Identify and build upon their strengths.
Engage with real-world challenges and questions both within and outside the classroom.
Act effectively within a diverse cultural and social framework.

STATEMENT OF RESPONSIBILITIES AND RIGHTS

Beaver Country Day School expects its members to take an active role in defining, maintaining, and raising its standards.

Members of the Beaver community:

Respect and value the intellectual, creative, and physical aspects of the learning process
Respect and value the differences that exist among members of the community
Respond courteously and with respect when their actions are questioned or corrected
Actively pursue individual goals and the collective goals of the school as set forth in the Mission Statement
Help others experience the programs, community, and environment of the school in a way that individual and collective goals may be achieved
Uphold, by their actions and words, the rights of other members of the community
Take seriously all obligations of membership in the community.

As a result of assuming these responsibilities, all members of the Beaver community have the right to:

Work and learn in activities and programs that offer choices, opportunities to take risks, and opportunities for each member to reach their fullest potential
Work and learn in an environment in which honesty is valued above all things
Work and learn in a community that values and respects the differences among its members in ethnicity, race, cultural background, religion, gender identity, sexual orientation, age, and ability
Work and learn in a community in which the theft or abuse of property will not be tolerated
Work and learn in a community that takes pride in the achievements of its members in all areas of endeavor
Work and learn in a community in which mental or physical abuse, including sexual harassment, is not tolerated
Work and learn in an environment free from drugs, including alcohol and tobacco, and free from weapons of any sort
Voice freely their concerns about the programs, community, and environment of the school.

EXPECTATIONS OF PARENTS/CAREGIVERS

We expect that parents/caregivers, as members of the community, understand and endorse the Mission Statement of the school and agree to abide by the Statement of Responsibilities and Rights. We encourage parents to take an active interest in their children's work and life at school. Positive ways to support your children's education include forming relationships with their peers, teachers, staff, coaches, and other parents; engaging in volunteer activities; attending parent conferences and grade information meetings; and involving yourself in the Parent Association events throughout the year.

We also encourage parents/caregivers to demonstrate their interest in their children's education by encouraging punctuality in their academic and extracurricular activities, by asking them about their work, and by providing them a quiet place to study. Parents are an important resource for students. They can answer questions, direct students to appropriate learning materials, and encourage their child to reach out to their teacher with questions. However, because teachers need to evaluate only the students' work and progress, it is critical that parents encourage independence and refrain from doing students' assignments. The goal and effect of any assistance should be to enable students to complete their own work.

We urge parents to communicate concerns or issues to advisors, teachers, or division directors, as appropriate. In summary, we encourage parents to involve themselves in the life of the school, to offer feedback and constructive criticism, and to support us in fostering in our students the values of responsibility, commitment, and kindness.

ACADEMIC INFORMATION + EXPECTATIONS

ACADEMICS AT BEAVER

Beaver's program and faculty offer students the opportunity to develop the skills and understanding necessary to make responsible intellectual, ethical, and emotional decisions. Our goal is to promote intellectual stimulation and challenge through individual and collaborative creative expression and analytic thinking.

In the spirit of the educator John Dewey, whose beliefs helped shape the educational philosophy of Beaver's founders, we offer our students a program that is useful in successfully adapting to the environment in which we live. The introduction of interdisciplinary projects and the implementation of various modes of assessment are intended to help students understand and appreciate the connections among disciplines, the relevancy of what they study, and the diversity of ways to solve complex problems.

ACADEMICS: ASSESSMENT AND GRADING

Beaver uses assessment for learning (formative, identify students’ needs), as learning (students self-reflect on their learning), and of learning (summative, evaluate students’ achievements) to provide students with meaningful feedback on performance and level of understanding. While departments used varied means of assessing and communicating student performance, we use grades at the end of the term to quantify students’ work and to communicate with families and colleges. We provide transparent assessment practices, and teachers’ assessment strategies are communicated in a range of ways, such as on the assessments themselves, in Canvas, and on the course prospectus. Our assessments are varied and differentiated, and they promote problem-based and inquiry-based learning and encourage students to delve deeper into any topic and to demonstrate learning and an ability to transfer knowledge.

Performance is the measure of a student’s level of understanding, as demonstrated through a range of assessments. Evaluations of performance are shared in PowerSchool at the mid-term and end of term.

All Upper School students are evaluated on an A to Not Pass conventional marking scale on their transcripts. Although D- is a passing grade, any form of a D may make the election of more advanced courses in the department conditional and will likely prompt a thorough faculty evaluation of contributing factors.

Promotion to the next grade is dependent on the student’s academic credit status, class attendance, and performance in their courses. In cases of significant academic challenges, teachers will typically communicate with the student, their parents/guardians, and the advisor and develop a plan for support of the student. Unsatisfactory achievement may result in academic warning or probation and could jeopardize a student's place at the school.

Families who have particular concerns about a course should first contact the teacher, then the student's advisor, and then, if the matter is not resolved, the Department Head.

ACADEMIC INTEGRITY

For the school community, intellectual honesty within the learning process is essential, and the school takes incidents of cheating, plagiarism, and the misrepresentation of academic work very seriously. In-class work and homework are expected to be completed independently unless a teacher explicitly indicates otherwise. As with all student matters, cases of academic dishonesty are handled individually but typically students meet with the teacher, re-do the work, and determine next steps.

At various times during the year, middle and upper school teachers will talk with students in detail about various forms of plagiarism and intellectual dishonesty.

The graphic below is provided to departments and shared with students.

What is Academic Integrity? Academic integrity is being honest about what you know and do not know, inside the guidelines of any given task. It is adding your voice to a greater conversation while being clear about who and what supported the development of your ideas.
Why does Beaver care about Academic Integrity? Academic integrity allows you to clearly demonstrate your own understanding and show connections you have made to the work of others. It creates a community of trust and builds habits of lifelong authentic learning.
If you find yourself here…	…try this!
Creating a project with an oral, visual, or multimedia component?	Add a slide or a footnote Use a signal phrase to indicate where your information comes from Make sure you have the right to use any images Check with your teacher for their specific preferences
Confused about how and when to cite your sources?	Check the assignment guidelines Check the R+D website
Running out of time before the work is due?	Meet with your teacher to identify next steps including possible extension
Worried about your grade?	Use feedback from previous assignments to grow your knowledge and skills on this one Talk with your teacher
Don’t have ideas or need an example?	Brainstorm with your teacher Look at other examples for inspiration
Feeling like there are gaps in your knowledge? Feeling like you might be copying or cheating, but not sure?	Use appropriate resources to fill gaps and cite them Check to make sure what you’re doing is in line with the scope of the course and the assignment
Tempted to use unauthorized resources?	Trust your knowledge and show what you do know Explain your situation to your teacher Be clear about what kinds of collaboration are acceptable for the assignment Check the BVR AI Menu and ask your teacher

ACADEMIC RECOGNITION + AWARDS

At Final Assembly, the last All-School meeting of the academic year, administrators and faculty give a number of departmental awards recognizing noteworthy achievement and contributions to the school community. In addition to departmental awards, the following awards are given:

The Cum Laude Society is an international honor society devoted to the recognition of outstanding scholarship in conjunction with superior character. Membership is limited to no more than 20% of the graduating class.

Faculty Prizes are given to two students in grades 9-12 who have demonstrated outstanding intellectual curiosity and engagement, a sustained commitment to hard work and the process of their own education, and a deep respect for the collaborative and communal nature of learning. These students have shown exemplary quality in their own work and extraordinary spirit and values as members of a learning community.

Mente et Manu Awards are given to a group of students in grades 9-12 who have contributed in positive ways to life at Beaver Country Day School. In the true spirit of Beaver, these students have shared the gift of their own passions and values, and they have demonstrated a consistent willingness to take responsibility for enhancing the quality and meaning of membership in the school community.

The Spirit Cup is given to a senior who has approached all work and all activities at school with the goal of making this community a better place for both classmates and teachers. In all areas, whether in the classroom, the stage, publications, student government, or any activities, this student has exemplified the character and qualities that we associate with the very best of young people, qualities that are clearly apparent to all of us. The Spirit Cup recipient has demonstrated leadership by example and has engaged all interactions with responsible enthusiasm and grace.

ADVISORS

Every student at Beaver has an advisor. In the Middle School, students have a new advisor and advisory group every year, and in the Upper School, students have the same advisor and advisory group for their full four years. Advisory groups meet regularly to share experiences, build community, and check in on individual student progress. Advisors also meet with parents during the year to discuss each advisee’s experiences.

Beyond the academic aspects of the advisor/advisee relationship, the advisor serves as an advocate for the student and as a liaison between parents/caregivers and the school. The advisor's role may encompass the following: monitoring academic and extracurricular involvement and progress, responding to student or parent requests for meetings, and supporting the social-emotional development of the student. In cases of personal, academic, or disciplinary issues, the advisor may be involved in communication with parents.

ATTENDANCE AND ABSENCE POLICIES

Beaver prides itself on its experiential, project-based, hands-on program, and we require our students to attend all classes and programming offered at the school. All of those moments are part of learning at Beaver.

If a student is marked Absent Unexcused, the student and family will typically receive an email from the school to report the absence and to ask for information about it. If absences grow, there will be a conversation between the student and the school; if absences continue to grow--generally meaning 8-10 absences in a course--the family and the division's administration will address the reasons for the absence, whether any additional supports are needed, and whether the student risks losing credit in a course, even if the work is completed by the student.

Please note that whether absences are properly excused and the point at which absences have become excessive will be determined at the discretion of the school depending on the circumstances. The school values its partnership with the student and family to best support the student, consistent with the school’s academic standards.

As well, please note that even if absences are excused due to medical or other reasons, an excessive number of absences may result in the student getting a P (pass) or not getting credit for the course. As needed, Beaver may convene a team to consider whether a student needs a Leave of Absence based on the student’s presenting concerns.

Excessive tardiness, whether excused or unexcused, will be addressed between a student and their division’s administration. If tardies, excused or unexcused, continue to grow, there will be a conversation between the student, the family, and the division administration to address the reasons for the tardies, consider what supports are needed, and to emphasize the importance of being in class on time in order to earn credit in the course.

If a student is ill, their time should be spent recovering at home instead of coming to school or feeling pressured to attend their other activities. In order to participate in co-curricular activities, students should be at school and present in their classes.

Students occasionally have appointments or other excused absences for part of the day; the school considers these situations on a case-by-case basis. Generally, though, appointments should be scheduled so they do not conflict with classes, practices, games, rehearsals, or performances.

Late arrival:

If a student arrives late to school, they must sign in at the Front Desk and parents should call 617-738-2733 or email attendance@bcdschool.org.

Early dismissal:

With the exception of seniors (and juniors after Spring Break), no student may leave the school without specific permission in advance from parents. Whenever your child is leaving early, please call 617-738-2733 or email attendance@bcdschool.org.

Parents will be notified if their child becomes ill during the day. The student will be allowed to return home if picked up by the parent/guardian or another authorized person. With verbal confirmation from the parent/guardian, the student may proceed home unaccompanied.

For the safety of our students, whenever your child is late, absent, or leaving early, please call 617-738-2321 or email attendance@bcdschool.org by 8:30 am.

CANVAS: COURSE INFO, ASSIGNMENT CALENDARS, + CLASS MATERIALS

Canvas is our online portal and is an important part of the Feedback Loop. Canvas provides students and parents with access to information from students’ classes including links to assignment calendars, course prospectuses, assessment information, and other class materials. Teachers will post their feedback, rubrics, and grades in Canvas. In addition to allowing for enhanced communication, Canvas also serves as a window into what’s happening in the classroom and how your child is learning. Mid-term and end-of-term grades are available in PowerSchool.

Please contact registrar@bcdschool.org for Canvas or PowerSchool login information or have questions about the portal.

COUNSELING

Beaver Country Day School has licensed school counselors on our staff. Conversations with a school counselor are generally private and confidential; however, students should realize that, in accordance with clinical ethics, confidentiality may be waived where it is believed that the individual's well-being, or the well-being of others, is at stake.

COURSE SELECTION

From among the options and electives offered each term, every Upper School student plans an individual course of study with the guidance of their advisor and parents/guardians; in some cases, the Department Heads, in consultation with the student’s teachers, may make a course recommendation for the following term or year. The Upper School Director, Department Heads, and the Director of College Counseling review and approve selections. Whenever possible, students are scheduled for their approved first-choice selection. On occasion, however, conflicts do occur that may necessitate making alternative choices.

GRADE TEAM LEADERS

In addition to US Administration, Upper School leadership includes the Grade Team Leaders, one for each US grade. The Grade Team Leaders meet regularly with the Upper School Assistant Director and work together with advisors and faculty to build community in the Upper School and support each student’s development.

DIPLOMA AND GRADUATION REQUIREMENTS

Below are the minimum diploma academic requirements:

English	40 units
Global History and Social Studies	30 units
Mathematics	30 units
Science	30 units (20 required in laboratory science)
Modern Language	30 units (in a single language, in Upper School)
Arts	20 units
Other required and elective courses	45 units

Students are required to complete at least 225 credit units in grades 9-12 in order to graduate. In addition, students are required to participate in and successfully complete the required co-curricular and afternoon program requirements.

EXTRA HELP: GUIDELINES FOR PARENTS AND TUTORS

Although some students may require the support of a tutor, it is critical that any assistance be such that the work turned in for assessment reflects each individual student’s abilities. Appropriate ways to assist students:

Referring students to resources where they might find answers;
Identifying errors to focus students’ efforts
Asking questions about the assignment may help students clarify their ideas about approaches
Explaining underlying rules or principles that would help students formulate their own answers

The ultimate goal and effect of any assistance should be to enable students to master the material. Students should indicate when they have received assistance on an assignment. Teachers need to see students’ mistakes, as well as their successes. We ask that tutors resist the impulse to merely give answers or make corrections.

Extra help is available during X-blocks, Office Hours, and lunch if the student doesn't have an E block class. For a student requiring more aid than the teacher can provide, tutors (usually from outside the school) can be scheduled at an additional charge. Requests for tutoring should be discussed with the Director of Academic Services. Parents should inform advisors and the Director of Academic Services about any tutoring arrangements outside of school.

HOMEWORK PHILOSOPHY

Beaver’s homework philosophy focuses on quality over quantity. Homework will vary from class to class. Students may have a couple of hours’ worth of homework every day, and they may be able to complete it during the school day, such as in class, X-block, or Office Hours. Homework assignments are not one-size-fits-all and are often part of collaborative work. They are used to assess what students know about the concepts and their understanding of the material and to guide further learning and instruction.

HONORS POLICY

Beaver offers students varying levels in which to engage with course material and concepts. The Honors level is an opportunity for students to explore topics/themes related to the course with more depth and at a more sophisticated, complex, and demanding level.

Math and Science:

Each spring, the Math and Science departments meet to discuss placement for the following year’s courses. In our efforts to place each student in the section where they will have the most success, we consider students’ willingness to challenge themselves by exploring analytical and abstract concepts more in-depth, at an accelerated pace, and with extensive independent research on content and theory.

When making placement recommendations, each department also considers the unique skill sets demanded by particular courses. We make every effort to determine the appropriate placement for each student, and we re‐evaluate each student’s needs each year. Students commonly shift from one level to another during their time at Beaver so that students are provided with support and challenge at the appropriate times.

English, Global History, and Modern Languages:

In the English, Global History, and Modern Language departments, ninth-grade classes (only Level 1 in Modern Language) are all offered at the Standard (S1) level only, giving students a year to accustom themselves to the demands of the Upper School curriculum.

In the tenth, eleventh, and twelfth grades, students may elect to take their English and Global History courses at the Honors level. Students in Foundations, Intermediate, or Advanced Modern Language courses may take courses at the Honors level at any grade level. Choices are made in the two weeks of the term. Specific expectations for honors students are outlined in the course syllabus provided to students. While the departments are committed to providing every student with a challenging curriculum, the Honors program is open to any student who wishes to engage with either subject at a more sophisticated, complex, and demanding level.

LANGUAGE WAIVER POLICY

Beaver must have a student’s most recent testing on file to qualify for a language waiver. Academic Services will review the testing to determine whether the student qualifies.

All students will enroll in a modern language class. If a student is struggling with language and demonstrating effort, below are the next steps:

The student must first seek support, if necessary, through extra help from the teacher.
If a student continues to have significant difficulty after attending extra help and/or X-blocks, the student will meet with the current language teacher and the Head of the Modern Language Department to evaluate their program. This may include taking the course Pass/No Pass on the current teacher's recommendation.
If the student continues to have significant difficulty after the above steps, the student should meet with Academic Services to discuss the possibility of a language waiver. Academic Services will consult with the current teacher and Head of the Modern Language Department as necessary.

LATE WORK POLICY

Beaver’s Late Work Policy is designed to increase clarity, accountability, time management, student agency, and transparency between the student, their family and the school. Students have a five-day grace period to complete late work. Here is the more detailed explanation.

On Day 1, the student must notify the teacher that the work was not completed on time.
Student emails parents/caregiver(s), teacher, and advisor with a completion plan.
Student attends the next available X-block and/or Office Hours for support to ensure their work fully meets the requirements.
Teachers are not responsible for notifying a student if part of the assignment is incomplete when it is submitted. The grace period gives students additional time to complete the work.
NY (Not Yet) is added to the Canvas grade book until the work is submitted.
On Day 3, the student updates their parents/caregivers, the teacher, and the advisor about their progress.
The teacher will communicate with the family after 3 days if the student has not updated them.
The work will not be accepted after Day 5. The student will receive a grade based on the work completed. In the unlikely event that the student does not complete it, the student will earn 59% on the assessment.
End of term: Students will have four days to complete any missing work due in the last weeks of the term.

NuVu PROGRAM

Students enrolled in the NuVu term will be granted the equivalent of 20 units of elective credit toward Beaver graduation requirements. These will be distributed as follows:

Languages	5 units
Global History and Social Studies	5 units
Science	5 units
Arts	5 units

PROGRAM CHANGES

Students who wish to add or drop a course must make their request and complete necessary forms within two weeks after the beginning of the course. After discussion with the student's advisor and teacher, the requests must be approved by the classroom teacher, the Department Head, and often the advisor. Exceptions to this policy are considered by the Upper School Director only under special circumstances.

SCHEDULE

Our modified block schedule allows us to implement a range of pedagogical strategies and opportunities for active learning, authentic assessment, and deeper learning. Courses in the visual arts, English, history, math, language, and science meet two of the three terms; in other words, two trimesters of English 10 is considered a full year of the course.

These classes meet three times a week for 60 minutes, once a week in a double block of 130 minutes, and once a week in a flexible X-block period at the end of the day, which is designed to enhance learning and offer students the opportunity for personalized feedback. The X-block time is split into a 30-minute period dedicated to a specific class and a 30-minute open Office Hour time.

Some Performing Arts courses meet all three terms, four times a week for 60-minute classes.

SCHOOL DAY

The academic day begins at 8:00am every day except Monday, when it begins at 9:00am. The academic day ends at 3:25pm every day for any students not participating in the afternoon program. Most afternoon activities end by 5:30pm, though practice times may vary depending on the season and the sport or activity. Students not involved in the afternoon program must remain at school until the end of the academic day. Students involved in the afternoon program must remain at Beaver until the conclusion of their afternoon activity.

SENIOR YEAR

Course change: A senior wishing to exchange one academic course for another academic course in the second or third term must obtain the permission of the Department Head and Upper School Director, specifying the nature of the switch sought and the reasons for making the switch. The following criteria must be met:

The student and college counselor have communicated about the desired change and any implications
The student and the college counselor will communicate any course changes to any colleges to which the student has already applied
If a student is committed to a college, the student and the college counselor must have received written assurance that the change is acceptable to the college

Course drop: Seniors will not be permitted to drop courses or change levels after mid-year except in extraordinary circumstances; the same conditions for course changes must be met.

Secondary school record

The College Counseling Office and the Registrar prepare Official Secondary School Reports and transcripts for all colleges to which the student is applying. The Secondary School transcript lists all courses taken in grades nine through twelve, grades in those courses, and the resulting credits. In addition, activities, sports, awards, and honors are noted. Early in the senior year, students and families confirm with the Registrar that the Secondary School Transcript is accurate.

Senior Experience

During the last several weeks of the academic year, seniors participate in Senior Experience. Seniors participate in internships with organizations with whom Beaver has a connection, an organization they find on their own, or with a department on campus. Students involved in spring extracurricular activities and athletics must also fulfill those commitments. During the Senior Experience period, students will come to campus for scheduled meetings and reflection.

Standardized testing and preparation

Two major types of college admission tests are available to high school students: SAT and ACT (interchangeable with each other in terms of college admission requirements). Both are taken in the second half of the junior year through the fall of the senior year. Students will be advised by the College Counseling Office as to the recommended testing sequence.

Beaver has partnered with Summit Educational Group to offer two, small-group, virtual test prep courses, from January through May. The ACT course prepares students to test in April, and the SAT course prepares students for the May test. Any financial aid received at Beaver will be matched by Summit.

STUDENT-DIRECTED PROJECTS

A Student-Directed Project (SDP) carries academic credit and is graded as agreed on by the student and the supervising teacher. The supervising teacher will write comments, submit grades, and note credit for the student's transcript as they would for a regularly scheduled course.

SUPPORT FOR STUDENTS WITH DIAGNOSED LEARNING DISABILITIES

One way that we commonly support students with known learning disabilities is to give them 50% extra time on their tests and examinations. In order to take advantage of our test accommodations, students must have a learning disability diagnosed by an accredited professional, and this document must be on file with us. To ensure validity and relevance, we recommend that this evaluation be updated every three years. For those students who meet the criteria, we offer the following test accommodations:

50% EXTENDED TIME ON IN-CLASS TESTS (up to but not to exceed one-half of an extra class period). This is offered only to those students with a documented disability and with a specifically demonstrated need. It is only granted when requested and only then with the approval of the Director of Academic Services.
EXTENDED TIME ON STANDARDIZED TESTS is granted by the College Board and ACT to students with diagnosed learning disabilities, up-to-date evaluations on file (within the last three years), and a history of use of the 50% extended time option on exams. Evaluations must be completed four months prior to the registration deadline. When applying for the SAT/ACT Reasoning or Subject Tests, students and their parents must complete special registration material by the required deadline. Students will take standardized tests at national testing sites. For more specific information regarding registration procedures, families should contact the Director of Academic Services and the Director of College Counseling.

Contact the Director of Academic Services if you have questions regarding accommodations for your student.

SUPPORT TEAM

The Support Team includes the Upper School Director; Assistant US Director; Director of Teaching, Learning, and Innovation; the Director of Academic Services; Chief Engagement and Inclusion Officer; and the Director of Wellness, Health, and Counseling.

Support Team meets regularly and collaborates to ensure support for each student’s academic, social, and emotional development. Support Team also addresses issues of student accountability.

BEHAVIORAL EXPECTATIONS

BUILDING A THRIVING COMMUNITY

At Beaver, we believe in fostering a supportive and respectful learning environment where every student feels valued and empowered to reach their full potential. A spirit of cooperation should exist within a community, and students should take responsibility for their own education and act in such a way that no other student is prevented from learning. We strive to create a community where the following exist:

Individual growth and responsibility: We encourage students to take ownership of their learning and actions. We understand that mistakes happen, and we prioritize open communication and support to help students learn and grow from them.

Respect and consideration: We value kindness, empathy, and respect for all members of our community. This includes treating others with courtesy and consideration, both in and out of the classroom. The same expectations exist when students are off-campus during the school day or at any school-sponsored event.

Academic integrity: We uphold the highest standards of honesty and integrity in all academic pursuits.

Safety and well-being: We prioritize the safety and well-being of all students and staff. Any behavior that threatens the physical or emotional safety of others will be addressed.

Community care: We encourage students to contribute positively to our school community. This includes respecting shared spaces, maintaining a clean and orderly environment, and being mindful of the impact of their actions on others.

Key expectations:

Bias Incidents and Hate Speech: As part of our commitment to a respectful and inclusive community that honors the dignity of each individual, Beaver Country Day School does not tolerate bias incidents or hate speech, specifically targeted towards a person's race, ethnicity, national origin, religion, gender, gender identity, sexual orientation, social position, physical or intellectual disability, or other aspects of their identity. These behaviors undermine our values and may create a hostile environment for individual students, groups of students, or other members of our community.
Violations against Persons or Property. Violation against another person, such as gross disrespect, verbal or physical harassment, hazing, lying, stealing or borrowing without permission, and willful damage to property will not be tolerated. As the school insurance does not cover the loss of personal property, students should avoid bringing valuables or large sums of money to school.
Drugs and Alcohol (in any form). The use, possession, or transfer of drugs, drug-related paraphernalia/devices, or alcohol on campus or during school-supervised events is expressly prohibited, and students are subject to immediate expulsion.
Tobacco and nicotine-based products. Beaver is a smoke-free campus. No student or adult is to smoke/vape on campus or at any school-sponsored activity. The use, possession, or transfer of drugs, nicotine/vape paraphernalia/devices on campus or during school-supervised events is expressly prohibited.
Dishonesty. Students who lie or misrepresent the circumstances of their actions may be suspended or dismissed from school.
Sexual activity is not permitted in school or at any school-related activity.

ACCOUNTABILITY

When concerns arise regarding a student's behavior, we will address them through a collaborative process. The student and relevant Support Team members will meet to discuss and understand the situation and explore solutions. Parents/caregivers and advisors may be included. Support Team will typically offer support and guidance to help students develop the skills, understanding, and reflection needed to make responsible choices.

Ongoing concerns: A repeated pattern of concerning behavior may become significant enough to warrant additional conversations and consequences. Expectations will typically be clearly laid out in a conversation with parents and/or through written correspondence. If inappropriate behavior continues, the student may be subject to suspension or dismissal.

Serious matters: In cases of serious rule violations, the Head of School will determine the most appropriate action after consultation with the Division Director who has been in communication with the Support Team and typically the student’s advisor. Consequences may include loss of privileges, suspension, or, in serious cases, dismissal from the school. Civil authorities may be called in certain cases.

APPROPRIATE STUDENT DRESS

We feel that students should be comfortable in what they wear. Students should not wear the following:

Clothing with slogans that may be perceived as offensive. Examples include profane messages, references to drugs, alcohol, or sex, or other messages that might be inappropriate for the school environment.

BULLYING, HAZING, AND HARASSMENT DEFINITIONS, AND PREVENTION AND INTERVENTION PLANS Rev. Fall 2024

Introduction and statement of purpose: Beaver Country Day School is committed to providing its students with a safe learning environment that is free from all forms of harassment, including bullying. The School will not tolerate any form of bullying that occurs on school grounds or in connection with any school activity or that otherwise interferes with the educational experience of any student at the School. We will support this commitment in all aspects of our school community. We will provide annual training for all faculty and staff on this Bullying Prevention and Intervention Plan. We will provide information to all students and parents about the Plan at least annually.

We recognize that certain students may be more vulnerable to becoming targets of bullying, harassment, or teasing based on actual or perceived characteristics, including race, color, religion, ancestry, national origin, sex, socioeconomic, status, homelessness, academic status, gender identity or expression, physical appearance, or sensory disability, or by association with a person who has or is perceived to have one or more of these characteristics. We will identify specific steps we will take 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 School affords all students the same protection regardless of their status under the law.

We will respond promptly and effectively to any report of bullying or retaliation against any person who has any information about bullying or participated in an investigation of bullying. We will promptly investigate the report. If we find that bullying or retaliation has occurred, we will promptly take action to end that behavior and restore a sense of safety for those who were the target of it. We will impose disciplinary sanctions in appropriate cases, up to and including dismissal from the School or termination from employment. We will report to local law enforcement incidents of bullying that may constitute a violation of criminal law.

What constitutes bullying: Massachusetts has adopted a law relative to bullying in schools, which broadly defines bullying as “the repeated use by one or more students or by 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) of a written, verbal or electronic expression or a physical act or gesture or any combination thereof, directed at a victim, that:

(i) causes physical or emotional harm to the victim or damage to the victim’s property;

(ii) places the victim in reasonable fear of harm to himself or damage to his property;

(iii) creates a hostile environment at school for the victim [defined below];

(iv) infringes on the rights of the victim at school; or

(v) materially and substantially disrupts the education process or the orderly operation of a school.”

The law defines a “hostile environment” as “a situation in which bullying causes the school environment to be permeated with intimidation, ridicule or insult that is sufficiently severe or pervasive to alter the conditions of the student’s education.”

Bullying includes “cyber-bullying,” which Massachusetts law defines as “bullying through the use of technology or any electronic communication, … including, but not limited to, electronic mail, internet communications, instant messages or facsimile communications.”

Cyber-bullying also includes “(i) the creation of a web page or blog in which the creator assumes the identity of another person or (ii) the knowing impersonation of another person as the author of posted content or messages, if the creation or impersonation creates any of the conditions enumerated in clauses (iii) to (v), inclusive, of the definition of bullying.”

Cyber-bullying also includes “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 clauses (i) to (v), inclusive, of the definition of bullying.”

Prohibition against bullying: The school prohibits bullying:

on school grounds, which means any building or property that the school owns or uses for educational, athletic, or other purposes;
on any property immediately adjacent to school grounds;
at or in connection with any school-sponsored or school-related activity, function or program, whether or not the activity occurs on school grounds;
on any vehicle or other forms of transportation owned or used by the school; or
through the use of any technology or any electronic device owned, leased or used by the school.

The school also prohibits bullying that does not meet any of the above criteria, but that nonetheless:

creates a hostile environment at school for the victim;
infringes on the rights of the victim at school; or
materially and substantially disrupts the education process or the orderly operation of the school.

Prohibition against retaliation: The School also prohibits retaliation against any person who reports bullying, who provides information during an investigation of bullying, or who witnesses or has reliable information about bullying. “Retaliation” means any form of intimidation, reprisal, or harassment directed against any such person.

Reporting incidents of bullying or retaliation:

Students: Any student who feels that he or she or any other student has been the subject of bullying or retaliation should promptly report the matter to the Head of school, the Upper School Director, the Middle School Director, the School Counselor, or any other staff member or teacher with whom they would feel more comfortable making the report. Student reports of bullying may be made anonymously, although the school is prohibited from taking any disciplinary action against a student solely on the basis of an anonymous report. A student who knowingly makes a false accusation of bullying or retaliation will be subject to disciplinary action, up to and including dismissal.

Parents/caregivers: Any parent or guardian who feels that any student has been the subject of bullying or retaliation should promptly report the matter to the Head of School. Such reports of bullying may be made anonymously, although the school is prohibited from taking any disciplinary action against a student solely on the basis of an anonymous report. Any parent or guardian who wishes to file a claim/concern or seek assistance outside of the school may do so with the Department of Elementary and Secondary Education Program Resolution System (PRS). That information can be found at http://www.doe.mass.edu/pga, emails can be sent to compliance@doe.mass.edu, or individuals can call 781-338-3700. Copies of this information are available at the Head of School’s office. If a parent or guardian knowingly makes a false accusation of bullying or retaliation, the school may terminate the enrollment of any child(ren) of that parent or guardian.

Faculty and staff: All administrators, teachers, and staff – every person who is employed by the School in any capacity – must immediately report any instance of bullying or retaliation that the person has witnessed or otherwise become aware of to the Head of School. An employee who knowingly makes a false accusation of bullying or retaliation or who fails immediately to report an instance of bullying or retaliation of which they are aware shall be subject to disciplinary action, up to and including dismissal.

Anonymous reporting: Employees may not make reports under this policy anonymously. The school urges students and their parents and guardians not to make reports anonymously. Although there are circumstances in which an anonymous report can be better than none at all, it is far more difficult to determine the facts of what occurred if complaints are made anonymously. While the school cannot promise strict confidentiality, because information must be shared in order to conduct an effective investigation, the school releases information concerning complaints of bullying, cyber-bullying, and retaliation only as needed to address concerns.

Responding to reports of bullying or retaliation: Upon receiving a report of bullying or retaliation, the Head of School or his or her designee will promptly conduct an investigation. The nature and extent of the investigation will depend on the circumstances.

If the Head of School or his or her designee determines that bullying or retaliation has occurred, the Head or designee will take the following actions:

Notify the parents or guardians of the victim and, to the extent consistent with state and federal law, notify them of any action taken to prevent any further acts of bullying or retaliation. The Head of School or designee shall also inform the parents or guardians of the alleged target about the Department of Elementary and Secondary Education’s problem resolution system and the process for accessing that system, regardless of the outcome of the bullying determination.
Notify the parents or guardians of the perpetrator.
Assess the victim’s need for protection and take appropriate steps as necessary to restore a sense of safety for the victim.
In consultation with the school counselor, refer perpetrators, victims, and family members of such students for counseling or other services as appropriate.
Take appropriate disciplinary action, which may include any form of discipline that the school imposes for other violations of its rules and policies, up to and including dismissal. In accordance with Massachusetts law, any disciplinary actions shall balance the need for accountability with the need to teach appropriate behavior, and no disciplinary action may be taken against a student solely on the basis of an anonymous report.
Notify local law enforcement if the Head or designee believes that criminal charges may be pursued against a perpetrator. Depending on the nature of the conduct, bullying may involve, for example, the crimes of stalking; making threats; harassment; or making harassing, annoying, or molesting electronic communications. In addition, retaliation or threats of retaliation may involve, for example, the crime of witness intimidation.
Notify the appropriate administrator of another school if an incident of bullying or retaliation involves a student from that school.

For all reports of bullying or retaliation, the Head or designee will keep a file of the report, the investigation, and any steps taken in response to a finding of bullying or retaliation.

Notification and training: The school will provide written notice of the relevant student-related sections of this plan to students and parents/guardians at least annually. The notification to students will be in age-appropriate terms. Relevant portions of the plan will be included in the student handbook.

The school will post the entire plan on its website.

The school will provide training on this plan for all faculty and staff at least annually. The training at a minimum will include a review of the reporting obligations for all faculty and staff and the processes that the school will follow in response to a report of bullying or retaliation. The plan, or relevant portions thereof, will be included in faculty and staff handbooks.

Reviewing and updating the plan: The plan will be updated at least once every two years. In connection with that update, the Head of School or his or her designee will be responsible for reviewing the plan, reviewing the file of reported incidents of bullying or retaliation in at least the preceding two years, and undertaking such other steps as may be appropriate to evaluate the effectiveness of this plan and the school’s compliance with the plan and any laws or regulations

relating thereto.

HAZING: Massachusetts General Laws, chapter 269, sections 17-19 , chapter 269, §§ 17-19

§ 17. Hazing; organizing or participating; hazing defined

Whoever is a principal organizer or participant in the crime of hazing, as defined herein, shall be punished by a fine of not more than three thousand dollars or by imprisonment in a house of correction for not more than one year, or both such fine and imprisonment.

The term "hazing" as used in this section and in sections eighteen and nineteen, shall mean any conduct or method of initiation into any student organization, whether on public or private property, which wilfully or recklessly endangers the physical or mental health of any student or other person. Such conduct shall include whipping, beating, branding, forced calisthenics, exposure to the weather, forced consumption of any food, liquor, beverage, drug or other substance, or any other brutal treatment or forced physical activity which is likely to adversely affect the physical health or safety of any such student or other person, or which subjects such student or other person to extreme mental stress, including extended deprivation of sleep or rest or extended isolation.

Notwithstanding any other provisions of this section to the contrary, consent shall not be available as a defense to any prosecution under this action.

§ 18. Failure to report hazing

Whoever knows that another person is the victim of hazing as defined in section seventeen and is at the scene of such crime shall, to the extent that such person can do so without danger or peril to himself or others, report such crime to an appropriate law enforcement official as soon as reasonably practicable. Whoever fails to report such crime shall be punished by a fine of not more than one thousand dollars.

§ 19. Copy of Secs. 17 to 19; issuance to students and student groups, teams and organizations; report

Each institution of secondary education and each public and private institution of post secondary education shall issue to every student group, student team or student organization which is part of such institution or is recognized by the institution or permitted by the institution to use its name or facilities or is known by the institution to exist as an unaffiliated student group, student team or student organization, a copy of this section and sections seventeen and eighteen; provided, however, that an institution's compliance with this section's requirements that an institution issue copies of this section and sections seventeen and eighteen to unaffiliated student groups, teams or organizations shall not constitute evidence of the institution's recognition or endorsement of said unaffiliated student groups, teams or organizations.

Each such group, team or organization shall distribute a copy of this section and sections seventeen and eighteen to each of its members, plebes, pledges or applicants for membership. It shall be the duty of each such group, team or organization, acting through its designated officer, to deliver annually, to the institution an attested acknowledgement stating that such group, team or organization has received a copy of this section and said sections seventeen and eighteen, that each of its members, plebes, pledges, or applicants has received a copy of sections seventeen and eighteen, and that such group, team or organization understands and agrees to comply with the provisions of this section and sections seventeen and eighteen.

Each institution of secondary education and each public or private institution of post secondary education shall, at least annually, before or at the start of enrollment, deliver to each person who enrolls as a full time student in such institution a copy of this section and sections seventeen and eighteen.

Each institution of secondary education and each public or private institution of post secondary education shall file, at least annually, a report with the board of higher education and in the case of secondary institutions, the board of education, certifying that such institution has complied with its responsibility to inform student groups, teams or organizations and to notify each full time student enrolled by it of the provisions of this section and sections seventeen and eighteen and also certifying that said institution has adopted a disciplinary policy with regard to the organizers and participants of hazing, and that such policy has been set forth with appropriate emphasis in the student handbook or similar means of communicating the institution's policies to its students. The board of higher education and, in the case of secondary institutions, the board of education shall promulgate regulations governing the content and frequency of such reports, and shall forthwith report to the attorney general any such institution which fails to make such report.

HARASSMENT PREVENTION AND INTERVENTION PLAN

I. General Statement of Policy

Sexual harassment and harassment on the basis of any other legally protected status (race, national origin, religion, etc.) is unlawful and the school will not tolerate harassment of employees, students, or any other members of our community. Further, any retaliation against an individual for complaining about harassment or retaliation or cooperating with an investigation of a harassment complaint is similarly unlawful and will not be tolerated.

The school will respond promptly to complaints of harassment and where it is determined that such inappropriate conduct has occurred, we will act promptly to eliminate the conduct and take such corrective action as is necessary to prevent its recurrence and remedy its effects at school.

Please note that while this policy sets forth our goals of promoting a workplace and educational environment that is free of unlawful harassment, the policy is not designed or intended to limit our authority to discipline or take remedial action for conduct that we deem unacceptable, regardless of whether that conduct satisfies the legal definition of harassment.

II. Definitions of Sexual and Other Harassment

“Harassment” for purposes of this policy means harassing conduct which is directed toward a person (or group of persons) because of their legally protected status and which unreasonably interferes with their work or educational experience.

"Sexual harassment" means sexual advances, requests for sexual favors, or other verbal, physical or other conduct of a sexual nature when:

a. submission to or rejection of such conduct is made either explicitly or implicitly a term or condition of employment or participation in an educational opportunity, or is used as a basis for employment or educational decisions such as favorable reviews, salary increases, promotions, increased benefits, continued employment, favorable grades or other evaluations, favored treatment in connection with athletic or other extra-curricular opportunities, or the like;

b. such conduct has the purpose or effect of unreasonably interfering with an individual's work or educational experience by creating an intimidating, hostile, humiliating, or sexually offensive work or educational environment.

The following are some examples of conduct that may constitute sexual harassment depending upon the totality of the circumstances including the severity of the conduct and its pervasiveness:

Unwelcome sexual advances - whether they involve physical touching or not;
Sexual epithets or jokes;
Written or oral references to sexual conduct;
Statements or gossip regarding one's own or someone else’s sex life;
Comment on an individual's body;
Comments or questions about an individual's sexual experiences, activity, deficiencies, prowess or interests;
Displaying sexually suggestive objects, pictures, cartoons;
Unwelcome leering, whistling, brushing against the body, or hovering;
Sexual gestures; and
Suggestive or insulting comments.

III. Reports of Harassment

If any student believes that they—or any other member of the school community—has been subjected to harassment, the student has the right, and is encouraged, to file a complaint with our school. A report may be made in writing or orally.

If you would like to file a complaint or make a report of harassment, you may do so by contacting any of the individuals listed below. These persons are also available to discuss any concerns you may have and to provide information to you about our policy on harassment and our complaint process.

Name Title Ext.

Sarah Pelmas Interim Head of School 2730

Zaira Santiago Associate Head of School for Special Projects 2754

Kader Adjout Director of Teaching, Learning, and Innovation 2728

Lisa Brown Director of Upper School 2782

Tiffany Smith Director of Middle School 2738

Elisha Cho Assistant Director of the Upper School 2764

Ann Bevan Hollos Associate Director of the Middle School 2780

Cara Hanig Director of College Counseling 2762

Shamikhah Baker Director of Enrollment Management 2727

Lisa Trask Chief Marketing Officer 2748

Joanne McDaniel Chief Financial and Operating Officer 2722

Rick Wilson Dir. of Wellness, Counseling and Health Services 2741

Erica DeRosa Director of Philanthropy and Engagement 2746

Delonte Egwuatu Chief Engagement and Inclusion Officer 2781

Alex Gould Director of Athletics 2712

The work address for those listed above:

791 Hammond Street

Chestnut Hill, MA 02467

IV. Investigation

When we receive a complaint or report of harassment or retaliation in violation of this policy, or the school decides to initiate its own complaint, we will promptly investigate the allegation in a fair and expeditious manner. The investigation will be conducted in such a way as to maintain confidentiality to the extent practicable under the circumstances. Our investigation ordinarily will include a private interview with the person initiating the complaint and with any witnesses. We will also interview the person alleged to have committed sexual harassment. The investigation may include such other steps as the school determines in its discretion are appropriate. When we have completed our investigation, we will, to the extent appropriate, inform the person initiating the complaint and will inform the person alleged to have committed the conduct of the results of that investigation.

If it is determined that inappropriate conduct has occurred, we will act promptly to stop the conduct, prevent its recurrence, and remedy its effects at school.

Where appropriate, the school also may contact the Department of Children and Families (DCF), law enforcement, or other authorities instead of or in addition to conducting its own investigation.

V. Disciplinary Action

If it is determined that inappropriate conduct has been committed by a member of our community, we will take such disciplinary action as is appropriate under the circumstances.

VI. State Remedies

In addition to filing a complaint of harassment or retaliation with the school, you may file a formal complaint with the following state agency:

Massachusetts Commission Against Discrimination ("MCAD")

Boston Office:

One Ashburton Place, Rm 601

Boston, MA 02108

617-994-6000

GOOD NEIGHBOR POLICY

Beaver wishes to be a responsible member of its local community, and therefore we remind students that their behavior in the vicinity of school should be within the guidelines for acceptable behavior within the school. To this end, Beaver reserves the right to treat seriously any misbehavior that jeopardizes Beaver’s standing as a “good neighbor.” This includes behavior on public transportation to and from school.

INAPPROPRIATE CONDUCT TOWARD STUDENTS

The school will address inappropriate conduct toward a student by any other member of the school community. If a student or any other person believes that a student has been subjected to sexual harassment, sexual abuse, or other inappropriate conduct by any administrator, teacher, staff member, or another member of the school community, the person should report his or her concerns promptly to the Head of School, the Associate Head of School, the Upper School Director, the Middle School Director, School Counselor or any other trusted adult in the school community. All reports will be promptly investigated and appropriate action will be taken as warranted.

Anyone making a report of inappropriate conduct must act in good faith. No person who in good faith reports suspected misconduct will suffer any harassment, retaliation or other adverse consequences. Anyone who makes a report that they know is false, or who otherwise makes a report maliciously or in bad faith, will be subject to discipline.

OFF-CAMPUS PRIVILEGES

Students in grades 9 to 11 are required to stay on campus throughout the duration of the school day. Students in 12th grade have off-campus privileges and may leave campus during their free blocks; students in 11th grade have off-campus privileges after Spring Break. Students with off-campus privileges can only leave school during a free block and must return in time for their next commitment, including assemblies, class meetings, clubs, advisor meetings, and classes.

PHONE USE

At Beaver, we acknowledge that phones are a significant part of students' lives. They allow students to connect with their friends, family, and the world; we also use them thoughtfully in the classroom to deepen learning.

At the same time, we understand that phones can limit face-to-face interactions, and when ninth grade students are just transitioning to the Upper School, we want them to prioritize those connections. For the fall trimester, ninth graders will not have their phones during the school day (8 am-3:25 pm). If a ninth grader brings their phone to school, they will be required to leave it in the Foyer (as early as 7:45 am) with a member of the US administration or faculty; phones will be secured there for the remainder of the day, until students leave for their afternoon activity.

It’s important to note our teachers make thoughtful decisions about when and if phones are available to students during their classes. Sometimes students will use their phone for curricular work, and other times, students may be told to leave phones in their bags or in specific places in the classroom. Ultimately, it’s important for students to learn when and how to use their phones, both in and out of school, and we’re actively involved in these discussions.

REPORTING BEHAVIORAL CONSEQUENCES

Beaver maintains the right to use discretion regarding its students and to make individual judgments regarding disclosure of potentially influential information. Therefore, Beaver does not generally respond directly to standard questions from college admissions offices concerning a student's disciplinary experience that may inaccurately skew a college's impression.

The school may counsel seniors to refer to this explanation in response to such specific questions. Accompanying the transcript, the narrative student assessment sent to colleges, written by the College Counselor (in conjunction with a student's advisor and involved faculty), will provide an accurate composite picture of a student's relative strengths and weaknesses. Should a student's disciplinary profile change after the narrative student assessment is sent to colleges and before graduation, the College Counselor would communicate the pertinent circumstances to colleges after consulting with the Upper School Director and Head of School.

STUDENT DRIVING AND PARKING

Parking at Beaver is limited, and there are not enough spots for all of the faculty, staff, and students who want to park here; additionally, we have quite a few visitors every day including Admissions guests, outside coaches, and more. As a result, we have a parking plan for licensed student drivers:

Students must have a current parking decal to park on campus.
Seniors have priority to receive a parking decal.
Some juniors may be able to park on campus, depending on available spaces.
Given the very limited number of parking spaces, sophomores and freshmen are not eligible for a parking decal.
Please note that there may be times when a student with a decal is not able to find a parking spot in the lot; while parking is available on Woodland Road, it is only for two hours. Beaver is not responsible for any parking tickets that a student may receive.

The speed limit on campus is 5 miles per hour. All vehicles must observe the one-way traffic pattern. Students need to drive safely and respectfully and park within the lines.

Students typically do not drive to or from off-campus athletic practices or games or other school-sponsored events; they travel in the van or bus with the team or class.

STUDENT SEARCH POLICY

In response to any reasonable suspicion concerning a theft, drug possession, other rules violation, or any perceived danger to the community, Beaver reserves the right to search any persons or their belongings at the school. A search may involve, for example, and without limitation, a person’s locker, computer, phone, backpack, or clothing.

EXTRACURRICULAR PROGRAMS + ORGANIZATIONS

AFFINITY GROUPS

To support all students in their lives at Beaver and to build an inclusive community, we host gatherings of different affinity groups throughout the year. Affinity groups are voluntary gatherings that provide brave spaces for students to explore, affirm, and celebrate their identities, as well as share experiences, build community, and discuss current events. They encourage participation in discussions that encompass race, ethnicity, socioeconomics, gender, religion, sexuality, ability, and other identifiers present in classrooms, advisory, and full community events. Meeting with a group of peers who share an important part of their identity fosters confidence, a sense of belonging, and leadership skills.

AFTERNOON PROGRAM

Students in 9th and 10th grade are required to participate in the Afternoon Program all three terms, and they are required to participate in a fitness-related activity at least one of the three terms.

Students in 11th and 12th grade are required to participate in the afternoon program at least two of the terms, and at least one of those terms must be a fitness-related activity.

CLUBS

Clubs are designed by and led by students. Anyone wanting to start a club must secure the approval and have a faculty advisor. They can run for the entire school year or by term. Students have the opportunity to apply for the creation of a new club at the beginning of each term.

STUDENT COUNCIL

The role of the Student Council is to represent and to serve the Beaver community. The Student Council is an organization of elected leaders who serve as a liaison between the student body and the administration. Each meeting is open to the school public, and everyone is welcome and encouraged to attend.

GENERAL INFORMATION

E-MAIL

All students and faculty/staff are assigned email accounts (@bcdschool.org) in the school’s Google Apps system. Students and faculty/staff should communicate with each other using their school email addresses only; the use of personal email accounts for school communication is not allowed. Families wishing to email faculty/staff should also use only the employee’s school email address. In general, email is the preferred way to contact a teacher since most do not have access to phones in their classrooms and can check email more frequently than voicemail. The expectation is that faculty/staff will respond to emails within 24 hours on days when school is in session.

FUNDRAISING GUIDELINES FOR STUDENTS

All fundraising activities must meet the following criteria and be approved by the Director of Philanthropy and Engagement (P+E) and/or the Hiatt Center as appropriate.

Fundraising must be for Beaver-related activities.
Student-to-student fundraising is not permitted. The one exception is our Senior Student Team formed by the P+E office during the Senior Annual Fund initiative.
Student-to-parent fundraising is not permissible. No letters will be sent home to parents asking them for donations.
Students will not be allowed to charge donations to school accounts.

LAPTOPS + ACCEPTABLE INTERNET USE POLICY

General Laptop Information and Use

While students are welcome to use non-supported hardware (Chromebooks, iPads, Linux laptop, etc.) for daily use, they must have a Mac or Windows laptop they can bring in and use for assignments/courses that require software that cannot run on their preferred device. The school is unable to loan devices to students who do not have a supported device. Students will connect to the Internet through the school’s wireless network and will manage their school email, homework assignments, and calendars through Google Apps. Students are expected to keep their laptop free of viruses or malware to protect themselves and other users on the Beaver network. They are welcome to go to the Help Desk on the R-Level for assistance with their laptop. Here’s the link to the FAQ.

Beaver believes that learning the technical skills needed to access the information available through the Internet is an integral part of the educational process and that learning how to use the immense body of online information in appropriate and useful ways is an even more important educational objective.

The school recognizes that one of the conditions essential to the existence of the Internet is an extraordinary freedom of expression and that this freedom means that the Internet provides access to materials that may not be suitable for students.

Having reviewed a number of software packages that are designed to block access to information deemed unsuitable for children, the school has concluded that the available programs, while largely successful in making access to overtly unsuitable material more difficult, do not succeed in preventing access by facile computer users, and are overly broad in blocking access to information that is entirely appropriate for students of middle and high school age. Instead of censorship, the school believes that a better solution to the existence of inappropriate material on the Internet is education that prepares students to choose to avoid inappropriate material on the basis of its underlying offensiveness. The school does have a minimal content filter that blocks access to malware and particularly egregious content.

The school does not carry out continuous monitoring of the computers. As a consequence, students are able to obtain information, products, and services from Internet providers and to make commitments regarding payment and/or other exchanges through the school’s network, without the school‘s knowledge. It is also possible for students to use their computers in ways that violate state and federal laws, without the school’s knowledge.

While it is willing to undertake the obligation to provide its students with access to the Internet, the school cannot accept responsibility for the actions of individual students while using the Internet connection provided by the school. The school, therefore, expects parents to accept responsibility for the actions of their children while using the school's Internet connection on their personal computers. As an Internet access provider, the school has no control over the information to which a student will have access beyond its gateway. This means that the school cannot vouch for or guarantee the validity, accuracy, quality, or legality of any information obtained through the Internet.

Technology Use in the Classroom

Laptops and other tech provide the Beaver community with tools to expand its members’ learning opportunities. They open limitless possibilities; users may go virtually anywhere and interact with anyone. With such an opportunity comes responsibility. The use of the Beaver network and its related computer facilities is a privilege afforded to members of the school community.

Using laptops at school is an exciting experience for students, and learning to manage their use is a skill that students must learn. During class, students use their laptops to participate in the activities as directed by the teacher in the classroom, and not all activities in a classroom will include laptop use. As well, unless it is part of the class activity or learning, students should avoid using their laptops in the classroom to chat, play games, or participate in other activities not part of the learning process.

Teachers will often set expectations of tech use in the classroom. At the same time, it is also students’ responsibility to monitor their own use of technology in the classroom and to decide what limits they need to be successful and responsible members of the classroom. Students are encouraged to work with their advisors and teachers to establish personal limits and goals in laptop use in the classroom.

Tech Use in the Community

Students using the Internet are able to interact with other Internet users very nearly as if they were meeting in person. Therefore, just as we expect our students to represent our school when they participate in school activities beyond the campus, the school expects students participating in the global community to act thoughtfully and respectfully. Students should exercise appropriate discretion when using social networks for personal communications and assume that all content by members of the community should reflect the same level of respect for the values of the community as if that communication took place in a non-digital environment.

Student’s use of digital communications is expected to follow the rules for General Conduct set forth in this handbook and students are to behave in accordance with the spirit of the Statement of Responsibilities and Rights.

When students are in spaces where audio can be overheard by other community members, they should consider wearing earphones and may be asked to do so if it is distracting to others.

MEDIA POLICY

It is our practice to use digital images (photographs and videos) and quotations of students involved in school activities on our website, in our printed publications, and in other selected media for the purposes of promoting the school and of highlighting students’ accomplishments. For example, if a student wins an academic award or participates in a newsworthy campus event such as a play or concert, we might write a story to post on our website. For events or accomplishments of broader interest (e.g. graduation announcements or a team championship), we might also send a press release to the local news media. In addition, as part of their use of technology in the curriculum, teachers might post digital images of students involved in classroom projects or excerpts of student work on their class sites. Typically, images are not captioned with the students’ full names unless identifying the students is central to the news being reported.

Unless a written denial of permission to use such material is received from the parent, the enrollment of the child in the school constitutes the parent’s consent.

Beaver is not responsible for third-party use of digital images that are copied or used without the school's permission.

Please direct any questions about our media policy to the Marketing and Communications Office.

SCHOOL CANCELLATION/SNOW DAYS

In the event that snow or an emergency necessitates a school cancellation, a delayed start, or an early dismissal, this information will be posted as an “emergency alert” on the school’s home page (www.bcdschool.org), and the text alert system will be activated. As well, parents will receive an email message, and Instagram will provide updated information.

SHUTTLE BUS FROM/TO “T” STOP

A shuttle bus, operated by Local Motion, is available to take students, faculty, and staff to and from the Chestnut Hill “T” stop on the Green Line. The shuttle bus leaves the station each morning at 7:30 am and 7:45 am (8:30 am and 8:45 am on Mondays). In the afternoon the bus leaves campus at 4 pm and 5:45 pm. The service is free. Riders should look for a yellow bus with “Local Motion” on the side.

TECHNOLOGY HELP DESK

The Technology Help Desk is located on the R-Level and is staffed from 8 am-4 pm daily when school is in session to assist students and faculty with their use of technology, such as questions about e-mail, Google docs, and other applications used in class. Loaner laptops will be available in the library for students to borrow on a daily basis if their own laptop is temporarily out of service. Long-term loaners are available on a case-by-case basis. The Help Desk can also provide iPads and other technology to support student and faculty projects.

To contact the help desk staff, email techsupport@bcdschool.org.

VISITORS

All student visitors must report to the Reception Desk upon entering the building to sign in and get a BVR Visitor badge. Visitors will be directed to their meeting location.

MEDICAL INFORMATION + POLICIES

CONCUSSION PROTOCOL

Concussions can occur in a variety of ways including as a result of a fall, hitting one’s head on a hard object such as a piece of furniture, impact during contact sports, and a blow to the body as well as the head, to name a few.

Please notify the Nurse or the Athletic Trainer immediately if you witness a student receiving a hit to the head or should a student report one to you. The Nurse or Athletic Trainer must see and examine any student who has received a blow to the head. Students reporting to the Nurse or Athletic Trainer for this reason can be accompanied by another student or an adult.

Should a student be sent home by the Nurse or Athletic Trainer due to a head injury, the parent or guardian of the student will be instructed to have the student seen by their PCP or a specialist. The student must have a doctor's note stating any academic and athletic restrictions and then a note clearing them back to full participation. These notes must be delivered to the Nurse and Athletic Trainer. On their first day back to school, these students must be assessed by the Athletic Trainer before participating in any physical activities, including afternoon sports and recess.

The Nurse will share doctors' notes and instructions with the appropriate advisor, teachers and other school personnel for any student with a concussion/head injury. The Athletic Trainer will let the athletic coaches and athletic staff know about any sports-related restrictions for students with a concussion. Please find more information on concussions from the CDC here.

The Nurse is available Monday through Friday 8am to 3:30pm. The Athletic Trainer is typically available from 11:30 a.m. until when the last athletic event at Beaver is over for the day, typically 6-7pm.

ILLNESS/INJURY + THE HEALTH OFFICE

The Health Office is available for students who become ill or who are injured at school. The Health Office hours are from 8:00 a.m. to 3:30 p.m., and our Athletic Trainer is available for emergency injury assessment only from 11:30 a.m. to the end of practices/games each day. The Health Office serves all students who need illness assessment, episodic care, health advice, or medical information. If a student becomes ill at school, the Nurse will decide on the best plan of care. If appropriate, the student may rest in the Health Office. If the student cannot return to class, they may be sent home with a parent or authorized guardian. In case of injury, the Nurse or the Athletic Trainer will assess the student’s injury and will decide the best plan of action. If emergency treatment is warranted and the parent/guardian cannot be reached, the student will be taken to the hospital.

When a student feels ill and needs to go to the Health Office instead of class, if possible, they should inform their teacher before heading to the Health Office. If they have a major health concern, though, they should prioritize getting the help they need.

Students are responsible for making up any classes, tests, and assignments as soon as possible. Non-critical Health Office visits should be made during a free period. In most cases, students must check in the Nurse in order for any missed class time to be excused. Students who do not attend class due to illness or injury but fail to check into the Health Office will be issued an Unexcused Absence.

INJURY PROTOCOL + ATHLETICS

If an athlete suffers an injury or an illness and is consequently unable to continue practicing or competing on a team, the following policies apply:

The coach, athletic department, and Athletic Trainer must be notified.
Athletes must attend team practices every day that they attend school. Exceptions will be made for illness, student-athletes completing academic work, or undergoing rehabilitation during practice.
Once they have been restricted from participation or diagnosed by a physician and/or school Athletic Trainer, athletes will not be allowed to return to participation from an injury without written clearance from a physician and the school Athletic Trainer. A relative who is a physician cannot provide clearance.
If an athlete provides two different medical opinions and the diagnoses or return to participation dates are also different, contact information must be provided for both physicians. The Athletic Trainer will contact both medical parties and make a decision as to which decision to uphold. An athlete will not be able to participate in this situation until the physicians have been contacted and the school Athletic Trainer has cleared the athlete to return.
If the Athletic Trainer or coach determines that the athlete’s safety is still at risk, either one may reserve the right to restrict an athlete from participation.

MEDICAL FORMS

Beaver uses Magnus Health (www.mymagnus.com) for all health-related records. All health records should be submitted to Magnus. For any questions related to login problems or how to submit health records, please contact Magnus at 877-461-6831.

Massachusetts state law requires a yearly physical exam by a licensed physician and proof of vaccination or immunization against certain communicable diseases in order to be submitted to attend school. Proof of vaccination or immunization in accordance with Department of Public Health regulations is a legal requirement for students to attend school, participate in afterschool activities and attend field trips and are subject to limited exceptions for bona fide medical or religious reasons. A bona fide medical reason requires, at a minimum, certification by a physician that he or she has personally examined the child and in his or her medical opinion the physical condition of the child is such that the child’s health would be endangered by such vaccination or by any of such immunizations. A parent’s personal belief about the medical benefits or risks of vaccination or immunization is not a bona fide medical reason.

All forms are available (and can be printed, if needed) on Magnus. All health forms must be updated yearly and should be on file with the health office by the opening day of school. Students without appropriate proof of vaccination or immunization, or a valid exemption therefrom, will not be permitted to attend school or any school-related activity. Students without a current physical exam on file will not be able to participate in sports until the physical is submitted.

Please note that Beaver does not conduct or require health screenings such as vision and hearing exams. We recommend that you consult with your healthcare provider for more information about health screenings.

MEDICAL LEAVE POLICY

At Beaver, the well-being of our students is a top priority. We recognize that mental health is an important aspect of overall health and well-being and that sometimes students may need to take a Leave of Absence for mental health reasons. If a student is experiencing medical or mental health challenges that are impacting their academic performance, social relationships, or overall well-being, they may request a leave of absence to focus on their physical or mental health.

Students and families should speak with the Director of Counseling, Health, and Wellness to discuss whether a leave of absence may be appropriate; whether certain accommodations or other steps might obviate the need for leave; the nature of the potential leave (for example, whether it would be a full leave of absence or a partial leave during which the student remains involved with some academic work); the process for requesting permission to return from leave; the conditions that may apply to any return from leave; and other issues.

Requests for permission to take a voluntary Leave of Absence ordinarily will be granted, but approval by the School is required. Requests for leave, and any conditions or accommodations that may apply to the leave or to return from leave, will be determined by the Director of Counseling, Health, and Wellness and the Division Director as applicable, in consultation with others as appropriate, and subject to review by the Head of School.

Although a Leave of Absence for mental health reasons typically will be voluntary, the School may impose a mandatory mental health leave in appropriate circumstances. See the following examples:

The student presents a serious risk of harm to self or others
The student has materially disrupted the educational or other experiences of others in the School community
The student is unable (including with reasonable accommodations) to successfully participate in academic and other aspects of life at the School
The student (or their family) has refused to cooperate with efforts the School deems necessary to make any such determinations.

Whether to impose a mandatory Leave of Absence, and any conditions or accommodations that may apply to the leave or to return from leave, will be determined by the Director of Counseling, Health, and Wellness and the Division Director as applicable, in consultation with others as appropriate, inviting and taking into account information from the student, their family and outside clinicians, and subject to review by the Head of School.

Whether the leave is voluntary or involuntary, the length and nature of the leave, and any conditions for return from leave will be determined on a case-by-case basis. The process and criteria for obtaining permission to return from leave may include, for example, any one or more of the following:

Documentation from by a qualified mental health clinician supporting the student’s readiness to return;
An independent evaluation by a clinician chosen by the School;
One or more meetings with the Director of Counseling, Health, and Wellness, the academic support team, or others at the School to assess the prospects for, and develop the specifics of, a reentry plan;
Commitment and demonstrated ability to abide by a treatment plan;
Commitment and demonstrated ability to abide by a behavioral contract.

A mental health Leave of Absence may not be used to avoid the consequences of conduct that occurred before or during the time a student requests or is required to take a Leave of Absence. The School in its discretion will determine when and in what manner the School will address any such conduct issues.

MEDICATION ADMINISTRATION

Over-the-counter (OTC) medications: Authorized OTC medications may be administered by the Nurse or other authorized personnel after assessing the student if parental permission is granted by signing the appropriate forms on Magnus.

Prescription medications: Prescription medications will be administered by the Nurse during Health Office hours. All students requiring prescription medications at school must have a completed Licensed Prescriber Medication Order Form and a Parent/Guardian Authorization for Medication Administration on file prior to any administration of medication.

Students may only self-carry medications after the appropriate documentation to do so is submitted and approved by the Nurse.