day operations of our school. Over the course of the year, our goal is that your understanding of these responsibilities and the significant role that respect plays in making our school an effective place to learn, will grow deeper and broader over time.
Wellesley Middle School: Meeting the Needs of the “Whole Child”
Grouping Policy
To provide a challenging learning atmosphere, Wellesley Middle School attempts to meet the individual differences in student skills, interests, backgrounds, and rates of learning. Teachers have a variety of ways to work with the range of skill levels within a class. Attention is especially given to the changing needs of students during the middle school years. Ensuring that the transition from elementary to high school is challenging yet secure is the main focus of our grouping practice. Consequently, grouping practices vary at each grade level.
Grade 6 Organization: “Houses”
In Grade 6, students work in heterogeneous groups with a “house” of 4 or more teachers. A house ranges in size of approximately 85 students. Each student is assigned to an “advisory” within their house with whom they travel for their 4 required academic subjects (i.e., math, science, English and social studies). They have an opportunity to work with their peers from other houses when they participate in their required exploratory courses: art, music, makerspace, Working on Wellness, and fitness and health. Grade 6 students also intermix with their greater sixth grade class during ”priority’ courses (i.e., a classical/modern language course and Literacy Workshop) which meet every other day for the full year.
Grade 7 Organization: “Clusters”
The heterogeneous grouping of students is continued for all subjects in Grade 7. Teaming is made possible by the students' participation in “clusters” (approximately 85 students) for all required academic subjects (i.e., math, science, English and social studies). Grade 7 students also participate in a required lab and have the opportunity to take a foreign language. Required exploratory courses continue in Grade 7 in art, music, makerspace, and fitness and health.
Grade 8 Organization: “Teams”
The heterogeneous grouping of students is continued for all subjects except for math in Grade 8. Teaming is made possible by the students' participation on “teams” (approximately 85 students) for all required academic subjects. Students intermix with all students on their team for science, English and social studies, and are appropriately assigned to leveled Algebra classes within their teams. Grade 8 students also participate in a required ”flex” time, and have the opportunity to take a foreign language for a second year. A number of elective classes are also offered, from which eighth graders may choose.
In Grade 8 mathematics, there are three course offerings: a core course in Algebra, an accelerated Algebra course, or a course designed for students who would benefit from a measured pace to master the major topics of first year Algebra. Math teachers will offer their perspectives to parents and seventh grade students for their level placement in eighth grade mathematics. After careful consideration by the teacher of a student’s work and study habits, classroom performance, and current achievement, an appropriate level placement will be suggested.
A Student’s Experience at Wellesley Middle School
Grade 6 | Grade 7 | Grade 8 |
Students are members of an advisory that is part of a four-teacher “house.” Students stay with their advisory for math, science, English and social studies. Students intermix in their required exploratory courses. A house is comprised of approximately 85 students. All CML classes are taught outside of the house. | Students are members of an advisory class that is part of a four-teacher “cluster.” A full cluster comprises approximately 85 students. Students intermix in their clusters for math, science, English and social studies. All CML classes are taught outside of the cluster. | Students are members of an advisory class that is part of a four-teacher “team.” A full team comprises approximately 85 students. Students intermix in their teams for math, science, English and social studies. Math classes are leveled within the teams. All World Language classes are taught outside of the team. |
The Principal is responsible for making the final decision about a student’s assignment for organizational and instructional purposes. The Superintendent is authorized to approve such recommendations, which under the class size guidelines may result in a change of classes, levels, and/or course offerings, within the budget approved by the School Committee.
Fostering a “Growth Mindset” at WMS
Based on the work of Dr. Carol Dweck, WMS strives to foster an environment that sees mistakes and failures as temporary. It is through the successes and failures that come from taking risks that students learn the important qualities of perseverance, grit and resilience. For additional information, please reference the work of Dr. Dweck through her book, Mindset: The New Psychology of Success.
1:1 Program Initiative
Students in grades 6, 7 and 8 will use iPads throughout the school day, with many students taking the iPads home with them at night. For more details about the 1:1 program, please refer to the 1:1 Learning Initiative Student and Parent Handbook. A copy of this document can be found online by accessing our WMS homepage at www.wellesleyps.org/wms and clicking on the link “1:1 Program initiative.” For additional information about iPad use at WMS, please refer to the WPS iPad Guidelines.
Student Advisory
WMS supports a student Advisory within our schedule. Advisory is for 15 minutes daily during the middle of the school day. Advisory will be run by two or three educators together with the intent of creating connections for students with peers and adults. During 2021-22, we learned even more so how social and emotional health improves when our children feel connected. We aim to provide this opportunity for our students and increase our emphasis on social and emotional wellness. See Page 13 for our WMS Daily Schedule that includes our Advisory time.
WPS Academic Year 2024-25 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
Month | Holiday | Date |
AUGUST | WPS classes begin for students on Wednesday, August 28, 2024 | |
SEPTEMBER | Ganesha Chaturthi | Saturday, September 7, 2024 |
Chuseok (Korean Thanksgiving) | Monday, September 16, 2024 | |
Mid-Autumn Festival | Tuesday, September 17, 2024 | |
OCTOBER | Navaratri (start) | Thursday, October 3, 2024 |
Rosh Hashanah* (day 1) | Thursday, October 3, 2024 | |
Rosh Hashanah* (day 2) | Friday, October 4, 2024 | |
Yom Kippur* | Saturday, October 12, 2024 | |
Navaratri (end) | Saturday, October 12, 2024 | |
Dussehra/Dasara | Saturday, October 12, 2024 | |
First Day of Sukkot* | Thursday, October 17, 2024 | |
Shemini Atzeret* | Thursday, October 24, 2024 | |
Simchat Torah* | Friday, October 25, 2024 | |
NOVEMBER | Diwali | Friday, November 1, 2024 |
DECEMBER | Christmas Eve | Tuesday, December 24, 2024 |
Chanukah/Hanukkah* (day 1) | Wednesday, December 25, 2024 | |
Christmas Day | Wednesday, December 25, 2024 | |
Kwanzaa (day 1) | Thursday, December 26, 2024 | |
JANUARY | Epiphany | Monday, January 6. 2025 |
Orthodox Christmas | Tuesday, January 7, 2025 | |
Isra & Miraj* | Monday, January 27, 2025 | |
Lunar New Year | Wednesday, January 29, 2025 | |
FEBRUARY | ||
MARCH | First Day of Ramadan* | Saturday, March 1, 2025 |
Holi* | Friday, March 14, 2025 | |
Laylat al-Qadr | Thursday, March 27, 2025 | |
Eid al-Fitr* | Monday, March 31, 2025 | |
APRIL | Passover* (day 1) | Sunday, April 13, 2025 |
Orthodox Good Friday | Friday, April 18, 2025 | |
Good Friday | Friday, April 18, 2025 | |
Easter Sunday | Sunday, April 20, 2025 | |
Orthodox Easter Sunday | Sunday, April 20, 2025 | |
MAY | Vesak Day | Monday, May 12, 2025 |
JUNE | Shavuot* | Monday, June 2, 2025 |
Hajj (5 days)* | Wednesday, June 4, 2024 | |
Eid al-Adha* | Friday, June 6, 2025 | |
The last day of classes is June 26, 2025 (with five contingency days) | ||
MCAS Schedule for 2024-25*
Spring 2024 MCAS Tests for Wellesley Middle School
Grades 6-8 ELA and Mathematics and Grade 8 STE and Civics
Subject test | Session 1 | Session 2 |
ELA 6, 7 and 8 | 4/9/25 | 4/10/25 |
Math 6, 7 and 8 | 4/30/25 | 5/1/25 |
Science, Technology, Engineering - Grade 8 (only) | 5/8/25 | 5/9/25 |
Civics 8 | Opens week of 5/28/25 Specific dates TBA | Opens week of 5/28/25 Specific dates TBA |
Make-up dates:
Grades 6, 7 and 8:
ELA Make- Up: 4/14/25, 4/15/25
Math Make-Up: 5/5/25, 5/6/25
STE Make-Up: 5/12/25, 5/13/25
*MCAS dates are subject to change dependent on guidelines set by the MA Department of Education.
WMS Term Dates 2024-25
Listed below are the term dates for the 2024-25 school year. Depending on snow days, dates may change.
Term | Start | Mid-term | End | Report cards distributed |
ONE | 8.28.24 | 9.27.24 | 11.4.24 | Wednesday, 11.13.24 |
TWO | 11.5.24 | 12.10.24 | 1.23.25 | Friday, 1.31.25 |
THREE | 1.24.25 | 3.4.25 | 4.7.25 | Tuesday, 4.15.25 |
FOUR | 4.8.25 | 5.15.25 | 6.18.25* | Available approximately 1 week after school ends. |
*Assumes no snow days and a last day for students on June 18, 2025
WMS Daily Bell Schedule
WMS Daily Schedule 2024-25
DAY 1 | DAY 2 | DAY 3 | DAY 4 | DAY 5 | DAY 6 | |||||||
ODD | EVEN | ODD | EVEN | ODD | EVEN | |||||||
Period 1 7:45-8:35 a.m. | A | B | C | A | B | C | ||||||
Period 2 8:39-9:24 | B | C | A | B | C | A | ||||||
Period 3 9:28-10:13 | C | A | B | C | A | B | ||||||
Advisory 10:17-10:32 | A D V I S O R Y | |||||||||||
Period 4 10:36-11:21 | D | D | D | D | D | D | ||||||
P5/Lunch 11:25-11:50 11:54-12:19 12:23-12:48 | G6 | E | G6 | F | G6 | G | G6 | E | G6 | F | G6 | G |
G8 | G8 | G7 | G8 | G8 | G7 | |||||||
G7 | G7 | G8 | G7 | G7 | G8 | |||||||
Period 6 12:52-1:37 | F | G | E | F | G | E | ||||||
Period 7 1:41-2:29 p.m. | G | E | F | G | E | F | ||||||
*All lunches are 25 minutes.
Dress Code Guidelines
At Wellesley Middle School, we recognize and value the freedom to express personal identity (i.e., gender identity and culture) through our clothing choices. Studies show that our “traditional” view of student dress codes is detrimental to many individuals in our student body, particularly to students of color, those students who identify as female, and those with certain body types. The following quotations are from studies which delineate the data that has influenced our current thinking about our dress code policy here at WMS.
- Dress codes across the country promote narratives of females as objects and potential victims of harassment because of their clothing choices, and not the actions of their perpetrators. (Parsons, 2017)
- Black girls in District of Columbia schools are singled out by unfair dress codes, which, when enforced, can cause them to fall behind in school. (National Women's Law Center, 2018)
- All students should be allowed to dress in a manner that is comfortable to them, conducive to their learning and in accordance with their gender identity. This is especially important for transgender and non-binary students. (Human Rights Campaign, 2017)
The responsibility for student dress and attire rests with both the student and their family. We hold true to our commitment to ensure that all members of our school community feel safe, welcomed and valued in their learning environment. To that end, the following dress code policies must be observed:
- Clothing that displays references to any messages about alcohol, drugs, violence, sexual innuendos, racist/sexist/homophobic references, ethnically/religiously offensive material are not permitted.
- Items of clothing that adversely affect safety and/or participation in one’s classes are not permitted
- Students are expected to wear a top, bottom and footwear in keeping with health codes.
- Undergarments are to remain under one’s clothes; however, visible waistbands or straps worn under other clothing are not a violation.
- Pajamas/costumes/blankets may not be worn, as they do not promote an environment associated with learning.
- Sunglasses should not be worn indoors unless medically necessary.
Staff members will address dress code violations with the student. If it is not possible, the staff member will engage the support of the Assistant Principal. At that time, the Assistant Principal will determine next steps, which may include calling parents/guardians/caregivers to bring a change of clothing to school. Repeated violations may result in a meeting with parents/guardians/caregivers.
WMS administration reserves the right, at all times, to make the final determination about dress code violations.
General Information About the School Day
Cancellation or Delayed Opening of School
When school is canceled for the day, you will receive a voice recording and email from the Superintendent notifying you that school is canceled. Additionally, the cancellation is announced on all major radio and television stations (WRKO, WHDH, WBZ, WKOX, WBUR, WBMX, WCRB, WCLB, WMJX, TV Channels 4, 5, 7, and Wellesley Cable Channel 9). Our district and school websites will also include updated information as well as WPD text alerts (if you signed up). Please do not call the middle school or the police station to obtain cancellation information, as phone lines need to remain open to deal with emergencies. Refer to the media or call the Wellesley Public Schools information number at (781) 446-6200.
The cycle calendar is not changed when a school day is canceled. For example, if school is canceled on a Day 1, the following school day is a Day 2. When the opening of school is delayed, students report to the cafeteria or gym, and are dismissed to their homerooms.
WMS School Day Opening
The school doors officially open to all students at 7:30 a.m. Students must report to a waiting area until 7:40 a.m. as outlined below:
Grade(s) | If you enter through doors on… | Report to student waiting area… |
Grades 7 and 8 (bus drop-off) | D’Auria Dr. | Cafeteria |
Grades 7 and 8 (bus drop-off) | Donizetti St. | Gym A |
Grades 7 and 8 (non-bus) | Kingsbury St.or Calvin Rd. Donizetti St. | Cafeteria Gym A |
All 6th grade students | Any entrance door | Auditorium |
- All students are accountable to the monitor who is supervising the area. All students need to be supervised by an adult while on campus. Otherwise, please do not drop your students off early, as the building will not be open. Note: Most doors are locked at 7:50 a.m. until the end of the school day.
Getting to WMS
Bus
The Middle School provides bus transportation to sixth grade students who live more than two miles from the school. There is a fee based transportation service to all non-bus eligible students. The drop-off area for school buses is supervised by teachers both morning and afternoon to assist students and maintain order. To ensure bus safety, please refer to regulations sent home to you by the Central Office Transportation Department.
Please remember that the bus is an extension of the school day and that rules regarding appropriate behavior are the same in school and inappropriate conduct will be dealt with accordingly. Students may not leave the bus upon drop off to areas off the school grounds. Additional consequences may include suspension or revocation of a student’s bus pass for misconduct and repeated violation of bus rules. Busses may be monitored via video cameras, and footage may be reviewed by school administration, in response to an incident. Due to confidentiality, no video footage is shared with any party outside of school personnel.
Drop off by car
When dropping off your child in the morning, we request that the following instructions are followed in order to ensure the safety of all students:
Calvin Road (side of school):
Drop off students on the school side only. Signs are posted on the other side of Calvin Road that forbid parking, stopping and standing. We strongly urge drivers to obey these signs; doing so will eliminate the possibility of children darting out in front of cars in an attempt to cross the street to enter the school.
Kingsbury Street (front of school):
Thirty minute parking is available on most of Kingsbury Street. Signs are posted on the SCHOOL SIDE of Kingsbury Street that indicate the location of these spots. Orange traffic cones denote the areas in which all parking/stopping/standing is restricted. These restrictions ensure that drivers have clear visibility of the Kingsbury Street crosswalk. Drivers should pick up/drop off students on the SCHOOL SIDE ONLY. Signs are posted on the other side of Kingsbury Street that forbid parking, stopping and standing. We strongly urge drivers to obey these signs; doing so will eliminate the possibility of children darting out in front of cars in an attempt to cross the street to enter the school.
Donizetti Road (back of school):
Due to the route of our busses and the safety of our students, drop offs, stopping and/or standing are restricted in our Donizetti parking lot from 7:15 a.m. to 2:45 p.m. Failure to observe these restrictions could potentially create a traffic jam in this area, resulting in an unsafe environment for our students.
Bicycles, skateboards, rollerblades, walking
Bicycle racks are provided in the front courtyard of the school, Calvin Road, and in the Calvin Parking Lot. Students riding bicycles to and from school should use extreme caution and follow all traffic rules for bicycles. State law requires that students 16 years of age or under wear safety helmets when riding bicycles. Students whose families are unable to purchase safety helmets should see their guidance counselor or an assistant principal for assistance. MGL C.85 s. 11(b). WMS strongly suggests the use of a lock to secure bicycles on the school grounds. Wellesley Middle School is not responsible for stolen bikes parked on our premises.
Please be advised that we do not recommend that skateboards, rollerblades, and scooters be used as forms of transportation to and from school. They cannot be stored in lockers and will be held in the main office.
Railroad Safety
Students are warned that crossing railroad tracks, walking on railroad property, or throwing anything at a railroad train is dangerous and will result in your arrest, appearance in court, and possible fine or other penalties. You must avoid railroad property.
Arriving at WMS
Reporting to School
All students must report to Period 1 by 7:45 a.m. Students should not arrive before 7:30 to enter the building, as it will be closed. No students should be roaming the halls or gathering with classmates. Due to potential student allergies, no food or beverages, other than water or medical purposes, can be consumed in classrooms, including drinks from coffee shops and outside vendors. Students will be asked to discard these items once they are in class. Administration reserves the right to monitor and/or hold items until the end of the day if these items cause distraction or impact student safety.
WPS 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)*
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)
*This Absence Notification Program does not apply to students at PAWS
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.*
*P.A.W.S. students are not subject to this Absence Notification Program
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.
WMS Student Withdrawal from School
If a student who is currently enrolled at WMS will be leaving during the school year, and will not be returning to WPS, please inform the student's counselor. It is necessary to tell the student that his or her parent/guardian must either call or write a note to the counselor stating the student's last day of attendance at the middle school, his/her new address, and the name and address of his/her new school. When a student is leaving, our policy states that one person – the School Counseling Secretary - will be the receiver of this information. It is important that we all follow this procedure because the DESE has instituted a policy that states that if we do not know where a student has moved, the student’s name is submitted to the state and considered a drop-out.
If a student needs to be withdrawn from school early due to extenuating circumstances, the following procedures should be followed: 1) parents/guardians must write a formal request for an early dismissal and provide medical documentation, if applicable, that confirms the need. Paperwork should be submitted to the School Counseling Department and approved by the Principal, 2) Teachers will be asked what the impact would be of grading the student now and if it would be consistent with what they predict for the year. If grading can be done, teachers will give a grade “based on work received” and write comments. A report card will be mailed to the family upon completion, 3) All documentation will be placed in the student’s cumulative file and housed by the school. Absences will be recorded on the child’s report card. If necessary, teachers will provide a list of skills missed. Parents will be responsible for working with their children to make-up the skills missed.
Early Dismissal and Visitors
Early Dismissal
If you need to be dismissed from school early, parents should submit an Absent Reporting Form via Google found on our WMS website to the main office. The office staff will issue a dismissal slip to students via their school email. Before students leave, they should show their dismissal slip to their teacher and report to the main office. If the main office is not informed, the parent or guardian must call the main office. Please be advised that without any form of communication, a parent/guardian will need to come into the main office to pick their student up. Students are responsible for any school work that is missed. Students who are being dismissed early due to illness must be dismissed by the school nurse, not the Main Office staff (see below).
Nurse Early Dismissal
If a student is feeling ill, they must see the nurse, who will evaluate them and, if deemed necessary, will contact the parent/caregiver to pick them up from school. Students should not directly contact (i.e., call or text) their parent/caregiver requesting to be picked up from school.
Student Visitors
At WMS, we do not allow outside visitors to shadow our students during the school day. Due to issues of health safety and potential disruptions, we maintain the right to deny requests for visits. WMS does not offer “shadow” visits for public vs. private school decisions; however, meetings/tours can be arranged through the discretion of our School Counseling Department. For further assistance, please call our main office.
Family Members Visiting Teachers and Students at School
At WMS, we understand that family members often need to visit the school. Due to health and safety concerns, we will be monitoring visits closely and will often be asking visitors to take care of business outside of the school building. When visiting, please buzz in at one of our entrances and state your purpose to the receiving secretary. If allowed to enter, please come directly to the main office, sign in and receive a visitor’s tag. If further assistance is needed, a secretary can help you. Under no circumstances should a visitor go directly to a teacher’s room or area of the building without checking in with the main office first.
Lockers, Hallways and Facilities
Locker Use and Hallways
This year, students will be issued lockers and will also be given the option to carry backpacks throughout the school day. Students may use the locker to store phones, jackets, lunches, sports equipment, small instruments, extra water bottles and any item not needed throughout the school day. Backpacks will be permitted, and can be used to carry water bottles, iPads, books and other class-related supplies.
When issued, students will need to bring a standard padlock from home for use in school. Students should memorize the combination and not share it with other students. Teachers will keep a log of combinations for their homeroom students. Also, lockers should be locked when not in use.
Wellesley Middle School does not advise that valuable items be brought to school. WMS is not responsible for lost, damaged or stolen items. We will practice due diligence in terms of investigating any incident, but cannot guarantee the recovery of these items.
Please let someone in the office know if you have an issue with your locker. The following locker/hallway rules have been instituted:
- Lockers may be used before school, after the 7:40 a.m. bell, between periods, and after school. Students should plan their time well so that access between periods is minimized.
- Lockers should be kept clean, and free of excess papers, old food, and debris. School-wide locker clean out is planned for twice per school year.
- Backpacks are allowed in hallways in order to transport daily needs for classroom use.
- Passing in corridors needs to occur in an orderly and respectful manner; specifically, no running, pushing, shoving, or extremely loud noises are allowed. Students should pass to the right in the hallway to avoid congestion and ensure safe passage between classes.
- Lockers are for single-student use only; they should never be shared with other students.
Note: Lockers are considered school property and should not be defaced, vandalized or altered.
Bathrooms, Locker Rooms and Changing Facilities
Bathrooms are available to students on every floor. Gender neutral bathrooms are available to students throughout the building. If marked on door signs, occupancy limits must be followed. Students are expected to treat bathrooms respectfully and not deface, vandalize and/or litter the space. Bathrooms should not be used as a place to meet other students or use cell phones. If excessive bathroom use is needed that impacts learning time, school administration or nursing may reach out to parents in order to understand the situation better. Additionally, bathrooms are identified by gender but all students are entitled to access bathrooms, locker rooms and changing facilities that correspond to the student’s gender identity. As a public school, WMS does not discriminate on account of race, color, sex, gender identity, religion, national origin or sexual orientation. Please contact school administration for more information about the MA DESE document, “Guidance for MA Public Schools Creating a Safe and Supportive School Environment.”
Aerosols and Sprays
Sprays and Aerosols containing chemicals that can cause allergic reactions, high sensitivity, and/or a disruption to learning cannot be used in the building.
Snacks/Drinks from Home
Eating snacks is not encouraged in classrooms, although we do realize that there are medical and health exceptions to this rule; teachers will monitor this need. Students may bring a healthy snack to eat discreetly and in a timely fashion. Students are not allowed to go to the cafeteria to buy snacks. Snacks are not to be shared with other students, nor should they be disruptive to instructional time. Drinks other than water are not allowed in classrooms due to safety and/or allergies. This policy is not determined on a classroom-by-classroom basis but rather a schoolwide policy. Students will be asked to throw these items away once they are in their classrooms. Water bottles are permissible.
Shared Food in Classrooms
Due to health concerns and potential allergies, no shared food is permitted in classrooms. Non-curriculum related classroom-based celebrations and parties should be food free. If shared food is required as part of the curriculum, prior approval must be obtained through the nurses and department head, from the Principal. If food is allowed, permission slips must be completed.
WMS Cafeteria
Philosophy
Our WMS cafeteria accommodates approximately 400 students, during each lunch block. Due to this large number of students, we believe that safety and accountability are of utmost importance. At WMS we believe that students in the cafeteria should 1) be physically safe and accounted for, 2) experience emotional security and inclusion, and 3) be given a level of progressive independence. Our goal in organizing and monitoring the WMS cafeteria is to establish a system that honors these priorities. As students change grades, we believe that they are capable and ready to make increasingly responsible decisions, and we give them opportunities to demonstrate this growth.
Ideally, the lunch block is a time for students to relax, socialize and to enjoy a break from the stress of the school day. It is not time for students to complete homework or print out assignments. If students struggle with the cafeteria setting, they should notify their school counselor or teacher to decide on next steps.
Note: Weather permitting, and as determined by school administration, students may have the option to eat outside. Students who choose to eat outside will eat in the Kingsbury courtyard. An administrator and monitors will be present. Those who choose to remain indoors to eat lunch will follow the Indoor Cafeteria rules.
Grade 6
Seating
Grade six students begin the year seated at tables by Advisory. We seat them in this manner because they are still getting to know one another, and we want to create a safe and inclusive space in their new cafeteria. As the first few months progress, and teachers can see what peer/friend groupings emerge, students are rearranged into different table groupings, while remaining seated within their houses. When determined ready by school administrationAll, students are given the privilege of “open seating.”
Duration
Grade 6 students are given additional time to eat lunch during the first week of school. Sixth grade lunch will run as noted in the WMS Daily Bell Schedule. The cafeteria is new to them, and the menu options are numerous. Additionally, students become familiar with using their PIN numbers and navigating the cafeteria lines. We provide extra time in order to alleviate a bit of stress for them, and to allow them to become familiar with the cafeteria, their peers and the lunchtime routine.
Dismissal
For the first half of the year, students are picked up by their teachers from the cafeteria. Students are dismissed directly to the teachers, who walk their students back to class. For the second half of the year, we dismiss the students as a larger group, by houses, and they are expected to walk independently back to classes, where their teachers wait for them in the classrooms.
Grade 7
Seating
Grade 7 students begin the year seated not with their Advisory, but with their full Cluster. We believe that 7th graders have earned the independence started in 6th grade to choose daily with whom (within their Clusters) they sit from the first day.
Duration
Seventh grade lunch will run as noted in the WMS Daily Bell Schedule.
Dismissal
Grade 7 students are dismissed by row after the lunch monitor has checked each table for cleanliness. Teachers should be awaiting the arrival of the students outside of their classrooms.
Grade 8
Seating
Grade 8 students begin the year seated with their Teams. As soon as students demonstrate the ability to reliably and consistently follow the cafeteria rules, they will be permitted to independently choose to sit wherever they wish in the cafeteria. The decision about when the move to free seating will be made by an Assistant Principal.
Duration
Eighth grade lunch will run as noted in the WMS Daily Bell Schedule.
Dismissal
Grade 8 students are dismissed by row after the lunch monitor has checked each table for cleanliness. Teachers should be awaiting the arrival of the students outside of their classrooms.
Monitors
Monitors are present in the cafeteria at each lunch block. School staff are responsible for making sure that each table has initiated cleanup. Monitors should be circulating throughout the cafeteria during the entire lunch block, to create an atmosphere of safety, cleanliness and community. Monitors should arrive at the start of the lunch period, and leave after student dismissal.
Clean up
Towards the end of each lunch, the Assistant Principal or student supervisor will announce that it is time for clean up. All students should dispose of trash in the appropriate bins, contribute to the cleanliness of their table, and remain seated. There will be times that a student is asked by an adult to pick up an item of trash that may not “belong” to them. Students need to follow the direction of the adult monitors when asked.
Each day, an alphabetical list of students responsible for sweeping a designated row of the cafeteria will be centrally posted. Students are expected to satisfy their two days of sweeping duties and check their names off the list. Students who do not complete these obligations will receive email reminders and will remain on the list until they do so. The list will continually be updated with the next group of sweepers. Students will begin sweeping once all other students have been dismissed from the cafeteria, and will be given a pass to class identifying them as sweepers for the day.
Composting
At WMS, we are committed to promoting a healthy and sustainable environment. All students are expected to compost during their lunch period. Additionally, all students will be given monitoring responsibilities periodically to help ensure that compost barrels are not contaminated for pickup. Any questions pertaining to composting needs should be directed to an assistant principal.
Cafeteria rules
You have the opportunity to eat lunch with your friends and classmates. The school cafeteria provides a substantial and balanced hot meal. Milk and juice are sold separately for students who wish to bring their lunches. While in the cafeteria, it is important to observe the following rules:
- Students should enter the cafeteria in an orderly fashion and proceed to their assigned table or the lunch line if they are purchasing lunch. No running to the cafeteria to be “first in line,” is allowed.
- Once seated, students are to remain at their assigned or selected table. Moving around the cafeteria to socialize with classmates is not allowed. Students are to remain seated at their table until dismissed from the cafeteria by an Assistant Principal or the Cafeteria Manager.
- Running, pushing, cutting the lunch line, or any physical roughhousing or horseplay is strictly prohibited in the cafeteria.
- Throwing food, no matter how small the particle, throwing juice/drink, forks, etc., and pitching items into the trash receptacles is strictly prohibited. These offenses will receive immediate consequences.
- All food and beverages must be consumed in the cafeteria. Only water bottles/cans are allowed in the classroom.
- After finishing lunch, tables are to be cleared of all trash and debris. If spills have occurred, the person responsible for the spill must thoroughly clean it up. The lunch table is a community, is viewed by lunch supervisors and administrators as a community, and should be viewed by students as a community at all times.
- Students are NOT allowed to leave the cafeteria for any reason without signing out or getting an adult’s permission.
- Students who fail to observe good cafeteria behavior will be referred to the office. Continual offenses or serious misbehavior can result in loss of cafeteria privileges and possible further disciplinary action.
- In an effort to avoid exclusion, exposure to allergens, and to limit the level of commotion in the cafeteria, table “parties” for birthdays and other celebrations/special events are not allowed. Special lunches/desserts/drinks cannot be brought in and shared with others.
- No students are allowed in the library during their lunch period for printing of classwork, meeting up with friends, or as an excuse for wanting to leave the cafeteria.
- In the interest of safety and accountability, students who spend lunch with a teacher must sign in with that teacher, who will report these names to the main office.
- A space outside of the cafeteria, will be provided for students if needed for cultural or religious observances.
- Administration reserves the right to discipline the entire cafeteria by grade, even if not every student is participating in the infraction. Consequences will be given in an effort to keep the whole cafeteria environment safe. At times, all-grade consequences are the most effective way to restore order, especially when a majority of students are misbehaving.
Substitute Teachers
From time to time, you may have a substitute teacher. Remember to be courteous and to cooperate as if your regular teacher were present. This is another place where respect and responsibility are important.
Emergency, Fire and Safety (Lockdown) Evacuation 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. Students, teachers, and staff participate regularly in practice emergency drills including fire drills, bus safety, and evacuation drills. All training 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 principal. For all evacuations, the following rules should be practiced:
- Be SILENT and aware of your surroundings. Stay calm. Listen for important announcements.
- For fire evacuation, walk quietly and quickly in an orderly fashion out of the building. For safety evacuations, practice Alert, Lockdown, Inform, Counter and Evacuate (ALICE).
- For fire evacuation drills, students should exit in silence. Once outside, remain silent with your class and your teacher. While students should be calm and organized upon returning back into the building, you may speak quietly, as silence is not required. For safety evacuations, find a safe place as far away from danger as possible. Remain there until help arrives.
- For fire evacuations, always stay on the sidewalk. In all situations, be aware of traffic.
- Wait for instructions from an adult to return to your classroom and/or school, or to be told that a safer option is available. Be on alert for more specific instructions that may be given at any time.
- Do not use cell phones in a way that interferes with police or school authority. Also, do not cause additional panic in an already challenging situation.
- Active intruder safety protocols are communicated in an all-school training during the first months of school. For emotional support, school counselors, psychologists, administrators and Human Relations Services (Town of Wellelsey) are available.
Electronic Devices at School
Smart phones and watches, headphones/AirPods, and other electronic devices
Parents wishing to reach students 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 message. If students need to contact their parents during the day, they may come to the main office or ask to use the phone in one of the classrooms during a time that is convenient for the teacher. No cell phone calls or text messages between families and students should occur. Furthermore, text messaging altogether during the school day is prohibited and is not allowed between students and families.
Cellular phones and earbuds/Airpods must be put away at the 7:45 a.m. bell with no exceptions. These items are considered “put away” if they are silenced, and powered down and stored in your backpack or locker. Please note these items should not be in clothing pockets, nor worn in a student’s ears during the school day. Cell phones, earbuds and other electronics should remain stored and out of sight during the school day. These devices are not allowed on students during school hours due to distractibility, safety and security concerns. For the WPS District Acceptable Use Policy, please refer to the section, “WPS District Policies.” Phones, earbuds and other electronic devices will be confiscated by staff if out of their stored location during the school day.
Earbuds/Airpods cannot be in a student’s ears while in the building. If seen, teachers/administrators may confiscate them and hold them until the end of the school day.
Smartwatches, or devices that connect to the internet, may be worn in the school. Teachers may ask students to remove the Smartwatch/device during assessments or at other times. Misuse could consist of but is not limited to texting, taking/requesting photographs, accessing websites/applications, etc.
In the event that a student’s cell phone or any other electronic device is visible during the school day, the following procedure will be followed:
- The device will be confiscated and logged in the main office.
- For the first offense, the student shall pick up the item at the end of the school day after having a conversation with an assistant principal. The school will notify the parent about the offense.
- For the second offense, the phone will be confiscated and the student will be required to leave the item in the main office for the remainder of the school day. The student shall pick up the phone at the end of the school day and turn it into the main office the following morning to remain there for the entirety of the school day. Additional days may be issued at the discretion of the Assistant Principal.
- For ongoing offenses, parents/guardians and students will meet with an Assistant Principal.
Once the school day has finished, students may use their cell phones and other electronic devices in common areas (hallways, courtyard, cafeteria, etc.)
Email and Other Electronic Communications
Overarching Expectation
Email and other electronic communication tools can be an effective and efficient means for communication. The Detailed Guidance below is intended for all members of the WPS community. 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 everyone.
- 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”
- send email to only those parties directly involved with your issue/concern
- 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 personal, or highly emotional, sensitive or contentious. In such a case, emails may be used to arrange a time to meet.
- 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 non-urgent emails, you can expect a response within 2-3 school days (excluding weekends).
- Students in Grades 6-12 should use their WPSraiders.org account when emailing teachers and should address email to the staff wellesleyps.org account.
- Student email should not be used as a form of personal messaging between students while in school.
- 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.
- Email should not be used to distribute surveys without prior approval from school administration.
Fitness and Health Department Policies
Medical Excuse Policy
In order to be excused from Fitness & Health class, you must have a note from your parent or guardian stating the reason why you cannot participate. This should be presented to the nurse before school. The note is accepted for two classes for the same illness or injury, and at the nurse's discretion, may be extended once more. A student who is excused from class is assigned to the library or study hall to complete an assignment pertinent to the study of personal fitness and health. Students may not remain in the class as a spectator. A long term medical excuse must be from a physician. An arrangement will be made between the student and teacher for the completion of a project related to fitness and health to fulfill the class requirement. In individual cases, there may be allowances for a study in the event that a student has missed several days of school.
Bathrooms, Locker Rooms and Changing Facilities
Bathrooms are identified by gender but all students are entitled to access bathrooms, locker rooms and changing facilities that correspond to the student’s gender identity. As a public school, WMS does not discriminate on account of race, color, sex, gender identity, religion, national origin or sexual orientation. Please contact school administration for more information about the MA DESE document, “Guidance for MA Public Schools Creating a Safe and Supportive School Environment.” If noted on bathroom signs, occupancy guidelines should be followed.
Dress, Jewelry, and Locker Policies
Dress: Each student will be required to have a change of clothing for Fitness & Health class. It should be clothing and sneakers that will allow for functional, safe and healthy participation. Hikers and platform sneakers are not appropriate for the active participation required of students in class.
Jewelry: Jewelry or any other ornamental items which are determined to be safety hazards by the Fitness & Health staff will not be worn in Fitness and Health classes.
Locker: A locker with a combination lock is provided in the locker room for each student. The purpose of the assigned locker is for students to have a secure place for their belongings. Students are expected to use these assigned lockers to secure their personal belongings. WMS is not responsible for lost or stolen items.
Lost and Found Items
Lost items will be placed in the WMS Lost and Found box located in the WMS Student Cafeteria. The last week of each month, all lost items will be displayed on tables in the cafeteria during all three student lunch blocks, so that students will have the opportunity to find lost items. On the last Friday of each month, items that remain in the Lost and Found will be donated. We highly recommend that student items be labeled with their names, particularly outerwear or items that they may use for layering in cold weather (sweatshirts, fleeces, etc.).
WMS Student Discipline
Philosophy
At WMS, we believe that student discipline should be a learning experience in which poor conduct or disrespectful behaviors change. Our common objective is to provide an opportunity for students to grow, as they test boundaries and understand important ways that their actions impact our greater community. As a community, we know that children learn best when a consistent approach is taken and similar messages are given from both school and home. Parents and administrators/teachers should work as a team when a consequence is issued to ensure that the student learns from the experience, changes behavior and recovers socially/emotionally. In the best interest of the child, positive intent should be assumed by all parties.
Discipline is not used to “label” or “define” a child permanently without a path for improvement and recovery. Discipline cases are handled individually, respecting the rights, developmental needs and dignity of the student while taking into account the needs and best interest of the entire school community. Most discipline problems can be handled by administration and staff on an informal basis; however, it is sometimes necessary to employ more formal disciplinary procedures such as our WPD School Resource Officer. To respect the confidentiality of all of our students and families, we are not at liberty to discuss the disciplinary actions taken regarding students other than your own.
Types of Discipline
Although we understand the need for, and at times, employ a range of disciplinary practices at WMS, we aim to improve student conduct through a “relational/recovery” approach: to understand an individual student’s circumstances, to build trusting relationships, and to offer an effective path to positive change. However, certain instances may warrant a prescriptive/progressive disciplinary approach.
Prescriptive/Progressive | Relational/Recovery |
Standard consequences that are non-negotiable. Often considered a punitive approach. If “A” is committed, then “B” is issued. Could cultivate an environment where student behaviors are not intrinsically motivated, but rather driven by the fear of being caught. Does not take into consideration circumstances that may have impacted the behavior. Additionally, some cases require that consequences increase if behaviors do not change. This represents a progressive form of discipline. It is often based on the continued violation of our core values. | Consider the reasons behind the act, and assume that poor conduct or disrespectful behavior is often the symptom of larger issues, poor decision-making, etc. Consequences may or may not be issued and they might vary depending on the circumstance, and from student to student. The goal of building trusting relationships through ongoing work is considered. |
Note: 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.
Guidelines for Addressing Student Conduct Issues
Most student conduct issues can be worked out effectively between teachers and students. Many times, a private conversation or additional strategies, to explore student rationale for the poor decision, is adequate to resolve the issue and to create a new level of understanding for the student. When a conversation fails to interrupt the unwanted behavior, teachers may issue student consequences (e.g., an 8th period, lunch with the teacher). Teacher issued consequences can be coordinated by Houses, Clusters, Teams or departments. When issuing consequences, teachers shall communicate with parents/guardians. At any time, a school counselor or an assistant principal may provide additional support and/or consultation.
If the aforementioned strategies prove to be ineffective, students shall be referred to their Assistant Principal to further discuss the issue. The Principal, or his designee, may speak with students even without parent/guardian consent. At that time, further consequences may be issued. Once a student has been sent to the office, 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 suspension and expulsion until other remedies and consequences have been employed.
Note: While students are in the building, behavior falls within the jurisdiction of the Principal/Assistant Principals. If conversations need to occur, administration, as determined by school law, reserves the right to speak with any student, at any time, without parents/guardian permission or presence.
Certain breaches of conduct are so serious that the Principal or his designee 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.
Video Surveillance Cameras
Wellesley Middle School employs the use of video surveillance cameras on its premises. At times, it is necessary to review footage to identify or verify a student’s involvement in an incident. Video footage is only used reactively; it will not be used proactively to seek out misconduct. Video footage is considered confidential and will not be shared with any party outside of school personnel. Cameras are installed for the protection of our community against outside intruders in the building but could be used to verify concerns.
8th Periods
From time to time, a teacher might assign an 8th period as a consequence for inappropriate behavior. It is called an "eighth" period because there are seven (7) periods within the school day and this required consequence begins immediately after the seventh period, from 2:35 p.m. - 3:20 p.m. If an eighth period is assigned by one of your teachers, you are expected to meet that teacher on time to serve the period. If you fail to show up for an eighth period, your teacher may refer your name to the office for further consequences. If you have another after school obligation and cannot serve your eighth period, please let your teacher know so that you can make arrangements to make up the time. If a restricted lunch is assigned, parents/guardians shall be notified. Note: In the past, 8th periods have been assigned by teachers for students to receive extra help after school. These sessions will now be referred to as "work or help sessions,” reserving the term "8th period" for discipline only.
Restricted Lunch
This action removes the student from the cafeteria social experience. They eat in the main office silently and are supervised. More than one restricted lunch can be given for an offense. Additionally, teachers may assign lunch in their classroom to give extra help to a student or for a student to complete a test or other missed work. If a restricted lunch is assigned, parents/guardians shall be notified. Some examples of behaviors that could result in a restricted lunch are: disrupting class, inappropriate cafeteria behavior, being disrespectful to peers, not listening to adult direction and/or excessive time in the hallways.
Office Detention
Office detention is assigned by an Assistant Principal and is served after school from 2:35 p.m. - 3:25 p.m. This detention is usually given for larger, more severe offenses usually when a student is sent to the office by a teacher or is directly disciplined by an Assistant Principal. Like restricted lunches, more than one office detention can be given to a student at a time depending on the severity of the offense. Office detention is supervised by an Assistant Principal and is held Monday through Friday of each week, except on Thursdays when there is a faculty meeting. Some examples of behaviors that could result in an office detention are: being sent out of class, skipping class, being disrespectful toward school property and/or personnel. During this time, students should expect to have a conversation with the Assistant Principal, who will assign a community service activity, allowing students to do something positive for the school community. If an office detention is assigned, parents/guardians shall be notified.
Early Release Detention
Early release detention is assigned by an Assistant Principal and is served on an early release day from 11:30 a.m. - 2:00 p.m. Early release detention is supervised by an Assistant Principal. During this time, a variety of responses may be employed to correct unwanted behaviors and repair damage done to the school community. It is a step within the escalation process, in an attempt to provide supportive measures for positive change.
Suspensions
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 a 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.
Out-of-school 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 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 their designee has the sole responsibility for determining who is suspended and for how long. A re-entry meeting will be held for suspended students. Middle school suspensions do not go on a child’s permanent record.
Expulsion
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.
Grounds for Suspension
Any student that creates or contributes to a hostile or disruptive environment in the school, either in person or online (e.g., social media posting) has the potential to be suspended upon the review process and determination of the Principal/Assistant Principals. This list contains possible reasons for suspensions.
- Cutting of classes
- Theft of property
- Violation of anti-hazing policy
- Violation of anti-harassment policy
- Violation of anti-discrimination policy
- Violation of anti-bullying policy
- Possession of a potentially dangerous/unsafe weapon or object
- Taking and/or soliciting photos and/or posting images of yourself, teachers and/or peers without knowledge or permission
- Extreme disrespect/defiance toward any adult in the building (swearing, excessive verbal “pushback,” yelling, etc.)
- Unsafe behaviors
- Arson
- Fighting, altercations
- Destruction of property, graffiti
- Possession and/or use of tobacco, e-cigarettes (vaping), marijuana, and devices that allow for the inhaling of any substance
Mediation
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.
Restorative Justice
Restorative justice is a way of looking at the harm as it meets the victim’s needs, and asks those responsible for the harm to make repairs. The confidential process is voluntary and also involves the support of family, community members and the police. A restorative justice approach to discipline/recovery will be considered on a case-by-case basis by school administration. See the WPS Student Due Process Rights.
Leaving WMS at the End of the Day
2:30 p.m. bus
School buses arrive for student pickup at the 2:30 p.m. dismissal. Buses are identified by a letter that corresponds to the child’s route. Bus locations will be communicated at the beginning of the school year. Bus passes are required to ride the bus home to your neighborhood.
Late Bus and Afterschool Supervision
The Late Bus (3:30 p.m. pickup) is intended to provide transportation for those students who remain after regular school hours for additional work with teachers, participation in clubs/sports, or a quiet place to work on homework. Only students with a valid WPS bus pass are eligible to ride the Late Bus. In order to take the Late Bus, students must present a signed pass from the teacher, coach or advisor with whom they were staying. Students may not leave school grounds while waiting for the late bus. This pass must include the time that the student was dismissed by the teacher.
There is a Late Bus monitor who is based in a classroom from 2:40 p.m. to 3:25 p.m. The monitor is responsible for checking passes and ensuring that all students who are taking the Late Bus are eligible to do so. Additionally, the monitor is responsible for maintaining discipline in the cafeteria as students await the arrival of the Late Bus. Students must show their WPS bus passes to the monitor as well as to the bus driver before getting on the bus. The Late Bus monitor has a list of WMS students who are eligible to ride the bus. If there is a question about a student’s eligibility to ride the late bus, the monitor will check to be sure that: a) the student has a Late Bus pass from a teacher, coach or advisor; and/or b) the student has a valid WPS bus pass. The monitor will report inappropriate behavior in the late bus classroom and/or attempts to board the Late Bus without the proper passes to an assistant principal. If taking the late bus, students are not permitted to leave campus for any reason, as the student remains the responsibility of the school. Students who demonstrate inappropriate behavior after school while waiting to take the Late Bus may lose the privilege to ride it indefinitely.
Pickup by Car
For afternoon pickups, we request that the following instructions be followed:
Calvin Road (side of school):
Pick up/drop off students on the school side only. Signs are posted on the other side of Calvin Road that forbid parking, stopping and standing. We strongly urge drivers to obey these signs; doing so will eliminate the possibility of children darting out in front of cars in an attempt to cross the street to enter the school.
Kingsbury Street (front of school):
Thirty minute parking is available on most of Kingsbury Street. Signs are posted on the school side of Kingsbury Street that indicate the location of these spots. These restrictions ensure that drivers have clear visibility of the Kingsbury Street crosswalk. Pick up/drop off students on the school side only. Signs are posted on the other side of Kingsbury Street that forbid parking, stopping and standing. We strongly urge drivers to obey these signs; doing so will provide greater safety for our students.
Donizetti Road (rear of school):
Due to a high rate of traffic in the Donizetti parking lot, pick up, stopping and/or standing is restricted from 2:30 p.m. to 2:45 p.m. Failure to observe these restrictions could potentially create a traffic jam in this area.
Afterschool Expectations
Students are expected to leave the building after the school day at 2:30 p.m. If students need to stay for after school help, eighth periods, performances, athletics practices/games or activities, they must be under the supervision of an adult at all times. Students may not leave the campus and return without a supervised, school-related purpose. Athletes must remain under the supervision of their coaches. “Hang out” time is not allowed after 2:30 p.m. throughout the school building. To avoid students “hanging out” after school, students staying after school for academic support, clubs and activities, or sports, must have a pass from a supervising adult or coach to ride the late bus.
Please remember:
- No wandering the building, or hanging out at lockers or in hallways
- Snowball throwing is prohibited on school property.
- Cleats are not allowed in the building.
- Presence in locker rooms must be supervised by an adult/coach.
WMS Homework Policy
Homework philosophy: A “whole child” approach
At Wellesley Middle School, we believe that students should view homework as a tool for academic growth that helps them to develop and practice skills independently. It should allow them, as well as their teachers, to gain a more individual sense of student understanding. Homework should be a safe space to make mistakes and employ a “growth mindset.” We believe families should work collaboratively with the school in helping to guide their children with resources and to balance students’ out-of-school time. We believe that teachers should assign homework in support of student learning and understanding, which may or may not be daily or counted towards a class grade. We believe in being flexible with student circumstances while maintaining the integrity of our courses.
Purpose of homework
Homework assignments should be “meaningful” as determined by the teacher. Rather than a way to define course rigor (i.e., importance of course and/or a teacher), meaningful implies that homework is relevant to the learning. Thoughtfully assigned homework has a variety of purposes for our students:
- Gives additional practice on skills learned; reinforces class lessons and provides opportunities for differentiated options where applicable
- Uses academic strategies taught in class
- Promotes self reflection and independence
- Provides collaboration opportunities with peers, parents and teachers
- Expands knowledge of the curriculum taught; inspires curiosity about the subject
- Previews for students the next day’s lesson and prepares them for participation in class
- Provides choice for relevant learning and encourages the use of a student’s voice
- Can be used as a formative assessment in helping teachers to evaluate learning and improve instruction
Recording homework, test schedules and daily time frames
When assigning homework, students are expected to document their assignments on their iPads or by writing them down. Being consistent between classes with this expectation has proven an effective practice amongst teachers. The following chart outlines recommended daily guidelines:
Note: Minutes identified in this chart may vary by student. A review by an administrator, faculty member or parent/guardian of a student’s overall workload may be considered, if needed.
Grade 6 | Grade 7 | Grade 8 |
On average: 10-15 minutes per night, per course, not to exceed a total of 60 minutes* Note: Teachers should be coordinating so that “drop days” by subject per week/cycle are considered. | On average: 15-20 minutes per night, per course, not to exceed a total of 80 minutes* Note: Teachers should be coordinating so that “drop days” by subject per week/cycle are considered. | On average: 20-25 minutes per night, per course, not to exceed a total of 100 minutes* Note: Teachers should be coordinating so that “drop days” by subject per week/cycle are considered. |
*If a student is experiencing difficulty, parents/guardians have the option of signing off at the upper time limit for a course’s daily homework, if the student has worked studiously and productively during homework time. Follow up communications between a parent and teacher should be initiated if a child is consistently having difficulty completing homework
Role of student, teacher and parent in classroom homework
STUDENT | ||
Grade 6 | Grade 7 | Grade 8 |
| Build on G6 skills | Build on G7 skills |
|
|
|
TEACHER | ||
Grade 6 | Grade 7 | Grade 8 |
| Same | Same |
|
|
|
PARENT | ||
Grade 6 | Grade 7 | Grade 8 |
| Same | Same |
| Same |
|
Major assessments
Teachers will announce all major, in-class assessments at least one week in advance. These assessments include anything that is expected to take more than half the class period to complete such as tests, in-class essays, etc. Teachers will give students at least one week's notice for such assessments which should provide students with sufficient time to prepare, and also time to inform teachers if several major assessments are scheduled for the same day. If students have more than two major assessments on the same day, they may reschedule the third announced assessment by giving the teacher at least two days' notice along with written confirmation of the conflicting assessments. The students must approach the teachers and the assessments will be rescheduled at the teacher’s convenience.
Role of WMS administrators
In addition to the roles played by student, teacher and parent, administrators will monitor homework requirements across all grade levels. The principal, assistant principals and department heads will ensure an incremental increase in homework skills and expectations from one grade to the next. With the help of WMS School Council, administrators will also survey students, teachers and/or parents every three years or as deemed necessary to review its Homework Policy. Ongoing feedback about homework to WMS administration is always welcome.
Homework assignments
All students will have access to an assignment notebook (if needed). When assigning homework, please make sure students are using this book or their iPad to document their assignments.
Consistency within grade level
Amongst teams and between them, teachers are aware of how much homework is being assigned, and they work to obtain consistency. Parents and students should understand that factors such as curriculum needs, classroom schedules and teacher creativity are all considered in this process, which could lead to valuable differences amongst teachers.
“Drop day”
Due to the potentially high demand on student time, teachers may consider a “drop day” once a week/cycle. A drop day would mean that no homework is assigned for that day and no homework is due the following day in a particular class. This does not include extended assignments. The goal of a drop day is to reduce stress, as students are learning important time management skills. Teams currently attempt to coordinate drop days that fall on different days of the week/cycle.
Posting homework assignments electronically and afterschool office hours
Teachers will post their homework assignments electronically for ease of access by students. Teachers commonly use the Google suite as a common platform. If help is needed, please contact your child’s teacher. Additionally, teachers will post electronically their afterschool office hours weekly; all teachers are available at least one day a week from 2:40-3:15 p.m. If a teacher is part time or involved in WMS after school clubs or sports, an alternate time will be made available. Please consult with the teacher and/or department head.
“No Homework”
A designated “no homework” day or days means that nothing is expected of students during this time, whether it be a single night or a week-long vacation. Long-term assignments should either be due before a break or be introduced to the students following the break. Long-term exceptions can be approved by the teacher’s department head, but long-term assignments cannot be changed to require work over the vacation. Teachers should be explicit about the number of days required to complete long-term assignments and projects, and that no work is expected over a break. At times, teachers will make assignments due after a break because students like the “time management” flexibility that a break offers. If a teacher decides to “give extra time” for this reason, it needs to be clearly communicated to students and parents. Additionally, students need to take responsibility by avoiding procrastination and inform their parents of due dates. Parents need to communicate with teachers if due dates are in question.
Accommodations for religious and cultural observances and school vacation day guidelines for assigning homework
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.
WMS Guidelines for Assigning Homework
- For religious and cultural observances that fall on weekday evenings, teachers will give appropriate consideration to students unable to complete homework assignments on the dates below.
- For religious and cultural observances that fall on school days with school remaining in session, teachers will not schedule quizzes, tests, field trips, special events, and athletic contests on the holidays below. Teachers will give appropriate consideration to students missing the presentation of new material.
- For other religious and cultural observances, teachers will be sensitive to students unable to complete homework assigned on other holidays or to participate in other activities interfering with religious observances not recognized on our school calendar. It is expected that teachers will be flexible with the timing and manner in which make-up homework is completed. Students will take responsibility for developing a reasonable plan with their teachers to complete required homework that is missing.
- For scheduling parent or faculty meetings and events, administrators, teachers, and parents will make every effort not to schedule meetings and special events on religious holidays.
Calendar for 2024-25
WMS policy is not to assign school-wide homework on the dates listed below. Homework should not be assigned on these days or due on the following school day. Additionally, no tests/quizzes (with the exception of any that do not require preparation outside of class like a lab notebook quiz) should be given and no projects should be due on the school day following the holidays listed below.
Events that Require No Homework | School Practice |
Rosh Hashanah will begin in the evening of Wednesday, 10/2/24 and ends in the evening of Friday, 10/4/24. WMS is closed on Thursday, 10/3/24. | No homework or projects should be due and no tests/quizzes should be given on Friday, 10/4/24. |
Yom Kippur will begin in the evening of Friday, 10/11/24 and ends in the evening of Saturday, 10/12/24. | No change to practice. |
Diwali begins Friday, 11/1/24. WMS is closed on Friday, 11/1/24. | No change to practice. |
Return from Thanksgiving recess on Tuesday, 12/3/24. | No homework or projects should be due and no tests/quizzes should be given on Tuesday, 12/3/24. |
Return from December break on Tuesday, 1/2/25 | No homework or projects should be due and no tests/quizzes should be given on Tuesday, 1/2/25. |
Lunar New Year begins Wednesday, 1/29/25 and ends 2/12/25. WMS is closed on Wednesday, 1/29/25. | No homework or projects should be due and no tests/quizzes should be given on Thursday, 1/30/25. |
Return from February break on Monday, 2/24/25 | No homework or projects should be due and no tests/quizzes should be given on Monday, 2/24/25. |
Eid-al-Fitr begins Saturday, 3/29/25 and finishes Sunday, 3/30/25. WMS is closed Monday, 3/31/25. | No homework or projects should be due and no tests/quizzes should be given on Tuesday, 4/1/25. |
MCAS ELA 6, 7 and 8 - Wednesday, 4/9/25, Thursday, 4/10/25 | No homework or projects should be due and no tests/quizzes should be given on Tuesday, 4/8/25, and Wednesday, 4/9/25. |
First night of Passover is Saturday 4/12/25. | No change to practice. |
Good Friday is Friday, 4/18/25. In observance, WMS will be closed on Friday, 4/18/25 | No change to practice. |
MCAS Math 6, 7 and 8 - Thursday, 5/8/25, Friday, 5/9/25 | No homework or projects should be due and no tests/quizzes should be given on Wednesday, 5/7/25, and Thursday, 5/8/25. |
MCAS STE 8 - Wednesday, 5/14/25, Thursday, 5/15/25 | No homework or projects should be due and no tests/quizzes should be given on Tuesday, 5/13/25, and Wednesday, 5/14/25 (Grade 8 only). |
MCAS Civics 8 - Wednesday, 5/28/25, Thursday, 5/29/25 | No homework or projects should be due and no tests/quizzes should be given on Tuesday, 5/27/25, and Wednesday, 5/28/25 (Grade 8 only). |
Other religious and cultural observances not listed on this calendar but to be aware of include:
- Ramadan 2025: begins Friday, 2/28/25 and finishes Sunday, 3/30/25.
- Orthodox Holy Friday: Friday, 4/18/25.
Consideration of “no homework” should be given to students celebrating religious and cultural observances specific to their beliefs. Parents/guardians and students should feel comfortable approaching teachers with this request.
See the WPS Religious and Cultural Observances Calendar.
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:
121 English 10 H 122 English 10 ACP 123 English 10 CP | |
The Director of School Counseling with support from Department Heads, will determine equivalency for students transferring into Wellesley High School, with Principal approval. The Out of District Coordinator, will monitor course taking for students in out of district placements and will determine equivalency for students, in consultation with the Director of School Counseling, and Principal approval. |
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:
Pathway 1 | Algebra 8R (WMS) Algebra 8 (WMS) | 311 Geometry H 312 Geometry ACP 313 Geometry CP | 321N Algebra 2 Hᐩ 322N Algebra 2 ACPᐩ 333N Algebra 2 CPᐩ | |
Pathway 2 | 301A Algebra 1 ACP 364N Algebra 1 CPᐩ | 311 Geometry H 312 Geometry ACP 313 Geometry CP | ||
Pathway 3 | Algebra 8R (WMS) | Geometry (WMS) | 321N Algebra 2 Hᐩ 322N Algebra 2 ACP 333N Algebra 2 CP | |
Pathway 4 | 309 Foundations in Mathematics 9 CP* | 3010 Foundations in Mathematics 10 CP* | 364N Algebra 1 CPᐩ | |
Pathway 5 Class of 2025 Only | 309 Foundations in Mathematics 9 CP* + Full year of Math Plus | 3010 Foundations in Mathematics 10 CP* + Full year of Math Plus | 364N Algebra 1 CPᐩ | |
The Director of School Counseling with support from Department Heads, will determine equivalency for students transferring into Wellesley High School, with Principal approval. The Out of District Coordinator, will monitor course taking for students in out of district placements and will determine equivalency for students, in consultation with the Director of School Counseling, and Principal approval. ᐩFor the 25-26 School Year, the following courses had approved name changes: 364N Algebra I CP (previously: 364 Intermediate Algebra CP) 321N Algebra 2 H (previously: 321 Advanced Algebra H) 322N Algebra 2 ACP (previously: 322 Advanced Algebra 2 ACP) 333N Algebra 2 CP (previously: 333 Advanced Algebra CP) | ||||
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:
401 Physics H 401A Physics ACP 414A Physics CP 414F Foundations of Physics CP (2 years)* 420 Conceptual Biological Chemistry (2 years)* 421 Chemistry H 422 Chemistry ACP 453 Chemistry CP 431 Biology H 432 Biology ACP 463A Biology CP | |
The Director of School Counseling with support from Department Heads, will determine equivalency for students transferring into Wellesley High School, with Principal approval. The Out of District Coordinator, will monitor course taking for students in out of district placements and will determine equivalency for students, in consultation with the Director of School Counseling, and Principal approval. |
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.
Student Cheating and Plagiarism
The following information is intended to provide students with guidelines that promote academic integrity and honesty. Examples of academic dishonesty include, but are not limited to:
- Copying assignments from others or other sources, or allowing another student to copy your assignment.
- Looking at another’s test or quiz or allowing another student to look at your test or quiz.
- Using, sending or receiving information or any electronic device during a test or quiz.
- Possession or use of unauthorized materials obtained from any source during a test or quiz.
- Talking, signaling, and/or passing information during a test or quiz.
- Changing an answer after work has been graded, then presenting it as improperly graded.
- Sharing answers on take home exams, or asking/allowing others to take an examination for you.
- Obtaining or seeing a test, quiz, or answer key before the test without the teacher’s permission.
- Discussing/providing information about a quiz/test with peers who have not completed the assessment.
- Submitting text or another’s ideas from an internet source/website, AI program, book, textbook, database, or any other source as your own without proper citation.
- Allowing others to do the research and writing of an assigned paper for you.
- Allowing another person to do your work, and then submitting that work under your own name.
If students are caught cheating or plagiarizing by a teacher, consequences may be issued at the teacher’s discretion. We do understand that students in middle school are learning what plagiarism and cheating is, and still may require education about these behaviors. Parents should be notified about the student’s actions and work directly with teachers with questions, comments or concerns. If warranted, teachers can involve school administration in the issuing of consequences and conferences with families.
Scheduling
Scheduling is an extremely complex endeavor, and changing a student’s schedule is difficult and labor-intensive and often results in a less-than-ideal schedule for the student. For these reasons, it is important for students and their parents to understand the following:
- The move must be requested before the end of the first marking term of the semester. Preferably, the request would be made in the first couple of weeks.
- The move may not be possible due to full sections, conflicts with other courses, or other scheduling complications. All students impacted must be considered in the decision.
- If the move is made, it may change the student’s schedule, elective options, and/or teachers.
- The student is responsible to catch up with any work in the new course deemed necessary by the receiving teacher.
- Any decisions about accelerated placement in mathematics will not be made until the child arrives in sixth grade. The Department Head of Mathematics will use multiple measures as data to determine placement.
- In an effort to balance classes, we reserve the right to move students within a team after the semester break if necessary.
Note: In an effort to have our students participate in as many academic experiences as possible, we prioritize the placement of students in elective classes over study halls.
Due to the difficulties with scheduling, it is highly unlikely that any change will be made due to a perceived teacher’s or student’s reputation, for friendship purposes or student’s self-perceived “boredom.” If a move is requested due to a “conflict” between a student and a teacher, every effort will be made to reconcile the conflict in place of a move. School administration reserves the right to refuse any change to a student’s schedule. The Principal serves as the final decision-maker on all scheduling matters. Please contact your child’s school counselor with any questions/concerns you might have.
Supervision of Curriculum, Instruction and Student Services
WMS Departments 2024-2025
The following chart includes Wellesley Middle School administrators responsible for their respective departments:
Department | Administrator | Responsibilities |
English | Ehrin Johnson | Supervision of English and Reading Department grades 6-8 |
Math | Elizabeth Gentes | Supervision of Math Department grades 6-8 |
Science, Technology and Engineering | Kate Morton | Supervision of Science and Makerspaces grades 6-8 |
Social Studies | Adam Blumer | Supervision of Social Studies grades 6-8 |
School Counseling | Kate Mahoney | Supervision of School Counseling department grades 6-8 |
Special Education | Cristina Malinn | Supervision of Special Education department grades 6-8 |
Classical and Modern Languages | Tim Eagan | Supervision of Classical and Modern Languages grades 6-12 |
Visual Arts | Thom Carter | Supervision of Visual Arts grades K-12 |
Performing Arts | TBD | Supervision of Performing Arts grades K-12 |
Fitness and Health | Joanne Grant | Supervision of Fitness and Health grades K-12 |
Multilingual Learner Education | Merites Abelard | Supervision of district’s MLL Program grades K-12 |
METCO | Stephanie Holland | Director of district’s METCO Program grades K-12 |
Nursing | Ashley Hulme | Supervision of district’s Nursing Department grades K-12 |
Library | Toni Carlson | Supervision of district’s Library K-12 |
Library
Toni Carlson, PreK-12 Director of Libraries and Innovation
Sarah Chessman, Librarian
Esther Briskin, Library Teaching Assistant
Hours
Monday-Friday 7:30 a.m. - 3:30 p.m.
There are times when the library will be closed due to special programs and availability of teacher supervision. When at all possible, these closures will be announced in the morning and/or posted outside the library and on the library website.
Before School
During a routine schedule, students need to sign in on the morning sign in sheet and give a specific reason for their attendance. Acceptable reasons to be in the library include:
- Finishing and/or printing a homework assignment
- Checking out or returning a book
- Brief and quiet small group meetings
- Reading
- Assistance from the librarian with a reference or research project
If students complete what they have come to the library for before the first period bell has rung, they are expected to go directly to the cafeteria. The librarians reserve the right to require that disruptive students leave the library space.
During and After School
During a routine schedule, students are welcome and encouraged to use the library during study halls and after school for the following reasons:
- Checking out or returning a book
- Help choosing a book
- Use of library print materials
- Assistance with reference or research project
- Quiet reading or individual study
- Computer use for educational reasons
- Quiet small group meetings
- Students are expected to have a pass and sign in and out of the library during the day.
- All students must sign in after school.
- Students are not allowed in the library during their lunch period. If a student needs to print an assignment, etc., the student should ask the teacher’s permission during class time to go to the library.
Library Guidelines for All Times
Students are responsible for making sure their behavior is respectful of learning and study. Students are welcome to use the library as long as their behavior demonstrates that they understand these values. If students are not behaving in a manner determined appropriate by the library staff, they may be asked to leave.
Circulation
Books in the WMS Library circulate for a period of three weeks. Books will be stamped with the due date at check out and the due date is posted and updated daily.
Overdue Notices
Overdue notices are sent to students via their homerooms at the end of each month. After three such notices (i.e. when a book is three months overdue) a letter and bill will be sent home. Students will be obligated to pay for lost or damaged materials, however, refunds will be issued if items are returned in usable condition during the student’s tenure at WMS. Lost book replacement fees are as follows: Hardcover fiction - $20.00, Paperback fiction - $10.00, Non-fiction - $30.00.
Library Website
The library website can be found at http://www.wellesley.k12.ma.us/wms/pages/WMS_Library/. On this site, you are able to check the library calendar for class visits and closures, and find links to pages created for class projects, research databases, reading lists, book suggestions, how-to sheets, and library catalogs. The library website can also be accessed from the WMS homepage.
Other Information
The librarian and library assistant are available during the school day to help students find books for educational and recreational purposes. Students are also welcome and encouraged to write reviews for the library students review folder and recommend books they would like to see purchased for the library.
METCO
Stephanie Holland, WPS METCO Director
Dedra Moore, METCO Academic Coordinator
Carla Lumley, Secretary
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.
Middle School students arrive at school between 7:15 and 7:30 am. The bus will depart from the middle school at 2:30 p.m. Students are not allowed to leave campus without written parental permission and oral permission from a METCO staff member. There is no planned late departure until further notice.
Nursing Services Department
- Ashley Hulme, Director of Nursing
- Kris Gusmini, WMS Nurse
- Caroline Reading, WMS Nurse
“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.
WPS Health and Wellness Guidelines
- Absence - notify the school when your child will be absent due to illness or injury. Students receiving antibiotics for a contagious condition (such as strep throat, bacterial conjunctivitis, must stay out of school until 24 hours of antibiotic therapy has been completed.
- 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 (stitches, sprains, fractures, 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. The student will not be allowed to return to health and fitness class 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.
- Fever - If your child has a temperature of 100 degrees or above (taken orally) in the morning, it is recommended that (s) he remain home. Students should remain home for 24 hours after a fever has subsided. If your child develops a fever during school hours, (s) he will not be allowed to return to the classroom; and will remain in the health office until dismissed to a parent or the parents’ designee.
- Contagious diagnoses – It is important to notify the school nurse of any contagious diagnoses, (i.e., pertussis, chicken pox, etc.). If your child will be absent from school for an extended period of time such as for a surgical procedure, let the school nurses know so that they can assist with the transition process as your child returns to school.
- Dismissal - students who become ill or injured at school will be dismissed to a parent/guardian from the nurse’s office. S/he will not be allowed to walk home alone.
- Immunizations - Massachusetts state law requires that students be fully immunized against DPT, Polio, Measles, Mumps, rubella, Hepatitis B; and Varicella.
- Physical Examinations - examinations by a licensed physician, nurse practitioner or physician assistant are required for kindergartners 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 - Vision and Hearing Screenings are conducted according to guidelines provided by MDPH. Upon entering Kindergarten or within 30 days after school entry, parent or 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. Postural screening is conducted annually in collaboration with the Health and Fitness Department for students in Grades 5 through 9. A report from the student’s PCP is required in order to be excused from the school screening. Body Mass Index (BMI) and corresponding percentile is calculated and recorded following guidelines from the MDPH for each student in grades 1, 4, 7 and 10. Results are reported directly and confidentially to a parent or legal guardian. Parents or legal guardians may request in writing that their child not participate in the program. SBIRT (Screening, Brief Intervention, Referral for Treatment) screenings will be conducted for all Grade 8 students.
- Religious Objection - A student shall be exempt from physical examinations or screenings on religious grounds, upon written request of the parent or legal guardian, except with respect to communicable diseases. (M.G.L. c.71,s.57)
- Students must have someone to call in an emergency if a parent/guardian cannot be reached. It is the responsibility of the parent/guardian to update information in PowerSchool each year.
Medication Policies
- Medication orders must be renewed at the beginning of each school year. Medication must be supplied to the school nurse in the appropriate dosage and in the original pharmacy container. No more than a 30-day supply should be kept at the school.
- A written “Order” from the student’s licensed health care provider and a written “Consent” form signed by the student’s parent or guardian must be submitted to the school nurse. This applies to daily medications and those medications taken on an as needed basis such as inhalers and EpiPens.
- At the Wellesley Middle and High Schools, nurses may administer ibuprofen or acetaminophen to an individual student once during the school day for dental pain, headache, menstrual cramps or muscle soreness, if parent/guardian has signed a consent form. The middle school and high school supply ibuprofen and acetaminophen in tablet form only. Parent/guardian must provide chewable or liquid medication, if their child is unable to swallow tablets.
- If short-term (10 day or less) prescription medication is to be administered during the school day, the original pharmacy container will serve as the written “Order” from the health care provider. A “Consent” form signed by parent/guardian is still required.
- Elementary nurses may administer children’s acetaminophen and/or ibuprofen for dental discomfort to an individual child once during school day. Parent/guardian must provide written consent and medication in its original container.
- School nurses may administer allergy eye drops to an individual child once during the school day for treatment of allergy symptoms. Parent/guardian will provide written consent and medication in its original container.
- School nurses may administer decongestant and/or cough suppressant to an individual child once during school day for up to three days. Dosage will be determined by the dosing chart on the container. Parent/guardian must provide written consent and medication in its original container.
- Complementary/Alternative medications such as homeopathic mediations, 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.
- Medication is administered only by the school nurse and is stored in a locked cabinet in the nurse’s office. The nurse may delegate administration of student medication during a field trip.
For their own safety, students should never transport medication to and from school or keep medicine in
their possession during the school day. The exception to this policy is that students may carry their
personal inhaler and/or EpiPen and self-administer but only with consent from their physician and parent/guardian. School nurses and trained non-nursing personnel can administer Epinephrine by auto-injector to students with identified severe allergic reactions.
Concussion/Head Injury Protocol
The nurses, counselors, teachers and athletic trainer collaborate to ensure prompt identification of a student concussion and/or head injury symptoms in order to initiate an appropriate management plan. Recognizing that each student responds and recovers from a head injury differently, parents should contact the school nurses so that the appropriate accommodations can be put in place in order to support your child during the brain healing process. Student athletes must have an ImPACT test prior to participation in interscholastic sports.
Student in Crisis
When an administrator determines that a child is in crisis, they 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.
School Counseling Department
Kate Mahoney, Department Head Bill Craft Tara Dufour
Jennifer Suttill, Secretary Danielle Caveney Jon Matthews
Lois D’Allesandro Alison Rogers
Courtney O’Keefe (Adjustment Counselor)
Organization
Grade 6 students are assigned to a House (a team of teachers) and an advisory. School counselors follow their students, as the student progresses into Grade 7 clusters and onto Grade 8 teams. Each student is assigned for three years to the same school counselor.
School Counseling Services
The school counselors are very interested in getting to know their students by meeting with them individually, in small groups, and in classroom-based lessons. The work of the school counselor is to encourage students in their development as confident and caring individuals and to support them in the process of becoming committed learners.
Grouping Policy
To provide a challenging learning atmosphere, the Middle School considers individual differences in the students' development, learning rates, interests, and backgrounds. We try to ensure that the academic transition from elementary school to middle school is challenging, but manageable. Typically, sixth and seventh graders are grouped in heterogeneous (mixed ability) classrooms. Teachers work with a range of skill levels within a classroom, where students may be placed in small working groups around specific skills or in learning teams. In 8th grade, students continue to be heterogeneously grouped in academic classes, with the exception of mathematics. During the second half of 7th grade, the mathematics teachers carefully consider student achievement, study habits, and classroom performance in order to make a recommendation for 8th grade math placement. These recommendations are shared with the student and parents as part of the course selection process. A core course in Algebra, an accelerated Algebra course (8R), and a course offering a more measured pace (Concepts) are typically offered. If parents have concerns about the suggested placement, they should discuss the decision with the child's math teacher. The parents'/guardians’ final decision will be honored.
The School Counselor
- Helps students to understand themselves better by discussing with them their needs, responsibilities, development, and choices
- Talks with students about their academic accomplishments and concerns
- Fosters emotional growth in students
- Usually serves as the student’s counselor for three years, remains a constant in their life at the Middle School, and develops a relationship with the student
- Monitors student progress in all areas over the course of middle school
Approaches the school counselor uses include:
- Talking with students individually on a short term basis
- Seeing students in groups, lunch groups, or groups with a particular focus
- Teaching social and emotional content (development) classes for students in Grade 6 one class period per cycle and periodically meeting with students in Grade 7 and Grade 8 classes
- Presenting Grade 9 programs in 8th grade classes and meeting each 8th grade student individually to plan for high school
- Presenting Grade 7 and Grade 8 programs and choices for course selection in 6th and 7th grade classes
Other aspects of the school counselor’s work include:
- Working together with teachers as members of the teacher teams
- Consulting with specialists
- Meeting and planning with parents
- Helping to facilitate Grades 6,7 & 8 SEED
- Consulting with personnel of other schools and with mental health professionals
- Registering and welcoming new students
- Helping with transitions from elementary school and to the high school
- Leading parent education workshops
- Overseeing the formulation of 504 Plans and coordinating Student Support Process)
Social & Emotional (development) topic may include:
Grade 6 | Grade 7 | Grade 8 |
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New Students
New students to Wellesley Middle School have an initial meeting with a school counselor to acquaint them with the school, its procedures, and academic program. New students and their families are invited to attend an orientation program before the beginning of the school year and are introduced to a student buddy who helps them get to know the school and other students.
Grade 8 Transition
Each 8th grader meets with his/her school counselor in early spring to plan for the high school. The students also spend part of a day at Wellesley High School in February. Wellesley High School holds a meeting for 8th grade parents/guardians in late January or early February. The parents and students receive information about the course selection process in early spring.
Special Education
Special education services are available to students based on the federal legislation "Individual with Disabilities Education Act" (IDEA). Students in Special Education are found eligible through a Team process that involves the determination of an educational disability. Students in special education all have Individual Educational Programs (IEPs) that guide the specialized instruction. All services designated on an IEP are based upon each student’s educational needs.
Learning Centers
These programs address the needs of special education students in a small group setting. Learning Centers concentrate on basic skill-building and provide supplemental help in all the academic areas. They also provide supportive and consultative assistance to classroom teachers.
Psychological and Counseling Services
Psychologists/adjustment counselors are available to students and their parents on a one-to-one and group basis. Psychological assessments and evaluations are provided through the Chapter 766 process.
Counseling Groups
Small supportive groups are conducted by the Student Services staff to reinforce the student's assets, to develop social skills, to encourage the development of a positive self-image, and to provide successful school experiences. Participation and group goals are discussed with the parents of these students prior to the start of the group. Parent/guardian counseling groups are also available to facilitate home-school-student communication and understanding.
Speech /Language Therapy
A speech and language pathologist is available for teacher consultation and to evaluate students who are suspected of having a disability. They provide therapy for eligible students who have expressive and receptive language difficulties.
Grade 5 to 6 Transition
Middle school staff provide a variety of transition activities to ensure a smooth transition from 5th grade to 6th grade.
Academic Study tips
In class try to follow these helpful hints:
- Keep your assignment notebook with you in all classes and write down your assignments
- Come to class with proper materials and your homework
- Take out your homework and be ready for class
- Be active in classroom discussion
- Listen carefully to your teachers and to other students
- Ask questions when you don't understand
- Follow directions carefully
- Think over what is taught or discussed
- Check the teachers’ websites for clarification
At home:
- Try to find a place that is quiet and well lit
- Bring all your materials with you
- Review your class notes
- Organize your study schedule
- Be sure to read directions carefully
- Make sure your work is neat and well organized; take pride in your work
- Check your homework and correct any errors
- If you are unable to figure out an answer, keep trying. If you continue to have trouble, make a note to get help from your teacher the next day in class or when extra help is given
- Always do the best job you can
Care of Books
Please take good care of your books. Please write your name on the inside of your books in the space provided so that if you misplace a book, it can be returned to you. If you do lose a book during the school year or do not return your books at the end of the school year, a financial charge will be assessed. At the end of the school year we will collect your school books.
Home and School Communications
Conferences
All 6th grade parents/guardians will have a conference with their child's teacher(s) during October. At this meeting your teachers and parents/guardians will discuss your transition to WMS. In 7th and 8th grades, conferences are not scheduled but may be initiated by parents/guardians, teachers, counselors or administrators. We believe in calling your home and setting up parent conferences whenever they are beneficial to your growth.
Report Cards, Warnings and Progress Reports
Report Cards
Students receive a report card four times during the school year. Report cards will be made available electronically after the close of each term. Letter grades are most commonly given that represent academic progress, along with an overall effort comment. Report card access will be sent to parent email addresses in PowerSchool approximately one to one-and-a-half weeks after the term closing date. Should you not have access to technology, please notify the main office, and a hard copy report will be sent to you via US Post.
Incomplete or No Grades
When work in a subject is not complete at the end of a marking term due to circumstances beyond the student's or teacher's control, an "incomplete" may be used by the teacher in place of a grade on your report card. Should this happen, the work must be made up and a grade recorded two weeks after the term closes, or it defaults to an “F” grade. Parents shall be notified by the teacher, if an “incomplete” is given. No Grade, or an “NG,” is given to students who do not have enough material, content or assessments to warrant an overall term grade. An NG is decided upon by teachers, counselors and administrators in advance of the report card being distributed. A parent will be notified if an NG is being considered. An NG typically occurs due to extenuating absences, and/or medical conditions.
Warning Letters
Warning letters are mailed home at the mid-term if a student's performance can be described in one or more of the following ways:
- Achievement is C- or below
- There are recurring issues related to classroom behavior
- Insufficient effort is being applied to one's studies
The warning letter will indicate what areas are in need of improvement. We encourage parents to contact the teacher who has issued the letter in order to discuss the situation more fully. Students will be contacted by their school counselor if they receive two or more warnings.
Progress Reports
Progress reports are issued to inform parents/guardians about academic progress. These reports are communicated near the mid-term but may also be used at any other time during the school year.
At the Wellesley Middle School we believe that consistent effort on a daily basis will result in improved performance. If, at progress report time, a teacher communicates that a student is not performing with satisfactory effort in a subject, they will be required to work after school once a week with the teacher of that subject until the teacher determines that the effort is what it should be.
Phone calls, emails and websites
Students are not allowed to carry or use their cell phones during the school day. If a parent needs to reach their child, they should call the WMS Main Office at 781-446-6235. A message will be given to the student at appropriate times during the day such as before/after class, lunchtime, or after school. In an emergency, classroom teachers will be notified via classroom phones or the PA system. All messages will be given to students upon request.
Teachers and parents/guardians may email to share important information about a student. Teacher email addresses can be found on the WMS website under “About.” Parents should email with questions, comments and/or concerns about their child, and can expect an acknowledgement from the teacher that the email was received and/or a direct response to his/her message. Please be patient knowing that teachers often receive several messages and cannot check email accounts regularly during the time when classes meet. Additionally, any message requiring a long, written response should be addressed via a phone call or scheduled meeting time.
All teachers post homework to a site that can be accessed via the Internet. Web pages can be found by accessing the WMS website under “About” followed by “Staff Directory” then clicking the teacher’s name.
WMS Social and Emotional Education Development (SEED) Program
At Wellesley Middle School, our philosophy is to value the “whole child.” We continually think of ways that we can improve the social/emotional stability and growth of our students while maintaining strong academic growth. The purpose of the Social & Emotional Education Development (SEED) Program is to nurture the social and emotional growth of our students at WMS. The program emphasizes learning competencies at each grade level, where every year students build on subsequent experiences. Core competencies including identity, self-management, self and social awareness, relationship skills and responsible decision-making are highlighted to empower our students to be thoughtful citizens. Our vision is to develop confidence and grit in our students when caring for themselves, our community and the greater world. We believe that removing the barriers to learning will result in greater student success.
In Grade 6 SEED, school counselors work with students on skills primarily related to middle school transitions. In Grade 7 SEED, social-emotional topics are discussed such as: class/teambuilding, growth mindset, independence and responsibility, identity, study skills, course selection and planning for eighth grade. Grade-level assemblies are held that address social media skills and social skills (e.g., bullying). In Grade 8 SEED, students engage in a series of activities created to educate Grade 8 students on issues related to age-appropriate social/emotional development. It is a place for students to get to know their peers and adults in a non-academic setting as well as to be challenged to think about important issues. In all grades, SEL happens in the context of daily classroom curriculum, advisory and/or SEED designated days.
In support of social and emotional health, an Advisory is included within our schedule. Advisory is for 15 minutes daily during the middle of the school day. See Page 13 for our WMS Daily Schedule that includes our Advisory time. Advisory is run by two or three educators together with the intent of creating connections for a group of students with their peers and adults. Advisory time focuses on three key elements: 1) school logistics, 2) stress reduction and 3) social and emotional curriculum. Collectively, all three areas are meant to improve student wellbeing, health and belonging.
To enhance the social/emotional skill development of students at all grades, WMS implements a third-party curriculum, Second Step, endorsed by the Collaborative for Academic, Social, and Emotional Learning (CASEL). Second Step lessons are taught in Advisory throughout the year on an ongoing basis. A range of topics are covered, all of which are aligned with the CASEL competencies of self awareness, self management, social awareness, responsible decision-making and relationship building. Lessons are differentiated at each grade level, but cover the following common themes: Mindsets and Goals, Recognizing Bullying and Harassment, Thoughts, Emotions, and Decisions, and finally Managing Relationships and Social Conflict.
WMS SEED Core Competencies
WMS SEED Program Goals
Outlined below are social/emotional goals for grades 6-8:
Grade | Goals |
6 | Students will focus on self-awareness as part of transitioning into a new setting and become productive citizens of the 6th grade. |
7 | Students will focus on self-awareness and self-management skills using a growth vs. fixed mindset framework. Students will identify their own strengths and weaknesses and learn how to balance the emotions that come with them. |
8 | Students will focus on relationship skills, social awareness, and responsible decision making by looking at specific topics (e.g., power, race, gender) that affect how individuals function in a society. Students will work with their greater community to broaden their perspective and practice giving to others as it relates to benefitting our greater world. |
WMS SEED Essential Questions
Listed below are the essential questions that correlate with each grade level activity. In Grades 7 and 8, a reflective writing after each session may be asked of students as they look to increase their understanding of social and emotional growth.
Grade 6 | Grade 7 | Grade 8 |
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Field Trips
Throughout the course of the year, students in certain classes will have the opportunity to participate in field trips, which will allow them to see real-world applications of concepts that they have learned in the classroom setting. Participation in field trips is both a privilege and a right; Work completion, attendance and behavioral concerns are all factors that will be considered when granting permission to participate in a field trip. If permission to participate is not granted, an in-school, classroom-based, comparable activity will be provided. Any student leaving school grounds will require signed permission from the parent/guardian in advance of the field trip. Participation for any event is at the discretion of the Principal or designee.
After-school Clubs, Sports and Social Events
The Wellesley Middle School does not discriminate or limit access for any activities on the basis of race, sex, color, religion, national origin, sexual orientation, disability, or homelessness.
WMS is proud to offer a variety of after school clubs and activities for students to join. Club and activity offerings change from year to year, but some may include the Yearbook, the Math Club, the Drama Club, and many others of varying interests so that all students may find something to enjoy. An Activities Fair is held every year in September after school. The date will be announced over the public address system so that students may attend. During the fair, there is a station for all club offerings for the current school year. The club advisors are usually present to greet students and give them more information about the club. Students sign up during the fair and are given a list of meeting times and places for the clubs. Please be advised that there are no after school activities on days when faculty meetings are scheduled. If you need assistance with the activity fee, please contact the school counselor or the principal.
Interscholastic Sports
Grade 8 students are eligible for interscholastic sports. Those sports are cross-country, football, volleyball, wrestling, field hockey, soccer, basketball, track & field, baseball, and softball. Grade 6 and 7 students can participate in cross-country and track & field. Students must be in school in order to practice or play in a game. Extenuating circumstances will be handled by the coach and administration on an individual basis. Students excused from fitness and health class for medical reasons cannot participate in a team practice or games for the duration of their absence from Fitness and Health.
Middle School Intramural Program
The intramural program is designed to involve as many students as possible in a variety of activities and sports. We encourage students of all abilities, skills, and interests to take advantage of the intramural program. Students are not required to sign up in advance and can participate based on their personal after school schedule. There are varying sports and activities offered for intramurals. Some include football, swing dance, hip hop, tennis, indoor soccer and many others. A fencing program is offered and requires a registration process due to the limited number of students per instructor and specialized equipment. The intramural program is offered Monday through Thursday from 2:30-3:25 p.m.
School Dances
Dances are periodically held during the school year as scheduled by school administrators. All school rules, safety regulations, and the dress code policy are in effect during school dances. Please note: Dances begin at 7:00 p.m. and will end promptly at 9:00 p.m. All students should plan to arrive at the dance no later than 7:30 p.m. Students arriving after 7:30 p.m. must be escorted by a parent. Tickets for dances are sold at the door. If you are absent from school on the day of a dance, you will not be permitted to attend the dance. Only Wellesley Middle School students are allowed to attend school dances. Students attending dances must remain inside the building until they leave the dance at 9:00PM or are picked up by parents at an earlier time. Students should be picked up promptly at 9:00PM when the dance ends. Dances are chaperoned by the administration and faculty, with assistance from the PTO. WMS Administration reserves the right to determine a student’s eligibility to attend a school dance.
Note: Wellesley Teen Center events are not WMS sponsored events, and thus not supervised by WMS staff and administrators. If you have any questions about Teen Center they should be directed to the Wellesley Recreations Department at 781-235-2370.
School Plays and Musicals
We have determined that we can have no more than 100 students cast in a production due to safety reasons and space limitations. In the event that more than 100 students audition for our productions, we will prioritize casting 8th grade students in an effort that all will be able to participate. After 8th grade casting is completed, we will then cast 7th and 6th grade students. Casting will be based on the drama skills needed for the production and availability for rehearsals, as well as student focus and effort. It may mean cuts in either grade.
Waiver for Students in Need of Financial Assistance
If you need assistance with fees for any club, activity, social event, field trip, or school photo, please contact our School Counseling (Guidance) Department who will direct you in our process. For families who qualify for "free and reduced" (F&R) lunch, you will need to complete and submit the district "information sharing" form and check all boxes where financial assistance is necessary. This can be done via hard copy or link on the WPS website. Note: information about F&R lunch cannot be shared without consent from the parent/guardian. This form grants that consent. Once verified by school staff, a WMS Waiver form will need to be filled out by the school counselor and submitted for the Principal’s approval. This ensures that the request is approved, logged and appropriate funds are transferred to cover the costs. For families who do not qualify for F&R lunch, assistance can still be considered by filling out and submitting the "Wellesley Financial Assistance" Form. If approved, there is no need to fill out an "information sharing" form as needed for F&R lunch candidates. Once verified by school staff, a WMS Waiver form will need to be filled out and approved by the Principal. This ensures that the request is approved, logged and appropriate funds are transferred to cover the costs.
Why am I seeing information for elementary and high school students in the middle school handbook? |
The Wellesley School Committee regularly reviews and, when necessary, revises or creates written policies governing the Wellesley Public Schools. This section reflects WPS School Committee policies and, therefore, may contain language that is not relevant to your student’s particular grade level. All current/approved Wellesley School Committee Policies can be found here. |
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:
- Using or having used alcohol and/or drugs;
- Having alcohol and/or drugs on his/her person or under his/her control;
- Being knowingly in the presence of alcohol and/or drugs;
- Transferring or distributing alcohol and/or drugs; or
- Knowingly or willfully assisting another person in using alcohol and/or drugs.
The policy shall be in effect during the school day, on the bus 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:
- Using or having used alcohol and/or drugs
- Having alcohol and/or drugs on his/her person or under his/her control;
- Being knowingly in the presence of alcohol and/or drugs;
- Transferring or distributing alcohol and/or drugs; or
- 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. 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.
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 it 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 Sex-based 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, 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, their complaint should be registered with the Title IX compliance officer.
Student-to-Student Harassment
Harassment of students by other students 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 or any other characteristic protected by state or federal law. Students 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 a 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 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 Policy, Prevention and Intervention Plan
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:
- 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:
- Political affiliations or beliefs of the student or student’s parent;
- Mental or psychological problems of the student or student’s family;
- Sex behavior or attitudes;
- Illegal, anti-social, self-incriminating, or demeaning behavior;
- Critical appraisals of others with whom respondents have close family relationships;
- Legally recognized privileged relationships, such as with lawyers, doctors, or ministers;
- Religious practices, affiliations, or beliefs of the student or the student’s parent; or
- Income, other than as required by law to determine program eligibility.
- Parent/guardians and eligible students also have a right to receive notice and an opportunity to opt-out of:
- Activities involving the collection, disclosure, or use of personal information obtained from students for marketing purposes ("marketing surveys”);
- Any other protected information survey regardless of funding source;
- 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 Dr. Kathleen Bernklow, Director of Student Services. She 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 School Counseling.
The Wellesley Public Schools Coordinator for Section 504 of the Rehabilitation Act of 1973 is Ms.Kathleen Bernklow, Director of Student Services. She 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 themselves 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.
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 a Disruption in Home Status
The Wellesley Public Schools comply with federal and state laws and regulations in the identification and education of children who are experiencing a disruption in their home status. 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 Home Status Education Liaison. The responsibility of the Liaison includes assisting the enrollment of students with a disruption in home status, 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 Title I grant provides financial assistance to districts and schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards.
The priorities of Title I are to:
- Strengthen the core program in schools and provide academic and/or support services to low-achieving students at the preschool, elementary, middle, and high school levels;
- Provide evidence-based programs that enable participating students to achieve the learning standards of the state curriculum frameworks;
- Elevate the quality of instruction by providing eligible staff with substantial opportunities for professional development; and,
- Involve parents/guardians of participating public and private school children as active partners in their children's education at school through open, meaningful communication, training, and, as appropriate, inclusion in decision-making processes.
The Every Student Succeeds Act of 2015 (ESSA) requires schools receiving federal Title I funding to notify parents of their right to know the professional qualifications of the classroom teachers who instruct their child. The Wellesley Public Schools will provide parents with this information in a timely manner if requested. Specifically, parents have the right to request the following information about their child’s classroom teachers:
- Whether the teacher meets the state qualifications and licensing criteria for the grades and subjects he or she teaches.
- 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.
If parents would like to receive any of the information listed above for you child’s teacher or paraprofessional, please contact your school’s principal.
Title I Parent Involvement Policy:
The Wellesley Public Schools is committed to and encourages parents’ involvement in both their children’s academic achievement and in school improvement efforts. Written parental involvement policies are distributed to parents whose children are supported by Title I funds. Additionally, the administration, staff and parents at Title I schools believe that the improved academic achievement of each students is a responsibility shared by the entire school community to ensure student success.
In schools receiving Title I funds, opportunities will be offered for parents to:
- Volunteer and be involved in school activities.
- Attend parent education events.
- Provide home support for their child’s education.
- Participate in school decision-making.
- Effectively communicate between the school and parents.
- Involve parents 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 parents of the schools’ participation in Title I, the requirement of Title I and the rights of parents to be involved.
- Encourage parents 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
The Title IIA grant provides supplemental resources to school districts to support systems of support for excellent teaching and leading. The priorities of Title IIA are to:
- Increase student achievement consistent with the challenging State academic standards;
- Improve the quality and effectiveness of teachers, principals, and other school leaders;
- Increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and
- Provide low-income and minority students greater access to effective teachers, principals, and other school leaders.
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Title III
The Title III grant 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. The priorities of Title III 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 Title IV grant helps ensure that all students have equitable access to high quality educational experiences.
The priorities of Title IV 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.
DETENTION (Middle School)
Detention is scheduled for 40 minutes after school from 2:35 to 3:25 p.m. 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 or additional consequence, as determined by the assistant principal, will be assigned and/or determined.
MEDIATION (Middle 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.
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 returned 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.
- 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 they are 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.
- 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.
Based on the evidence, the Principal shall determine whether the student committed the disciplinary offense and consider mitigating circumstances and alternatives to suspension. In determining 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.
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 themselves 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:
- 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.
- If building administrators, the parents/guardians and relevant members of the student’s IEP or 504 Team determine that the student’s conduct was not a manifestation of the student’s disability, the school may discipline the student in accordance with the procedures and penalties applicable to all students but will continue to provide a free appropriate public education to those students with IEPs. The student’s IEP team 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.
- If building administrators, the parents/guardians, and relevant members of the student’s IEP or 504 Team determine that the conduct giving rise to disciplinary action was a manifestation of the student’s disability, the student will not be subjected to further removal or exclusion from the student’s current educational program based on that conduct (except for conduct involving weapons, drugs or resulting in serious bodily injury to others) until the IEP or 504 Team develops, and the parent/guardians consent to, a new placement, or unless the District obtains an order form a court or from the Bureau of Special Education Appeals (BSEA) authorizing a change in the student’s placement. The Student’s Team shall also review the student’s IEP, and modify as appropriate, any existing behavioral intervention plan or arrange for a functional behavioral assessment.
- If a student with a disability possesses or uses illegal drugs, sells or solicits a controlled substance, possesses a weapon, or causes serious bodily injury to another on school grounds or at a school function, the District may place the student in an interim alternative educational placement (IAES) for up to forty-five (45) school days. A court or BSEA hearing officer may also order the placement of a student who presents a substantial likelihood of injury to self or others in an appropriate interim setting for up to forty-five (45) school days.
Student Dress Code Policy
JICA - STUDENT DRESS CODE
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 RECORD REGULATIONS & FERPA
STUDENT RECORD REGULATIONS & FERPA
The Family Educational Rights and Privacy Act (FERPA) is a federal law that provides two basic rights to parents in regards to student records:
- The right to inspect and review their child’s education records
- 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 their parent/guardian, or by either acting alone. If a student is 18 or older, they 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 their parent/guardian, 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/guardian. 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 or guardian has the right to see a copy of their student’s academic record and can exercise this right by writing to the school counselor.
Amendment
The eligible student and their parent/guardian, or either one, has the right to add information or other relevant material to the record. They also have the right to request the deletion or amendment of any information in the record. The school Principal or their designee is required to make a decision regarding such a request which may be appealed first to the Superintendent and then to the School Committee.
“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 parents, 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. (CF. Chapter 71, section 34H). Unless notified by the custodial parent to the contrary, the non-custodial parent will have access to the same information as the custodial parent.
Discipline Records
A student transferring into the high school must provide the new school system with complete school records from their prior school/s. Said records shall include, but not be limited to, reports of any incidents involving suspension or violation of criminal acts or any incident reports in which such student was “charged with any suspendable act.”
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:
- the parent has been denied legal custody or has been ordered to supervised visitation, based on a threat to the safety of the student and the threat is specifically noted in the order pertaining to custody or supervised visitation, or
- the parent has been denied visitation, or
- the parent's access to the student has been restricted by a temporary or permanent protective order, unless the protective order (or any subsequent order modifying the protective order) specifically allows access to the information contained in the student record, or
- there is an order of a probate and family court judge which prohibits the distribution of student records to the parent.
(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/guardians and students of majority age have a right to request that their information be withheld from military recruiters. To do so, notify your child’s House Assistant in writing.
Technology - 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
- Commercial use of the system/network is prohibited.
- The District will provide training to users in the proper use of the system/network.
- The District will provide each user with copies of the Acceptable Use Policy and Procedures.
- 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.
- Access will be granted to employees with a signed access agreement and permission of their supervisor.
- Access will be granted to students with a signed access agreement and permission of the building administrator or designee(s).
- Initial passwords provided by the network administrator should be set to expire on login.
- Passwords are confidential. All passwords shall be protected by the user and not shared or displayed.
- Students completing required coursework will have first priority for after hours use of equipment.
- Principals or their designee will be responsible for disseminating and enforcing policies and procedures in the building(s) under their control.
- 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.
- Principals or their designee will ensure that training is provided to users on appropriate use of electronic resources.
- 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.
- Individual users shall, at all times, be responsible for the proper use of accounts issued in their name.
- The system/network may not be used for illegal purposes, in support of illegal activities, or for any activity prohibited by District policy.
- System users shall not use another user’s account.
- System users should purge electronic information according to District retention guidelines.
- 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.
- 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.
- Any malicious attempt to harm or destroy equipment, materials, data, or programs is prohibited.
- 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.
- Vandalism will result in the cancellation of system privileges and will require restitution for costs associated with hardware, software, and system restoration.
- Forgery or attempted forgery is prohibited.
- 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.
- Use appropriate language; swearing, vulgarity, ethnic or racial slurs, and other inflammatory language is prohibited.
- Pretending to be someone else when sending/receiving messages is prohibited.
- Transmitting or viewing obscene material is prohibited.
- Revealing personal information (addresses, phone numbers, etc.) is prohibited.
- 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.
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.
How to Communicate with WMS Staff
Here at WMS we look forward to partnering with you, and our shared goal is to support your child to reach their fullest potential. Therefore, please follow the steps listed below regarding parent-student-school communication for the most efficient and effective response time:
- For general concerns or emergencies, please call the WMS Main Office at 781-446-6250 or email WPS-MS-Main-Office-Staff.
- For academic concerns, please contact the specific classroom teacher by phone or email. Contact information can be found in the WMS Staff Directory. For general curriculum concerns, please contact the department head as listed in the Supervision of Curriculum Instruction and Student Services.
- For student wellbeing support, please contact your child’s school counselor via phone or email as found in the WMS Staff Directory.
- For 504 concerns, please contact your child’s school counselor via phone or email as found in the WMS Staff Directory.
- For Special Education support please contact your child’s liaison/teacher or program manager via phone or email as found in the WMS Staff Directory..
- For medical and dietary matters, please contact our WMS school nurses via phone at x3611 or by email at readingc@wellesleyps.org or gusminik@wellesleyps.org.
- For daily attendance and PowerSchool issues, please contact Data Coordinator, Sammy Gradwohl via phone at x3602 or email at gradwohls@wellelseyps.org.
- For discipline, extensive attendance or truancy issues please contact an administrative assistant in our WMS Main Office via phone at 781-446-6250 x3603. Someone will direct your call.
WMS Teaming Structures 2024-2025
WMS Advisories 2024-2025 (48) | |||||
Grade 6 (16) | Grade 7 (16) | Grade 8 (16) | |||
109 | Ms. Gilbert & Ms. Gentes | 116, 249 304B | Ms. Finnegan, Ms. Zhou & Ms. Sturman | 105 240 | Ms. Santelli, Ms. Rogers & Mr. Wachs |
349 111 | Ms. Hawkins, Mr. A Parzivand & Mr. Martinez | 118 251 | Ms. Gentile & Ms. Abdelmoula | 103 208-B | Mr. DiCicco, Ms. Tai & Mr. Shepardson |
113 | Ms. Bourel & Ms. Borneo | 120 214 | Mr. Eldridge & Mr. K. Johnson | 101
| Mr. Goldman, Ms. Paladino & Ms. Mahoney |
215 115 | Mr. Campbell & Ms. Hannon | 124
| Ms. Ayer & Mr. Matthews | 203 | Ms. Neptune & Ms. E Johnson |
217 | Ms. Wilson, Ms. Moore & Mr. Thompson | 208A 212 | Ms. McLaughlin & Ms. Stickle | 334 242 206 | Ms. Dodge, Mr. Clarke & Dr. Peltier |
219 | Ms. Lizotte & Mr. Hoffman | 222 304A | Ms. Driver, Ms. Mattes & Ms. Steinberg | 351 207 | Ms. Bennett & Ms. Eichner |
223
| English House M (TBD) & Ms. Cole | 224 Library | Ms. Jacobson & Ms. Chessman | 210 | Mr. Chute & Ms. Eriksen |
225
| Mr. Sywetz, Ms. Anderson & Ms. Waters | 226 228 | Ms. Gabrielson & Mr. Bogage | 211 343 | Ms. Berges & Ms. Blouwolff |
309 303 | Ms. Karol & Ms. Smith | 400 230 | Ms. L. Connors, Ms. Bannon & Ms. Cook | 216 363 | Ms. Wasserman, Ms. Fine & Ms. Dufour |
311 329-3 | Ms. Cohen, Ms. Mullen & Ms Caveney | 234 | Ms. De Groot & Ms. L. McCarthy | 227 308 | Ms. H. Johnson, Ms. Tarnauskas & Ms. Michaud |
313 | Ms. Diozzi & Ms. Frazer | 306 318 | Ms. Lau, Mr. Stanmyer & Ms. I. McCarthy | 229 | Mr. Blumer &, Ms. Taylor |
319 221
| Ms. Marquedant, Ms. Healea & Ms. D’Allessandro | 324 241 | Ms. Blackwill, Ms. Cannell & Ms. Sepinuck | 228 231 | Mr. Barlas & Mr. Crowe |
321
| Ms. A. Connor, Ms. Sciera & Ms. O’Keefe | 336 326 | Ms. Shorr, Mr. Wagner & Ms. Malinn | 252 244 | Ms. Longley-Cook, Mr. Kelly & Mr. Craft |
323 | Ms. Kenerson & Ms. Gordon | 328
| Ms. O’Connell & Mr. Fredericks | 301 | Ms. Tang & Ms. Morton |
329 | Mr. Rabinowitz, Ms. Chupka & Ms. Venditto | 332 245 | Ms. Aceti & Mr. Bourn | 305 | Ms. Hardwick & Ms. Lawrence |
331 363 | Mr. Green & Ms. R. Parzivand | 228 338 | Mr. Nichols & Ms. Speed | 307 341 | Mr. Mazzeo & Ms. Kelleher |
version 9.0 7/31/24
Wellesley Middle School
50 Kingsbury Street, Wellesley, MA 02481
WMS Main Office phone: (781) 446-6250
WMS Automated Directory: (781) 446-6235
www.wellesleyps.org/wms