Beverly High School Student Handbook

Grades 9-12

2023 – 2024

NOTICE OF NON-DISCRIMINATION

Students, parents, employees, applicants for admission, and applicants for employment are hereby notified that the Beverly Public Schools District does not discriminate on the basis of race, color, sex, religion, national origin, ethnicity, sexual orientation, gender identity, homelessness, age, and/or, disability, and any other class or characteristic protected by law.  

Questions, complaints, or requests for additional information concerning the Beverly Public School District’s compliance with the regulations implementing Title VI, Title IX, the Americans with Disabilities Act (ADA), or Section 504 should be directed to:

504’s & ADA’s

Dr. Dorothy Flaherty

70 Balch Street

Beverly, MA  01915

 978-921-6100 ext. 21714

dflaherty@beverlyschools.org

Titles VI & IX

Dr. André Morgan

70 Balch Street

Beverly, MA  01915

 978-921-6100 ext. 21714

amorgan@beverlyschools.org

Any questions or concerns regarding the handbook  should be brought to the attention of the Principal or Assistant Principals.

ADMINISTRATION

Mr. Mark Thomas

Principal

Ms. Erica Pasquarelli

Assistant Principal

(Gr. 9)

Mr. Philip Coddaire

Assistant Principal

(Gr. 11 and Gr. 10 L-Z)

Mr. Matt Smith

Assistant Principal

(Gr.12 and Gr. 10 A-K )

PRINCIPAL’S MESSAGE

On behalf of the faculty, support staff and administration, I would like to take this opportunity to welcome you to Beverly High School.  This handbook has been developed to provide information on regulations and student activities enabling readers to become better-informed school citizens.

Beverly High School thrives on the active participation of all its members through intellectual pursuits and/or the rewarding involvement in co-curricular or extra-curricular programs.   At BHS, you will have the opportunity to reach your full potential as a student.

Students are an important part of our educational community.  Through Class Officers, the Student Government, Student Advisors to the Beverly School Committee, and School Council, student opinion can help shape our school climate and promote constructive change.  School activities have been created to help students to develop their interests and talents and add to a positive school culture.  Do your part to make Beverly High School the best it can possibly be.

This is your school, a place where you will spend four very important years, years that will never again be duplicated.  Take this opportunity to get involved in challenging and worthwhile activities.

Ms. Elizabeth Taylor

Principal

Beverly High School

Vision of the Graduate

The Beverly High School graduate is a problem solver who thinks critically and communicates effectively.

The graduate exhibits responsibility and empathy in attitude and behavior.

The graduate understands the importance of inclusivity and community engagement.

The graduate pursues a postsecondary plan that supports the student’s skills and interests.

All educational and non-academic programs, activities and employment opportunities at Beverly Public Schools are offered without regard to race, color, sex, religion, national origin, ethnicity, sexual orientation, gender identity, homelessness, age and/or disability, and any other class or characteristic protected by law.

TABLE OF CONTENTS

I.  Academics

Registration of New Students

Enrollment – Homeless Students

Academic Integrity

Aspen Portal

Resolving Concerns

Student Records

Grade Retention

Educational Trips

Technology

Digital Etiquette

Website

Connect Ed

Electronic Devices

Learning Expectations and Grades

Schedule Change/Drop-Add

Report Cards

Conferences and Extra Help

        Rubrics

II. Attendance

Absences

Tardiness

Dismissal

Notification by Parents

Leaving School without Permission

Truancy

Planned Absences

Interventions

Emergency Services

Transfers

Weather Emergencies

School Choice

        Fourth Quarter Attendance for Seniors

        Senior Privilege Pass

III. Student Responsibilities

Care of School and Personal Property

School Bus Safety

Bicycles, Blades, Heelys, Scooters and Skateboards

Appropriate Dress

Assemblies

Cafeteria Rules 

Cell phones

Textbooks and Library Books

        Backpack Policy

        Classroom Permissions

IV. Conduct and Discipline

Discrimination and Harassment Policy

Bullying and Intervention Policy

Hazing Policy

Procedures for Reporting Complaints about Harassment and Hazing

Violence Prevention

Memorandum of Understanding 

Incident Reports

Searches

Smoking/Vaping

Infractions

Detention

Suspension

Due Process Rights

False Alarms

Dance Regulations

V. Health, Safety and Wellness

Fire and Safety Drills

Evacuation and Lockdown Plans

Emergency Cards

Child Abuse and Neglect

Communicable Diseases

Illness/Injuries

Medications at School

Nutrition and Food Allergies

Volunteers

Visitors

Animals

Student Restraint

Elevator Policy

Students Identifying as Transgender

Physical Education 

Recycling

Working Papers

        Fundraisers

VI. Student and Family Support

School Council

PTO

City-Wide PTO

Educational Plan/504 Plan

Special Education

Title I

English Language Learners

Behavioral Health

BSST

Breakfast and Lunch

Extracurricular Activities

Guidance

School Crisis Team

Policy Regarding Pregnant Students

Posters and Signs

        Student Publications

BELL SCHEDULE

CENTRAL OFFICE PERSONNEL

I.  Academics

Registration of New Students

Parents and legal guardians who are new to the district must register their school-aged children at the school in which they will be attending. To begin the registration process, registration materials can be submitted in person or through the registration portal which can be found on the Beverly Public Schools website.  All registrations must be finalized in person.

The Every Student Succeeds Act (ESSA) provides that students in foster care have equal access to the same free and appropriate public education through high school graduation as provided to other children and youth.

Homeless Students: Enrollment Rights & Services

The McKinney-Vento Homeless Assistance Act requires school districts, through their homeless student liaisons, to provide public notice of the education rights of the homeless students enrolled in their districts.  As required by law, Beverly Public Schools will work with homeless children and youth and unaccompanied youth (collectively, “homeless students”) as well as their families or legal guardians to provide stability in school attendance and other services. Special attention will be given to ensuring the enrollment and attendance of homeless students not currently attending school. Homeless students will be provided district services for which they are eligible, including Head Start and comparable preschool programs, Title I, similar state programs, special education, bilingual education, vocational and technical education programs, gifted and talented programs and school nutrition programs, summer programming and extracurricular activities.

Homeless students are defined as lacking a fixed, regular and adequate nighttime residence, including:

1. Sharing the housing of other persons due to loss of housing, economic hardship, or similar reason;

2. Living in motels, hotels, trailer parks or camping grounds due to the lack of alternative adequate accommodations;

3. Living in emergency or transitional shelters;

4. Being abandoned in hospitals;

5. Living in public or private places not designed for or ordinarily used as regular sleeping accommodations for human beings;

6. Living in cars, parks, public spaces, abandoned buildings, substandard housing, transportation stations or similar settings; and

7. Migratory children living in conditions described in the previous examples.

The Superintendent shall designate an appropriate staff person to be the district’s liaison for homeless students and their families. The Homeless Liaison is Ellen Faulkner, efaulkner@beverlyschools.org.

To the extent feasible, homeless students will continue to be enrolled in their school of origin while they remain homeless or until the end of the academic year in which they obtain permanent housing. Instead of remaining in the school of origin, parents or guardians of homeless students may request enrollment in the school in the attendance area in which the student is actually living, or other schools. Attendance rights by living in attendance areas, other student assignment policies, or intra and inter-district choice options are available to homeless families on the same terms as families resident in the district. If there is an enrollment dispute, the student shall be immediately enrolled in the school in which enrollment is sought, pending resolution of the dispute. The parent or guardian shall be informed of the district’s decision and their appeal rights in writing. The district’s liaison will carry out dispute resolution as provided by state rule. Unaccompanied youth will also be enrolled pending resolution of the dispute.

Once the enrollment decision is made, the school shall immediately enroll the student, pursuant to district policies. If the student does not have immediate access to immunization records, the student shall be admitted under a personal exception. Students and families should be encouraged to obtain current immunization records or immunizations as soon as possible, and the district liaison is directed to assist. Records from the student’s previous school shall be requested from the previous school pursuant to district policies. Emergency contact information is required at the time of enrollment consistent with district policies, including compliance with the state’s address confidentiality program when necessary. Homeless students are entitled to transportation to their school of origin or the school where they are to be enrolled. If the school of origin is in a different district, or a homeless student is living in another district but will attend the school of origin in this district, the districts will coordinate the transportation services necessary for the student, or will divide the costs equally. The district’s liaison for homeless students and their families shall coordinate with local social service agencies that provide services to homeless children and youths and their families; other school districts on issues of transportation and records transfers; and state and local housing agencies responsible for comprehensive housing affordability strategies. This coordination includes providing public notice of the educational rights of homeless students in schools, family shelters and soup kitchens. The district’s liaison will also review and recommend amendments to district policies that may act as barriers to the enrollment of homeless students.

Academic Integrity

Plagiarism and cheating demonstrate a lack of integrity that is inconsistent with the values of Beverly High School.  Students are expected to understand that dishonesty on homework, tests, and papers is a serious matter.  Because plagiarism and cheating can also interfere with a student's academic growth, teachers may not be able to provide the effective and appropriate feedback necessary for the student to reach their academic potential. Plagiarism is copying or adopting any part of another person's work and presenting it as one's own.

Forms of plagiarism include, but are not limited to, the following:

• submitting someone else's assignment, or portion of an assignment, and submitting it as original work
• submitting material written by someone else or rephrasing the ideas of another without giving reference to the original source
• presenting the work of parents, siblings, or friends as one's own
• copying or paraphrasing ideas from online sources and submitting as one's own

Cheating is the attempt to gain an advantage through unethical means.  Forms of cheating include, but are not limited to, the following:

• exchanging assignments with others
• using any form of memory aid or electronic device during tests or quizzes without permission
• using summaries in lieu of reading assignments
• giving or receiving answers during tests and quizzes
• taking any action that a person knows or would reasonably know will assist another person in violating the academic integrity of their work. 

Consequences of plagiarism and/or cheating:

• Assistant Principal and parent/guardian will be notified of all violations
• First offense—zero for the assignment/teacher contacts parent
• Second offense—zero for the assignment and 1 day suspension
• Third and subsequent offenses—zero for the assignment and 3-5 day suspension
• Assistant Principal will notify the NHS Advisor for cases involving an NHS member

Aspen Portal

Beverly Public Schools maintains communication with guardians and parents though the Aspen Portal, which is available on computers or mobile phones. Student data, academic progress, schedule, assignments, and report cards are published within this portal. The portal displays contact information, health office visits and health conditions, as well as a record of school attendance.  You can also view your students’ schedule, class assignments, and latest grading information.  Student report cards will be published to the portal.

To obtain a family portal account, please contact your school clerk.

Resolving concerns

If you have a concern with your student, always start the solution with the staff member involved in the circumstance.  Please follow the chain of command below:

• Teacher/Guidance Counselor/Nurse
• Assistant Principal
• Principal
• Superintendent
• School Committee

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:

1. The right to inspect and review their child’s education records
2. The right to prevent unauthorized persons from seeing the same records

The Commonwealth’s student record regulations (603 CMR 23.00) are designed to ensure parents and students of confidentiality, inspection, amendment, and destruction of student records, and to assist school authorities in carrying out their responsibilities under state and federal law.

To request records, please send a written request to your child’s school and/or to the Administrator of Special Education and PPS, Beverly Public Schools, 70 Balch Street, Beverly, MA 01915.

To file a complaint with the U.S. Department of Education concerning alleged failures by the Beverly Public Schools to comply with the requirements of FERPA.  The name and address of the Office that administers FERPA are:

Student Privacy Policy Office

U.S. Department of Education

400 Maryland Avenue, SW

Washington, DC  20202

Student Records

Student Records: Description Student records consist of all information kept by the school and organized in a manner such that a student may be individually identified. Student records include both the Permanent Record (transcript) and a Temporary Record. The transcript shall contain the minimum data necessary to reflect a student’s educational progress and shall be limited to the following information: student’s name, address and phone number; birth date; the name, address, and phone number of parent/guardian; course titles, grades (or the equivalent when grades are not applicable), course credit, grade level completed, and the year completed. A Temporary Record contains the majority of a student’s information maintained by the school. This record may include information such as standardized test results, MCAS scores, extracurricular activities, and evaluations by teachers, counselors or other school staff.

Confidentiality of Record

No individuals or organizations but the parent, student, and the school personnel working directly with the student are allowed to have access to information in the student record without the written consent of the parent or the student.

Amendment of Record

The parent and student have the right to add relevant comments, information, or other written materials to the student record.  In addition, the parent and student have a right to request that information in the record be amended or deleted.  The parent and student have a right to a conference, and the Principal must render a decision in writing.  If the parent and student are not satisfied with the decision, the regulations contain provisions under which decision may be appealed to the Superintendent.

Destruction of Records

A student’s temporary record is destroyed within five years after the student transfers, graduates, or withdraws from the school system.  School authorities are also allowed to destroy misleading, outdated or irrelevant information in the record from time to time while the student is enrolled in the school system. The school must first notify the parent and eligible student and give them the opportunity to receive a copy of any of the information before it is destroyed.

Following a student’s withdrawal, transfer, or graduation from BHS, the only document that will be kept on file in the Guidance Office will be the Transcript/ Permanent Record, which must be kept by the school system for at least sixty (60) years after students leave the system. Upon withdrawal, transfer, or graduation from BHS, students will be given notice at that time of their right to obtain their Temporary Record and that, should a student not obtain it, it will be destroyed by a specified date (which by law must be within seven (7) years of withdrawal, transfer, or graduation). Since there may be some information contained within the folder, such as a student’s Health Record, which may be of value in the future, it is suggested that students obtain their Temporary Record and make and keep duplicate copies. If a student received any special education services while at BHS, they may obtain those parts of their Temporary Record from the special education office.

Student Records: Access by Parents and Students 

A parent with physical custody of a student under 18 years of age or a student who has entered the ninth grade or is at least 14 years old (“eligible student”), has the right to inspect and/or copy all portions of the student record upon request. The record must be made available to the parent or eligible student no later than ten days after the request, unless the parent or eligible student consents to a delay or unless the request is made by a non-custodial parent. A reasonable fee may be charged for the cost of copying the record. The parent and eligible student also have the right to amend the student record or to request deletion of certain information. Instruction on how to do this may be obtained from the Registrar’s office. The parent and eligible student may also request to have parts of the record interpreted by qualified school personnel or may have the student record inspected or interpreted by a third party of their choice. Such third party shall present specific written consent of the eligible student or parent, prior to gaining access to the student record.

Student Records: Access Procedures for Non-Custodial Parents 

State law mandates standard procedures for making student records available to a non-custodial parent. Under M.G.L., Chapter 71, Section 34H, a non-custodial parent is one who does not have physical custody of their child. Such parent must submit a written request to the school principal annually in order to obtain a copy and/or access to their child’s record. For more information about making this type of request, contact Administrator of Special Education and PPS, Beverly Public Schools, 70 Balch Street, Beverly, MA 01915.

Student Records: Access by Third Parties 

With a few exceptions, information in a student’s record will not be released to a third party without the written consent of the eligible student and/or a parent having physical custody of a student under 18 years of age. These exceptions are set forth in the federal statute “FERPA”, 20 U.S.C., § 1232g and 34 CFR Part 99, and in the Massachusetts regulations, 603 CMR 23.00. In addition, the directory information will be released as a routine matter unless a student or parent follows the objection process set forth at the end of this section. Directory Information is a student’s name, address, telephone listing, date and place of birth, major field of study, dates of attendance, weight and height of members of athletic teams, class, participation in officially recognized activities and sports, degrees, honors and awards, and post high school plans.

PPRA affords parents/guardians and students who are 18 or emancipated minors (eligible students) certain rights regarding our conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. These include the right to: Consent before students are required to submit to a survey that concerns one or more of the following protected areas (“protected information survey”) if the survey is funded in whole or in part by a program of the U.S. Department of Education (ED) –

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

Grade Retention  / Promotion

Successful completion of all subjects is recognized with promotion to the next grade.  Students may choose to take one or two courses in summer school to be considered eligible for promotion. By the end of each school year, parents will be notified by their child’s guidance counselor,  if their child will be retained and what summer school options may be available.

Educational Trips

The principal's approval is needed for all field trips that are defined as part of the written curriculum.  In these cases the field trip experience is part of the course, and the student will be held accountable for specific knowledge that is an integral part of the curriculum.  Such trips are mandatory and all students in the class must go.  Field trips that are valuable experiences, but not part of a curriculum, will require the teacher to grant permission for the student to go on the field trip based on their academic standing.

In both cases, parents must grant permission.  If fees are charged for the trip, no student should miss a mandatory trip because he/she cannot afford it.  Students should be given a way to privately let the teacher know of financial problems.  The teacher will approach the principal for full or partial funding for that student.

Foreign Travel Trips: Beverly High School's World Language department often sponsors trips to foreign countries to strengthen and improve the study of world languages in the United States and to expand international communication and cooperation.  Often, the school sponsors foreign exchange trips between Beverly High School and a partner school in Europe.  Our part of the exchange lasts two weeks.  Beverly usually plans to have its students travel to Europe the week of February or April school vacation plus the week immediately before or after it.  

It is recommended that students should be in good academic standing to consider a week long absence from school.  In addition, all participants must comply with BHS standards for school attendance and conduct.  Discipline or attendance problems may be reasons for not allowing a student to participate.

Technology

The Beverly Public Schools makes available to all students and employees electronic technology including, but not limited to, access to the Internet and the World Wide Web, and use of computers and file servers located in each school for limited educational purposes.

Supervised and limited access to network services is given to users who agree to act in a considerate and responsible manner and is granted to users with a signed “Acceptable Use Procedure Agreement” and permission of their building principal or supervisor.  For users under the age of eighteen, parent permission is required.  Access is a privilege - not a right.  

Individual users of district computers and networks are responsible for their behavior and communications over the networks.  It is presumed that users will comply with the expectations outlined in the “Acceptable Use Procedure Agreement”.  Violations of the Agreement may result in a loss of access as well as other disciplinary or legal action. Please reference the Access to Digital Resources Policy (IJND)

The following list is a summary of the BPS Acceptable Use Policy:

• You must access only appropriate documents and media.
• You may not harass, bully, cyberbully, or threaten others in any way.
• You must use appropriate language in all communications.
• You must not attempt to gain access to unauthorized accounts or files.
• You must not attempt to bypass the district’s web-filtering.
• You must keep all personal information private, including passwords, user IDs, home address,

               and phone numbers.

• You must not photograph or make audio or video recording without the consent of all those being recorded.

Within reason, freedom of speech and access to information will be honored.  During school, teachers will guide students toward appropriate materials.  Outside of school, families bear the same responsibility for such guidance as they exercise with information sources such as home computers, television, telephones, movies, radio, and other potentially offensive media.

Digital Etiquette

Digital etiquette maintains that someone who takes a picture/video should always ask the people in that picture/video for permission before posting it on the internet.   Parents often post pictures/videos from sporting events, recitals, birthday parties, and school functions online.  If those pictures/videos include other children, the parent needs to obtain permission from the parents of ALL students involved.  

Website

The Beverly Public Schools maintains an informative website: www.beverlyschools.org

The website contains information on all schools in the district, school district calendars, School Committee membership, committee meeting dates, the Superintendent's page, district test results, lunch and breakfast menus, and updated notices of activities in the schools. We encourage guardians to view the “Resources” section of the website for services that may be helpful to them and their families. Further information on the MCAS testing program and other school information can be accessed at the Department of Elementary and Secondary Education.

Connect-Ed

Connect-Ed is our school-to-parent communication system that will allow administrators to send periodic and personalized telephone and email messages.  With Connect-ED we can deliver important school information in a timely manner. Connect-ED also supports our ability to reach you immediately in the event of an emergency.  You will be receiving these messages periodically to notify you about important events, such as: Parent teacher conferences, PTO meetings, back-to-school nights, early release days, and fundraisers.  If your phone number or email changes during the school year, please notify the school to stay “connected.”

Electronic Devices

Student Use of Electronic Devices/Technology is a privilege.

The use of technology is a significant component in academic and personal life.  It is the responsibility of the school to guide students in the most appropriate and effective use of technology as a tool in academic and social situations.  Therefore, drawing on their experience and expertise, Beverly High School teachers and staff members will each determine their personal electronic device policy for their students and post it in writing for student and parent access.  (Personal electronic devices include but are not limited to cell phones, airpods, headphones etc.)

If a student does not follow the classroom policy:

First offense: The student will be asked to put the item away, and the parent will be notified by the teacher/staff member.

Second offense: The student will be asked to put the item away and will receive one after school detention from the teacher.  The assistant principal will be notified of the second offense through Aspen.

Third offense: The student will be asked to put the item away and will receive two administrative detentions from the assistant principal, and the parent/guardian will be contacted.  

Subsequent Offenses:  In-school detention from assistant principal and/or confiscation of the student’s electronic device.  The device will be  returned at the end of the school day.   Repeated violations will result in further student discipline and parent /guardian conference.

Insubordination or disrespect to a staff member about the personal electronic device policy can result in additional student discipline.

Learning Expectations and Grades

The majority of information concerning graduation requirements, levels of courses, weighted and unweighted G.P.A. scale can be found on pages 10 to 14 of the Program of Studies.  If you do not have a Program of Studies booklet, please see your Guidance Counselor or refer to the school website; bhsonline.org.

Beverly High School uses standards based grading. Standards-based grading is a way to report what students actually know and how well they can demonstrate their learning of state content standards and learning outcomes.  

Formative assessments provide practice in skills with the goal of mastering concepts with timely feedback from the teacher on what needs further work so students can improve before the next assessment on the concepts.  In all departments, formative assignments will count for 20% of a student’s overall grade each quarter.

Summative assessments measure the student's level of understanding of the standard or skill that has been taught and practiced. Teachers design summative assessments in a variety of forms from paper and pencil tests to research projects. In all departments, summative assignments will count for 80% of the student’s grade.

Retakes/Redos – In standards based grading, new evidence of learning replaces old evidence of learning. Students are encouraged to achieve proficiency in the standards and skills that are taught. Students can retake/redo formative assignments in all classes, and the better grade will be recorded. Teachers will provide details on their retake/redo policy, including the requirements and deadlines in the course description.  The individual teacher may determine whether or not a summative assignment may be retaken and will state their policy in the course description.

Any assignment or average that calculates to  a “50 or below will be assigned a “50” in Aspen. Any assignment that has not been completed by the end of a quarter is assigned a 0.  Any assignment that is plagiarized receives a 0.  If a student does not take a midterm or final, they will receive a 0 for their midterm and/or final grade.

The school year consists of two semesters.  Each semester contains two marking periods, for a total of four quarters for the year.  Halfway through each quarter, online progress reports  are issued to students.  Report cards are issued online at the end of each quarter.

Achievement grades are given to students on their report cards at the end of each quarter.  These grades reflect the overall evaluation of class contribution based on teacher criteria as explained in course expectations given to students at the start of the semester.  Achievement grades are measured with letter grades A+, A, A-, B+, B, B-, C+, C, C-,  D+, D and D- and F.  Other letters contained in achievement records are:        

A - Absent

T - Tardy

D - Dismissed

FA-Failed due to absence. (equals a 59)

I-   Incomplete

M- Medical ( Must be approved by school administration)

P- Pass

SBA - School Based Activity

W-Withdraw

E- for excused to any of the above mentioned attendance codes

Grading Scale Chart

If a student receives a grade of  “incomplete,” it is their responsibility to arrange for and make up all work within four weeks after the close of the marking period or a grade of “failing” will be recorded for that period.  A grade of “incomplete” cannot be credited toward interscholastic eligibility.

Honor Roll (grades 9-12)

Beverly High School publishes an Honor Roll each quarter of those students who have maintained the following qualifications:

• Distinction: A student must have no grade lower than an A-, and a P in any course where a pass/fail standard is in place.
• Honors:   A student must have at least one A- or higher, no grade below a B-, and a P in any course where a pass/fail standard is in place.
• Honorable Mention:  A student must have no grade lower than a B- and a P in any course where pass/fail standard is in place.

All courses will count for the purpose of determining Honor Roll.  Please note that GPA and Class Rank are not impacted by Honor Roll qualification.

HOMEWORK

The faculty and administration of Beverly High School believe that homework is an essential component in a successful program for learning.  Some of the purposes include providing:

• An opportunity to organize and review your work as an individual; a chance to do a self-check by asking,  “Does the information I received today make sense?”
• Time for reading and thinking in a quiet place.
• An opportunity for the student to develop his/her/their own style of learning.
• Creating time to pursue the details of a subject.  Class time only is not enough.
• An opportunity to reinforce and practice concepts introduced in class, which can be used by the teacher for assessing mastery of concepts.
• An opportunity to discover, to explore beyond the classroom material, to try out their own ideas without criterion, a chance to be creative.
• An opportunity to make connections to ideas for other disciplines.
• Time to get background or research needed to prepare for the next day’s project or lesson.
• Rehearsal time for performances and presentations of projects.
• Time to take responsibility for knowing concepts and practicing skills, i.e., practice becoming an independent learner.
• An opportunity to review “flipped” classroom presentations.

The time it will take for a student to do homework will vary according to ability, learning style, and time management skills and assignment given.  The average student may be expected to have no more than 30 minutes for each daily course on the alternating day schedule.   If a student is regularly spending several hours a night on homework (not due to procrastination), something is wrong.  The student and/or parent should speak to the student's counselor.

It is expected that students will manage their time to meet deadlines for long-term assignments.  Just because a teacher does not assign a specific daily assignment, it does not mean the student has nothing to do in that subject on a given night.

Parents are an integral part of the homework system.  Teachers must rely on parents to supervise homework.  Parents need to help structure a student’s time so that each night there is a routine for getting the assignments done.

The faculty and administration at BHS consider homework to be part of the student’s academic experience.  The regular completion of assignments at home is important for a student to reinforce classroom concepts.  The balance of extracurricular activities, part-time jobs, and homework completion is the responsibility of the student. The following guidelines are designed to provide a framework for all members of the school community:

Parent Expectations

• Help to establish a regular routine for learning at home such as regular study areas and hours.
• Monitor and evaluate outside activities to be sure that the student has sufficient study time.
• Ask that time be used for reading or reviewing notes when no specific homework assignments have been given.
• Recognize that homework is assigned and, if necessary, require the student to keep an assignment record that can be reviewed at home
• Give individualized support

Student Expectations

Consistent with the leveling criteria and curricula requirements, it is the responsibility of the student to:

• Expect to average from 2-4 hours per night of homework and study.
• Ask for clarification if the assignment is not clearly understood.
• Record both daily and long-term assignments and due dates.
• Complete homework as defined by the individual teacher.  Be aware of each teacher’s expectations and policies in regard to assignments missed due to absence.
• Submit homework on the assigned date and make-up work promptly when absent.
• Arrange a proper study area at home and organize time to accomplish homework assignments.
• Establish a study schedule free from distraction (television, telephone, etc.)

Teacher Expectations

• Clearly define homework assignments to students
• Communicate homework policy and expectations to parents at Open House sessions.
• Provide a procedure for students to get information given while students were absent, especially long-term assignments
• Provide students with timely feedback on how well they have done on homework assignments
• Inform parents in a timely manner if a student does not meet their responsibility to do homework

Schedule Change/Drop-Add

It is the responsibility of a student to continue attending class/classes until all paperwork has been completed and approved by Guidance before terminating attendance at the class for which is intended to be dropped.  Failure to do so may result in detentions or a suspension.

Report Cards

Student report cards will be published to the portal.

 Even though parents and students will be able to check grades 24 hours a day / 7 days a week, teachers will be expected to update their gradebooks in accordance with the district’s grading policy. Please be patient and do not contact teachers requesting a grade sooner than what is outlined in that policy.  Grading policies will be posted on the Moodle site for each class.  

Remember, the teacher’s grade book is a “snapshot in time” and not necessarily an accurate reflection of the student’s overall progress or performance.  Please adhere to the following protocol in the order listed before contacting your teacher about concerns regarding your student’s progress and/or grades:

1. Speak with your student.
2. Have your student talk to his/her teacher for clarification.
3. Parent(s)/guardian(s) may send an email or call the teacher. You can expect a response by the end of the following school day.
4. Parent(s)/guardian(s) may request a meeting through the Guidance Department.
5. After all of the above, parent(s)/guardian(s) may contact school administration by phone or by email.
6. Final quarter grades will be posted on the day report cards are sent home.

For most assignments, grades will be posted within seven school days. For longer assignments such as essays and lab reports, grades will be posted within fourteen school days.  Some assignments may take longer.  For all assignments that are not graded within seven school days, teachers will record if a student has turned in the assignment.

If you don’t have a family portal account, please contact your school clerk. Students receive access to the student portal in the first week of school.

Conferences and Extra Help

Teachers welcome the opportunity of having individual conferences with students and/or parents.  It is expected that students will initiate the scheduling of extra help sessions with teachers.  All teachers at BHS are available after school at least two afternoons each week or one day before school and one afternoon each week.

RUBRICS

ORAL COMMUNICATION RUBRIC

DATA RUBRIC

OPEN RESPONSE RUBRIC

COMMUNICATES EFFECTIVELY THROUGH A VARIETY OF MEDIA

READ, UNDERSTAND AND INTERPRET MATERIALS

ARTISTIC AND CREATIVE EXPRESSION

OBTAIN, EVALUATE, ANALYZE AND APPLY DATA

DIGITAL MEDIA/TECHNOLOGY RUBRIC

PROBLEM SOLVING 

PRIMARY MUSIC RUBRIC (PURSUE AND PARTICIPATE IN MODES OF ARTISTIC AND CREATIVE EXPRESSION)

II. Attendance

In accordance with the laws of the Commonwealth of Massachusetts, all students are required to attend school. Learning is a continuous process. Students must be in school punctually and regularly in order for successful learning to take place. The Beverly School Committee, realizing the importance of regular attendance as a factor in successful academic achievement, endorses that the only acceptable reasons for being absent from school are those caused by personal illness or quarantine, death or serious illness in the family, weather so inclement as to endanger the health of a child, religious holidays, court appearances and other exceptional reasons approved by the school administration.  Absences for any other reasons are considered unexcused absences.

The school administration shall be responsible for viewing attendance records and initiating appropriate actions at the building level to address unexcused pupil absences and tardiness. Students may receive a failing grade for the quarter if the number of  unexcused absences exceeds 3 (three) in a class. Students are expected to make up any work missed due to absences or tardies. An FA will be calculated as a 59 for the quarter.

Absences

Beverly High School defines absences as belonging in one of two(2) categories: excused and unexcused absences. When returning to school, the student must take responsibility to make up missed work when appropriate.

CATEGORIES OF ABSENCE

Excused– (Green Slip) make-up allowed, excused absence recorded. This includes, but is not limited to the following (does not count against student):

• Illness covered by a doctor's note
• Death in the family
• Religious holiday
• Mandated court appearance
• Authorized field trip
• Non-illness related visits to a doctor's/dentist's office for such things as physicals, braces, or check-ups
• Some dismissals by the Nurse (discretion of the Nurse to determine whether documented), when illness or injury occurs during the school day
• Two days annually may be granted for college visitor/permanent career placement visits (must be authorized by student's guidance counselor)

Unexcused – (Blue Slip) make-up allowed, unexcused absence recorded.  This includes, but is not limited to the following:

• Routine absence due to brief illness as approved by parent/guardian
• Dismissals from school by parent/guardian or person designated on emergency card because student doesn't feel well enough to remain in school
• Absence from classes for family vacations
• Outside-of-School suspension

Unexcused-(no slip) no make-up allowed

• Truancy from class or school

When returning from an absence, the student is required to present to the appropriate floor office, a note of explanation from the parent/guardian and the reason for the absence. This will help determine eligibility for making up missed class work, quizzes or tests.  If absences or tardies are unresolved, students should contact their Assistant Principal.

Extended Excused Absences. When chronic or irregular absence occurs, reportedly due to illness, the principal may request a physician's statement certifying that such absence was justifiable.

Tardiness

First block begins at 8:15 a.m. Anyone tardy to their first block must report to their Assistant Principal’s office. For the safety and security of our students, all  entrances are locked at 8:15 a.m. Students and visitors should report to the main entrance on Sohier Road to gain entrance to the building after 8:15

Anyone tardy to school after the first block must report to the appropriate floor office.

Each three (3) times a student is tardy to school is equivalent to one (1) absence for each quarter. Such absences count toward a student's total absences, and a letter of notification will be sent to the primary address when a student has accumulated the equivalent of two (2) absences in a quarter.

A teacher may impose other penalties for unexcused tardiness, such as teacher detention or referral to the Assistant Principal.  Students who are tardy to school after 11:10 a.m. without a valid excuse will be ineligible for extracurricular activities that day.

Tardiness to Class

1. Students are expected to be on time for every class and if they are tardy they will serve a teacher detention that day.
2. Each three (3) times a student is tardy to any class constitutes an unexcused absence.
3. Such absences count toward a student's total absences, and letter will make notification when a student has accumulated the equivalent of three (3) unexcused absences in a quarter.  A student who arrives to class halfway through the class(42 minutes) for a regular school day will be considered absent for the teacher's attendance purposes. (For example, a student arriving first block at 8:57 am would be marked absent in the teacher's attendance)
4. A teacher may impose other penalties for unexcused tardiness, such as teacher detention or referral to the Assistant Principal.

If tardiness becomes excessive, the school may refer the student to the Coordinator of Child Welfare and Attendance.  Chronic tardiness may result in school discipline and/or court action.

Dismissals

All dismissal notes should be taken care of in the floor office before 8:15 a.m. Dismissals must comply with the criteria for documented and excused absence.  Students dismissed before 11:10 a.m. without a valid excuse will be ineligible for extracurricular activities that day.  Students who leave the building without following dismissal protocol may be subject to discipline.

Notification by Parents

To alleviate the concern for a child being lost because of truancy, etc., parents are requested to call the school by 9:00 a.m. (978-921-6132 ext 1) if a child is going to be absent or late for any reason. This call will keep the school secretary from having to make unnecessary calls to check on missing children.

Leaving School without Permission

Once students arrive at school, they are not permitted to leave school grounds without administrative approval.  Violations of this policy may be handled as a disciplinary matter.

Truancy from School and/or Class

1. Students are expected to be on time for every class and if they are tardy they will serve a teacher detention that day.
2. Each three (3) times a student is tardy to any class constitutes an unexcused absence.
3. Such absences count toward a student's total absences, and letter will make notification when a student has accumulated the equivalent of three (3) unexcused absences in a quarter.  A student who arrives to class halfway through the class(42 minutes) for a regular school day will be considered absent for the teacher's attendance purposes. (For example, a student arriving first block at 8:57 am would be marked absent in the teacher's attendance)
4. A teacher may impose other penalties for unexcused tardiness, such as teacher detention or referral to the Assistant Principal.

If tardiness becomes excessive, the school may refer the student to the Coordinator of Child Welfare and Attendance.  Chronic tardiness may result in school discipline and/or court action.

Planned Absences

The Beverly Public Schools discourage such student absences. Beverly High School students who take vacations or family trips that do not coincide with previously scheduled school vacation days will miss valuable class experiences that cannot be duplicated in any other way. Such planned absences are discouraged. We understand, however, that there may be times when such absences are unavoidable. Students and parents need to recognize that, as unexcused absences, planned absences can imperil the student's academic status for courses that are missed. Although make-up is allowed, the absence counts against the student.

Make-Up and Incomplete Work

A student who has been absent for a day or two should be expected to make up missed work within one week after their return.

A student who delays making up work beyond this reasonable period of time cannot expect to get credit for this work. Students who are absent for a longer period of time should be allowed a somewhat longer period of time in which to make up work. Those students who have make-up privileges will be in possession of the proper documentation from the floor office indicating that the reason for their absence has been accepted as legitimate.        Students will not be denied the opportunity to take midterm or final exams.

Attendance Review Board. If a student is over the allowed number of absences, he/she may appeal to the Attendance Review Board. This board consists of staff members and student representatives who meet before the end of each quarter to determine the status of students' attendance appeals.  Students need to make an appointment through the floor office secretaries to meet with the board. For the meeting, students may bring their parent/guardian and/or staff member and any documentation that they may need to support their appeal.

Interventions for Excessive Absences or Tardiness

It is the student’s responsibility to be aware of their attendance status in each class.  At two absences, the teacher is required to notify the student and the parent/guardian, by letter, that absences from that class may result in a failing quarterly grade for the course in question. If a student has three or more absences from a class they should notify their Assistant Principal or sign up for the Attendance Review Board.

If a child's absence, whether excused or unexcused, becomes excessive, the principal may notify the Coordinator of Child Welfare and Attendance. Reports of unresolved truancy, chronic tardiness and/or absenteeism may result in the filing of one or more of the following with the Essex County Juvenile Court:

1. Child Requiring Assistance  (CRA) (MA Gen. Laws, Chap. 119, Sec. 39E)
2. Failure to Cause Complaint (MA Gen. Laws, Chap. 76, Sec. 2) or
3. an Inducing Absenteeism Complaint (MA Gen. Laws, Chap. 76, Sec. 4).

Prior to a formal court proceeding, a student or parent may be asked to attend an informal administrative hearing with the Coordinator of Child Welfare and Attendance and an Assistant Chief Probation Officer.

Emergency Services

If the student’s absence was due to an evaluation at Emergency Services, we will need documentation from the doctor stating they are safe to return.  Additionally, a parent or guardian must accompany the student on their first day back for a re-entry meeting to develop a safety plan for that student.

Transfers

If a child is moving out of the Beverly School district, a transfer form must be prepared, and parental permission must be obtained to send records to the receiving school.  In notifying the school of any move, please provide the following information:

Child’s last day of attendance

Name and address of new school

Child’s new home address

Parents are asked to notify the school as early as possible of any move. The school needs time to prepare the necessary transfer papers that will make the transition as smooth as possible.

Weather Emergencies

The safety of children will never be put at risk because of dangerous weather. Regardless of the convenience issues, if it is believed by the Superintendent of Schools that weather conditions could endanger your child, school will either be postponed or canceled. The Superintendent will inform the various media by 6:00 A.M. of the decision to cancel school or postpone the start time. This information will include the amount of time of the postponement, how half-day (PreK-K) programs will be handled, and cancellation of special meetings and sporting events.  

When emergency weather conditions exist, parents should monitor television and radio, particularly the following stations, between 6:00 and 7:00 A.M. The superintendent will also inform families using Connect-Ed provided we have the correct contact information.

WBZ TV (Channel 4)

WCVB TV (Channel 5)

WHDH TV (Channel 7)

BEV-TV Comcast Cablevision

WBZ Radio 1030 AM

WRKO Radio 680 AM

School Choice

It is the policy of the Beverly Public Schools to admit non-resident students under the terms and conditions of the School Choice Law (Massachusetts General Laws, Chapter 76, Section 12) and under the following local conditions:

●        The administration will determine the number of spaces available at each level for school choice students by May 1st of each school year.

●        The total number of students at each grade level will be certified by the School Committee by May 1st and will be reported to the Department of Elementary & Secondary Education each year.

●        The School Committee will conduct a public meeting by June 1st of any year, if consideration is being given to withdraw from the provisions of the School Choice law.

●        In accordance with the Open Enrollment Policy, resident students will be given priority placement in any classes or programs within the district.

●        When the number of requests for school choice exceeds the number of available spaces, the selection of non-resident students for admission will be in the form of a lottery. The lottery will take place no later than June 1st of each year. Any sibling of a student already enrolled, as a school choice student shall, upon application, receive priority for admission to the program.

●        Any student who is accepted for admission under the provisions of this policy is entitled to remain in the district until graduation from high school, except if there is a lack of funding of the program.

●        Transportation for school choice students shall be the sole responsibility of the parent/guardian.

●        The School Committee affirms its position that it shall not discriminate in the admission of any child on the basis of race, color, sex, religion, national origin, ethnicity, sexual orientation, gender identity, homelessness, age, and/or, disability, athletic performance, physical handicap, special need, academic performance, or proficiency in the English language, subject to the availability of specific programs and student services at the specific building for which space is available.

●        With respect to students requiring special education, in accordance with current law, the district will charge the sending district of the non-resident student the actual cost of educating any special needs student accepted as part of the School Choice program, including the cost of a substantially separate program or private Chapter 766 day or residential school placement, if applicable.

4TH QUARTER ATTENDANCE FOR SENIORS

Since the fourth quarter is approximately 6 weeks long for seniors,  two excused absences is the maximum number of absences from class allowed.  More than two absences will imperil the student’s academic status for that course.

SENIOR PRIVILEGE PASS

The Senior Privilege Pass allows a senior to leave school grounds during non-instructional time or third lunch.  It is permission to leave the building for the rest of the school day. The senior pass is an extension of freedom awarded to those seniors who demonstrate by their grades and good citizenship that they are mature, responsible young adults who deserve the opportunity to exercise greater judgment in the use of their time.  If students decide to stay in the building, they may report to a teacher's classroom, the library or the cafeteria (if open). Seniors may not walk around the building and must remain in the room to which they reported.

        Attendance:          No truancy from school

                        No class cuts

No more than 3 excused tardies in any class

        Academic:        Minimum of C- average in classes, no Incompletes

Minimum of 32.5 academic credits per year

        Behavior:        No suspensions the previous quarter the pass is issued

No lingering in hallways

No returning to school from pass late – no excuses

No bringing food back to BHS

Never taking an underclassman off campus

Never failing to show picture ID when requested to do so by a staff member

Never be a disturbance to the community when off campus

Never give the pass to anyone else to use

The Senior Privilege Pass may be revoked if the student fails to adhere to the criteria.  Parental permission is required. The administration reserves the right to suspend Senior Privilege for all students in certain instances (e.g., inclement weather, school emergency).

III.  Student Responsibilities

Care of School and Personal Property

Students are expected to respect all school property including books, workbooks, desks, lockers, and interior and exterior walls of the school building. Children defacing any school property will be responsible for their actions and will be expected to pay the cost of any cleaning, repair, or replacement.

Students are also expected to respect the personal property of fellow students. The school is not responsible for loss or damage to valuable items brought from home.

School Bus Safety

All rules and regulations of conduct, which are enforced in school, also apply to students traveling on school buses.  The school district is responsible for the conduct of its students while using the transportation system as much as when they are in a school building.  Bus rules are designed to ensure the welfare, safety, and security of all students.  Students should wait for the bus in a safe place, away from the road.

Each bus rider shall be properly seated, and aisles shall be clear at all times.  No standees will be permitted while the bus is in motion. Bus riders should cooperate with the bus driver.  Eating and drinking is not permitted on any bus.  Drivers will be obligated to refuse all passengers in excess of the rated capacity of their buses.  

Bicycles, Blades, Heelys, Scooters, and Skateboards

Roller-blades, Heelys, scooters, and skateboards are not permitted on school property or on school-provided transportation. The parents of students who wish to ride their bicycle to school must complete an application/student contract (available in the school office). Those students riding bikes must comply with safety rules established for this purpose. Safety helmets must be worn. Failure to comply with these rules can result in loss of this privilege.  Students and parents accept the risk of loss or damage to bicycles or related equipment on school property.

Appropriate Dress

The school expects every student to dress in a manner that does not disrupt or impede the education process but allows diversity of taste, fashion, and individual preference.  All students are expected to observe standards of cleanliness, modesty, and good grooming.  The following regulations have been instituted because of the school’s wish to avoid all dress that is potentially disruptive or threatening to health or safety (this includes special student activity theme days):

• Footwear must be worn at all times.
• Clothing with advertisements or depictions of drugs, alcohol or tobacco products WILL NOT be allowed.
• Clothing that displays offensive messages WILL NOT be allowed.
• No exposed undergarments
• In the interest of safety/security, students are not permitted to wear any hoods at any time in the school.
• In the interest of safety/security, students are not permitted to wear any insignias or symbols associated with criminal activity.

If it is determined that a student is inappropriately dressed, the student will be asked to change, or will be sent home to change.  Continual refusal to comply may result in discipline.

Assemblies

Assemblies are held at various times throughout the year.  Students are expected to act like ladies and gentlemen and abide by the following rules:

1. Enter quietly and quickly;
2. Be a quiet and respectful audience;
3. Show appreciation by applauding appropriately;

Cafeteria Rules

1.  Tables and floors are to be neat and clear before exiting the cafeteria.

2.  No food or drink is to be taken outside of the cafeteria at any time - water is the only exception.

Students whose behavior has been deemed unsatisfactory may be assigned to another area for lunch or may be disciplined in any other appropriate manner.  The administration reserves the right to change the cafeteria procedure based on disciplinary circumstances that may be prevalent during a particular lunch.

Cell phone and Personal Electronic Usage

Reasonable use of technology is expected from all students during non-instructional time during the school day and any school related activities.  Students are expected to follow policies and procedures as outlined in the Beverly High School student handbook

Textbooks and Library Books/Expectations

Textbooks may be issued to students by classroom teachers for use at home. It is the student’s responsibility to put a protective cover on the book and to bring it to class whenever it will be needed in the classroom. If a student is issued a book that is marked or soiled at the beginning of the year, he or she should call it to the teacher’s attention to avoid being responsible later for a book’s poor condition.

Students are encouraged to use the library as often as they desire.  We wish to encourage the habits of independent study and research, as learning should be a lifetime pursuit.  The library is to be used by those students who desire a place for quiet study. Library computers offer Internet access and other software to aid research.  Students who wish to use the library should sign in to use the library. Books and e-readers may be loaned for two weeks and may be renewed.  Food and drinks are not allowed in the library and the library is not to be used by students as a place for socializing.  It is intended that the library facilities will provide conditions suitable for both concentrated study and reading.

Backpack Policy

In the interest of safety, large backpacks should be placed in lockers.  Students will be allowed to carry laptop cases, tote bags and/or drawstring backpacks from class to class.  

Classroom Permissions

Students should not leave the classroom except for an emergency or a call from an administrator’s office.  Passes are required for travel in the corridors.

A student wishing to report to another teacher during the school day must have a pass from the teacher the student wishes to visit.  Requests on the part of a student to leave the room to visit another teacher will be granted only upon evidence that the teacher whom the student wishes to visit is available to receive him/her at that time. Students will not ordinarily be allowed to visit teachers during a period when either the students or the teachers are scheduled for classes.

IV. Conduct and Discipline Policies

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

The Principal has the authority to exercise discretion in deciding the consequences for a student who has violated disciplinary rules.  The Principal shall first consider ways to re-engage the student offender in the learning process, and shall avoid using expulsion until other remedies and consequences have been employed.

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

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

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

DISCRIMINATION AND HARASSMENT POLICY FOR STUDENTS

State and federal laws as well as School Committee policy guarantee that no person shall be excluded from or discriminated against in admission to a public school of any town, or in obtaining the advantages, privileges and courses of study of a public school on account of actual or perceived race, color, creed, religion, national origin, sex/gender, marital status, homelessness, disability, sexual orientation, gender identity or expression, age, family care leave status, pregnancy or any condition related to pregnancy, or military/veteran status and any other class of individuals protected from discrimination under state or federal law in any aspect of the access to, admission, or treatment of students in its programs and activities, or in employment and application for employment. Furthermore, School Committee policy includes prohibitions of harassment of students and employees, i.e., racial harassment, sexual harassment, and retaliation for filing complaints of discrimination.

The Beverly School Committee is committed to the prevention, remediation, and accurate reporting of discrimination and harassment, bias incidents, and civil rights violations, including hate crimes, based upon race, color, sex, religion, national origin, ethnicity, sexual orientation, gender identity, homelessness, age and/or, disability, and any other class or characteristic protected by law.  The district also prohibits other harmful duct for reasons unrelated to race, color, sex religion, national origin, ethnicity, sexual orientation, gender identity, homelessness, age and/or disability, and any other class or characteristic protected by law. 

The Beverly School Committee has developed these policies to ensure that the educational opportunities of all students and the employment conditions of all employees are not threatened or limited by such violations of discrimination or harassment, to ensure that differences are respected and individuals are free to work, learn, and develop relationships without fear of intimidation, humiliation, or degradation.

The District will promptly investigate all reports and complaints of harassment, discrimination, hate crimes, bullying, and cyberbullying, and take prompt, effective action to end that behavior and prevent its recurrence. Action will include, where appropriate, referral to a law enforcement agency or to the Department of Children & Families (DCF). The District will support the policy in all aspects of its activities, including its curricula, instructional programs, staff development, extracurricular activities, school-related activities, and school-related transportation. 

In this school District, hate crime, discrimination, harassment, sexual harassment, and retaliation, are unacceptable and will not be tolerated.  Discrimination and harassment, including sexual harassment, are unlawful and hurt all people.  In addition, the bullying behavior, as defined in the District’s Bullying Policy, staff to staff, student to student, staff to student, student to staff, is prohibited.

Beverly Public School

Bullying Prevention and Intervention Plan

Beverly Public Schools is committed to providing all students with a safe learning environment that is free from bullying and cyberbullying.  This commitment is an integral part of our comprehensive efforts to promote learning, and to prevent and eliminate all forms of bullying and other harmful and disruptive behavior that can impede the learning process.   

We recognize that certain students may be more vulnerable to become 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, pregnancy or parenting status, physical appearance, or sensory, disability, or by association with a person who has or is perceived to have one or more of these characteristics. The school or district will identify specific steps it 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. 

Beverly Public Schools Bullying Prevention and Intervention Plan (“Plan”) applies to students and members of a school staff, including but not limited to educators, administrators, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to an extracurricular activity and paraprofessionals.

TABLE OF CONTENTS

1. LEADERSHIP

2. TRAINING AND PROFESSIONAL DEVELOPMENT

III.               ACCESS TO RESOURCES AND SERVICES

IV.              ACADEMIC AND NON-ACADEMIC ACTIVITIES

V.                POLICIES AND PROCEDURES FOR REPORTING AND RESPONDING TO 

BULLYING AND RETALIATION

VI.              COLLABORATION WITH FAMILIES

VII.            PROHIBITION AGAINST BULLYING AND RETALIATION

VIII.          PROBLEM RESOLUTION SYSTEM

IX.              DEFINITIONS

X.                RELATIONSHIP TO OTHER LAWS

I.         LEADERSHIP

Leaders have a primary role in teaching students to be civil to one another and promoting understanding of and respect for diversity and difference.  Leadership should be defined by the district or school, depending on existing roles and responsibilities and locally identified priorities for this initiative.  Leadership is responsible for setting priorities and for staying up-to-date with current research on ways to prevent and effectively respond to bullying.  It is also the responsibility of leaders to involve representatives from the greater school and local community in developing and implementing the Plan.

A.   Public involvement in developing the Plan.  As required by M.G.L. c. 71, § 37O, the Plan must be developed in consultation with teachers, school staff, professional support personnel, school volunteers, administrators, community representatives, local law enforcement agencies, students, parents, and guardians.  Consultation must include, at a minimum, notice and a public comment period before the Plan is adopted by the school committee or equivalent authority.  Schools and districts may choose to involve representatives from each of these constituencies in other aspects of Plan development, including needs assessments, working groups, task forces, and public meetings.  The Plan should identify the ways that each of the various constituencies will be involved.

B.        Assessing needs and resources.  The Plan is the school's or district’s blueprint for enhancing capacity to prevent and respond to issues of bullying within the context of other healthy school climate initiatives.  As part of the planning process, school leaders, with input from families and staff, should assess the adequacy of current programs; review current policies and procedures; review available data on bullying and behavioral incidents; and assess available resources including curricula, training programs, and behavioral health services.  This “mapping” process will assist schools and districts in identifying resource gaps and the most significant areas of need.  Based on these findings, schools and districts should revise or develop policies and procedures; establish partnerships with community agencies, including law enforcement; and set priorities. 

At least once every four years, the district will administer a Department of Elementary and Secondary-developed student survey to assess school climate and the prevalence, nature, and severity of bullying in our schools.  Additionally, the school or district will annually report bullying incident data to the Department.

The Plan should describe the methods the school will use school surveys to conduct needs assessments, including timelines and leadership roles. This information will help to identify patterns of behaviors and areas of concern, and will inform decision-making for prevention strategies including, but not limited to, adult supervision, professional development, age-appropriate curricula, and in-school support services. 

C.  Planning and oversight. 

Principals of each school shall be responsible for:

• receiving reports on bullying;
• collecting and analyzing building- and/or school-wide data on bullying to assess the present problem and to measure improved outcomes.

The principal is responsible for the implementation and oversight of the Plan 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 target.  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.

The Superintendent of Beverly Public Schools shall be responsible for:

• creating a process for recording and tracking incident reports, and for accessing information related to targets and aggressors;
• planning for the ongoing professional development that is required by the law;
• planning supports that respond to the needs of targets and aggressors;
• choosing and implementing the curricula that the school or district will use;
• developing new or revising current policies and protocols under the Plan, including an Internet safety policy, and designating key staff to be in charge of implementation of them;
• amending student and staff handbooks and codes of conduct to, among other things, make clear that bullying of students by school staff or other students will not be tolerated;
• leading the parent or family engagement efforts and drafting parent information materials; and
• reviewing and updating the Plan each year, or more frequently.

II.            TRAINING AND PROFESSIONAL DEVELOPMENT

M.G.L. c. 71, § 37O mandates Districts provide ongoing professional development for all staff, including but not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, and paraprofessionals. 

A.   Annual staff training on the Plan.  Annual training for all school staff on the Plan will include staff duties under the Plan, an overview of the steps that the principal or designee will follow upon receipt of a report of bullying or retaliation, and an overview of the bullying prevention curricula to be offered at all grades throughout the school or district.  Staff members hired after the start of the school year are required to participate in school-based training during the school year in which they are hired, unless they can demonstrate participation in an acceptable and comparable program within the last two years. 

B.        Ongoing professional development.  The goal of professional development is to establish a common understanding of tools necessary for staff to create a school climate that promotes safety, civil communication, and respect for differences.  Professional development will build the skills of staff members to prevent, identify, and respond to bullying.  As required by M.G.L. c. 71, § 37O, the content of schoolwide and district wide professional development will be informed by research and will include information on:

(i) developmentally (or age-) appropriate strategies to prevent bullying;

(ii) developmentally (or age-) appropriate strategies for immediate, effective interventions to stop bullying incidents;

(iii) information regarding the complex interaction and power differential that can take place between and among an aggressor, target, and witnesses to the bullying;

(iv) research findings on bullying, including information about specific categories of students who have been shown to be particularly at risk for bullying in the school environment;        

(v) information on the incidence and nature of cyberbullying; and

(vi) Internet safety issues as they relate to cyberbullying. 

Professional development will also address ways to prevent and respond to bullying or retaliation for students with disabilities that must be considered when developing students’ Individualized Education Programs (IEPs).  This will include a particular focus on the needs of students with autism or students whose disability affects social skills development.

Additional areas identified by the school or district for professional development include:

• promoting and modeling the use of respectful language;
• fostering an understanding of and respect for diversity and difference;
• building relationships and communicating with families;
• constructively managing classroom behaviors;
• using positive behavioral intervention strategies;
• applying constructive disciplinary practices;
• teaching students skills including positive communication, anger management, and empathy for others;
• engaging students in school or classroom planning and decision-making;
• maintaining a safe and caring classroom for all students; and
• engaging staff and those responsible for the implementation and oversight of the Plan to distinguish between acceptable managerial behaviors designed to correct misconduct, instill accountability in the school setting, etc. and bullying behaviors

C.  Written notice to staff.  The school or district will provide all staff with an annual written notice of the Plan by publishing information about it, including sections related to staff duties and bullying of students by school staff, in the school or district employee handbook and the code of conduct.

III.          ACCESS TO RESOURCES AND SERVICES

A.  Identifying resources.  The Superintendent shall review current staffing and programs that support the creation of positive school environments by focusing on early interventions and intensive services.  Once this mapping of resources is complete, the school or district will develop recommendations and action steps, which may include adopting new curricula, reorganizing staff, establishing safety planning teams, and identifying other agencies that can provide services.  The Director of Opportunity, Access, and Equity and/or the Superintendent shall create and disseminate processes for identifying existing and needed resources as discussed below.

B.  Counseling and other services.  The Director of Opportunity, Access, and Equity shall identify the availability of culturally and linguistically appropriate resources within the school and district, including but not limited to those listed here as well as service providers who may assist schools in developing safety plans for students who have been targets of bullying or retaliation, providing social skills programs to prevent bullying, and offering education and/or intervention services for students exhibiting bullying behaviors.  The District may also consider current tools including, but not limited to, Community Service Agencies (CSAs) for Medicaid eligible students, behavioral intervention plans, social skills groups, and individually focused curricula.

C.  Students with disabilities.  As required by M.G.L. c. 71B, § 3, as amended by Chapter 92 of the Acts of 2010, when the IEP Team determines the student has a disability that affects social skills development or the student may participate in or is vulnerable to bullying, harassment, or teasing because of their disability, the Team will consider what should be included in the IEP to develop the student's skills and proficiencies to avoid and respond to bullying, harassment, or teasing. 

D.  Referral to outside services.  The Superintendent shall establish a referral protocol for referring students and families to outside services that complies with relevant laws and policies.  The District’s current local referral protocols should be evaluated to assess their relevance to the Plan, and revised as needed.

IV.           ACADEMIC AND NON-ACADEMIC ACTIVITIES

A.  Specific bullying prevention approaches.  Bullying prevention curricula will be informed by current research which, among other things, emphasizes the following approaches:

• using scripts and role plays to develop skills;
• empowering students to take action by knowing what to do when they witness other students or school staff engaged in acts of bullying or retaliation, including seeking adult assistance;
• helping students understand the dynamics of bullying and cyberbullying, including the underlying power imbalance;
•  emphasizing cybersafety, including safe and appropriate use of electronic communication technologies;
• enhancing students’ skills for engaging in healthy relationships and respectful communications; and
•  engaging students in a safe, supportive school environment that is respectful of diversity and difference.

Annually, at the beginning of each school year, all students shall be informed about the student-related sections of the Bullying Prevention and Intervention Plan through a school-related plan developed by each school Principal. 

B.  General teaching approaches that support bullying prevention efforts.  The following approaches are integral to establishing a safe and supportive school environment.  These underscore the importance of our bullying intervention and prevention initiatives:

•  setting clear expectations for students and establishing school and classroom routines;
• creating safe school and classroom environments for all students, including for students with disabilities, lesbian, gay, bisexual, transgender students, and homeless students;
• using appropriate and positive responses and reinforcement, even when students require discipline;
• using positive behavioral supports;
• encouraging adults to develop positive relationships with students;
• modeling, teaching, and rewarding pro-social, healthy, and respectful behaviors;
•  using positive approaches to behavioral health, including collaborative problem-solving, conflict resolution training, teamwork, and positive behavioral supports that aid in social and emotional development;
• using the Internet safely; and
• supporting students’ interest and participation in non-academic and extracurricular activities, particularly in their areas of strength.

V.            POLICIES AND PROCEDURES FOR REPORTING AND RESPONDING TO BULLYING AND RETALIATION

A.   Reporting bullying or retaliation.  Reports of bullying or retaliation may be made by staff, students, parents or guardians, or others, and may be oral or written.  Oral reports made by or to a staff member shall be recorded in writing.  A school or district staff member is required to report immediately to the principal or designee or to the superintendent or designee when the principal or assistant principal is the alleged aggressor or to the school committee or designee when the superintendent is the alleged aggressor, any instance of bullying or retaliation the staff member becomes aware of or witnesses.  Reports made by students, parents or guardians, or other individuals who are not school or district staff members, may be made anonymously.  Reports of bullying may be made to school leadership on the Bullying Incident Report Form or through email or oral communication.

Use of an Incident Reporting Form is not required as a condition of making a report.  The school or district will: 1) include a copy of the Incident Reporting Form in the beginning of the year packets for students and parents or guardians; 2) make it available in the school’s main office, the counseling office, the school nurse's office, and other locations determined by the principal or designee; and 3) post it on the school’s website.  The Incident Reporting Form will be made available in the most prevalent language(s) of origin of students and parents or guardians. 

At the beginning of each school year, the school or district will provide the school community, including, but not limited to, educators, administrators, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, paraprofessionals,  students, and parents or guardians, with written notice of its policies for reporting acts of bullying and retaliation.  A description of the reporting procedures and resources, including the name and contact information of the principal or designee, and the superintendent or designee when the principal or the assistant principal is the alleged aggressor, will be incorporated in student and staff handbooks, on the school or district website, and in information about the Plan that is made available to parents or guardians.

1.             Reporting by Staff

A staff member will report immediately to the principal or designee, or to the superintendent or designee when the principal or the assistant principal is the alleged aggressor, or to the school committee or designee when the superintendent is the alleged aggressor when he/she witnesses or becomes aware of conduct that may be bullying or retaliation.  The requirement to report as provided does not limit the authority of the staff member to respond to behavioral or disciplinary incidents consistent with school or district policies and procedures for behavior management and discipline.

2.                  Reporting by Students, Parents or Guardians, and Others

The school or district expects students, parents or guardians, and others who witness or become aware of an instance of bullying or retaliation involving a student to report it to the principal or designee, or superintendent or designee when the principal or assistant principal is the alleged aggressor.  Reports may be made anonymously, but no disciplinary action will be taken against an alleged aggressor solely on the basis of an anonymous report.  Students, parents or guardians, and others may request assistance from a staff member to complete a written report.  Students will be provided practical, safe, private, and age-appropriate ways to report and discuss an incident of bullying with a staff member, or with the principal or designee, or superintendent or designee when the principal or assistant principal is the alleged aggressor.

B.        Responding to a report of bullying or retaliation – Allegations of Bullying by a Student. 

1.             Safety

Before fully investigating the allegations of bullying or retaliation, the principal or designee will take steps to assess the need to restore a sense of safety to the alleged target and/or to protect the alleged target from possible further incidents.  Responses to promote safety may include, but not be limited to, creating a personal safety plan; pre-determining seating arrangements for the target and/or the aggressor in the classroom, at lunch, or on the bus; identifying a staff member who will act as a “safe person” for the target; and altering the aggressor’s schedule and access to the target.  The principal or designee will take additional steps to promote safety during the course of and after the investigation, as necessary.

The principal or designee will implement appropriate strategies for protecting from bullying or retaliation a student who has reported bullying or retaliation, a student who has witnessed bullying or retaliation, a student who provides information during an investigation, or a student who has reliable information about a reported act of bullying or retaliation.  (Include locally established student safety planning policies and procedures here.)

                2.             Obligations to Notify Others

a.   Notice to parents or guardians.  Upon determining that bullying or retaliation has occurred, the principal or designee will promptly notify the parents or guardians of the target and the student aggressor of this, and of the procedures for responding to it.  There may be circumstances in which the principal or designee contacts parents or guardians prior to any investigation.  Notice will be consistent with state regulations at 603 CMR 49.00. 

b.   Notice to Another School or District.  If the reported incident involves students from more than one school district, charter school, non-public school, approved private special education day or residential school, or collaborative school, the principal or designee first informed of the incident will promptly notify by telephone the principal or designee of the other school(s) of the incident so that each school may take appropriate action.  All communications will be in accordance with state and federal privacy laws and regulations, and 603 CMR 49.00.

c.   Notice to Law Enforcement.  At any point after receiving a report of bullying or retaliation, including after an investigation, if the principal or designee has a reasonable basis to believe that criminal charges may be pursued against the aggressor, the principal will notify the local law enforcement agency.  Notice will be consistent with the requirements of 603 CMR 49.00 and locally established agreements with the local law enforcement agency.  Also, if an incident occurs on school grounds and involves a former student under the age of 21 who is no longer enrolled in school, the principal or designee shall contact the local law enforcement agency if he or she has a reasonable basis to believe that criminal charges may be pursued against the student aggressor.

In making this determination, the principal will, consistent with the Plan and with applicable school or district policies and procedures, consult with the school resource officer, if any, and other individuals the principal or designee deems appropriate. 

C.        Investigation.  The principal or designee will promptly investigate all reports of bullying or retaliation and, in doing so, will consider all available information known, including the nature of the allegation(s) and the ages of the students involved. 

During the investigation the principal or designee will, among other things, interview students, staff, witnesses, parents or guardians, and others as necessary. The principal or designee (or whoever is conducting the investigation) will remind the alleged student aggressor, target, and witnesses of the importance of the investigation, their obligation to be truthful and that retaliation against someone who reports bullying or provides information during a bullying investigation is strictly prohibited and will result in disciplinary action. 

Interviews may be conducted by the principal or designee, other staff members as determined by the principal or designee, and in consultation with the school counselor, as appropriate.  To the extent practicable, and given their obligation to investigate and address the matter, the principal or designee will maintain confidentiality during the investigative process. The principal or designee will maintain a written record of the investigation. 

Procedures for investigating reports of bullying and retaliation will be consistent with school or district policies and procedures for investigations.  If necessary, the principal or designee will consult with legal counsel about the investigation. (Align this with school or district procedures.)

D.   Determinations.  The principal or designee will make a determination based upon all of the facts and circumstances.  If, after investigation, bullying or retaliation is substantiated, the principal or designee will take steps reasonably calculated to prevent recurrence and to ensure that the target is not restricted in participating in school or in benefiting from school activities.  The principal or designee will: 1) determine what remedial action is required, if any, and 2) determine what responsive actions and/or disciplinary action is necessary.

Depending upon the circumstances, the principal or designee may choose to consult with the students’ teacher(s) and/or school counselor, and the target’s or student aggressor’s parents or guardians, to identify any underlying social or emotional issue(s) that may have contributed to the bullying behavior and to assess the level of need for additional social skills development.

The principal or designee will promptly notify the parents or guardians of the target and the aggressor about the results of the investigation and, if bullying or retaliation is found, what action is being taken to prevent further acts of bullying or retaliation.  All notice to parents must comply with applicable state and federal privacy laws and regulations.  Because of the legal requirements regarding the confidentiality of student records, the principal or designee cannot report specific information to the target’s parent or guardian about the disciplinary action taken unless it involves a “stay away” order or other directive that the target must be aware of in order to report violations.

The principal or designee shall inform the parent or guardian of the 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.

E.   Responses to Bullying.

1.     Teaching Appropriate Behavior Through Skills-building

Upon the principal or designee determining that bullying or retaliation has occurred, the law requires that the school or district use a range of responses that balance the need for accountability with the need to teach appropriate behavior.  M.G.L. c. 71, § 37O (d) (v).  Skill-building approaches that the principal or designee may consider include:

• offering individualized skill-building sessions based on the school’s/district’s anti-bullying curricula;
• providing relevant educational activities for individual students or groups of students, in consultation with guidance counselors and other appropriate school personnel;
• implementing a range of academic and nonacademic positive behavioral supports to help students understand prosocial ways to achieve their goals;
• meeting with parents and guardians to engage parental support and to reinforce the anti-bullying curricula and social skills building activities at home;
• adopting behavioral plans to include a focus on developing specific social skills; and
• making a referral for evaluation.

2.                  Taking Disciplinary Action

If the principal or designee decides that disciplinary action is appropriate, the disciplinary action will be determined on the basis of facts found by the principal or designee, including the nature of the conduct, the age of the student(s) involved, and the need to balance accountability with the teaching of appropriate behavior.  Discipline will be consistent with the Plan and with the school’s or district’s code of conduct.

Discipline procedures for students with disabilities are governed by the federal Individuals with Disabilities Education Improvement Act (IDEA), which should be read in cooperation with state laws regarding student discipline. 

If the principal or designee determines that a student knowingly made a false allegation of bullying or retaliation, that student may be subject to disciplinary action.

3.                  Promoting Safety for the Target and Others

The principal or designee will consider what adjustments, if any, are needed in the school environment to enhance the target's sense of safety and that of others as well.  One strategy that the principal or designee may use is to increase adult supervision at transition times and in locations where bullying is known to have occurred or is likely to occur. 

Within a reasonable period of time following the determination and the ordering of remedial and/or disciplinary action, the principal or designee will contact the target to determine whether there has been a recurrence of the prohibited conduct and whether additional supportive measures are needed.  If so, the principal or designee will work with appropriate school staff to implement them immediately.

 4.                  Notice to Parents. 

Upon investigation and determination that bullying or retaliation has occurred, the principal shall promptly notify the parents of the target and the aggressor (when the aggressor is a student) in the primary language of the home of the determination and the procedures for responding to the bullying or retaliation. The principal shall inform the target's parent of actions that school officials will take to prevent further acts of bullying or retaliation. The principal may contact a parent of a target or aggressor (when the aggressor is a student) about a report of bullying or retaliation prior to a determination that bullying or retaliation has occurred.

A principal's notification to a parent about an incident or a report of bullying or retaliation must comply with confidentiality requirements of the Massachusetts Student Records Regulations, 603 CMR 23.00: Student Records, and the Federal Family Educational Rights and Privacy Act Regulations, 34 CFR Part 99, as set forth in 603 CMR 49.06.

5.           Notice to Law Enforcement Agency

At any point after receipt of a report of bullying or retaliation, including after an investigation, the principal shall notify the local law enforcement agency if the principal has a reasonable basis to believe that criminal charges may be pursued against the aggressor. The principal shall document the reasons for their decision to notify law enforcement. The Principal shall determine if bullying and retaliation can be handled appropriately within the school district or school. In making the determination whether notification to law enforcement is appropriate, the principal may consult with the school resource officer and any other individuals the principal deems appropriate.

If an incident of bullying or retaliation occurs on school grounds and involves a former student under the age of 21 who is no longer enrolled in the school district or school, the principal of the school informed of the bullying or retaliation shall notify the local law enforcement agency if the principal has a reasonable basis to believe that criminal charges may be pursued against the aggressor.

F. Responding to a Report of Bullying by School Staff

If a student wishes to report bullying of a student by school staff, the report shall be made to the Principal of the school, or if the Principal is the alleged aggressor, to the Superintendent orally, on the Bullying Prevention Form found on the District website, or in writing.

G. Confidentiality of Records

 (1) A principal may not disclose information from a student record of a target or aggressor to a parent unless the information is about the parent's own child.

(2) A principal may disclose a determination of bullying or retaliation to a local law enforcement agency under 603 CMR 49.05 without the consent of a student or his/her/their parent. The principal shall communicate with law enforcement officials in a manner that protects the privacy of targets, student witnesses, and aggressors to the extent practicable under the circumstances.

(3) A principal may disclose student record information about a target or aggressor to appropriate parties in addition to law enforcement in connection with a health or safety emergency if knowledge of the information is necessary to protect the health or safety of the student or other individuals is limited to instances in which the principal has determined there is an immediate and significant threat to the health or safety of the student or other individuals. It is limited to the period of emergency and does not allow for blanket disclosure of student record information. The principal must document the disclosures and the reasons that the principal determined that a health or safety emergency exists.

VI.           COLLABORATION WITH FAMILIES

A.   Parent education and resources.  Beverly Public Schools will offer education programs for parents and guardians that are focused on the parental components of the anti-bullying curricula and any social competency curricula used by the district or school.  The programs may be offered in collaboration with the PTO, PTA, School Councils, Special Education Parent Advisory Council, or similar organizations.

B.  Notification requirements.  Each year Beverly Public Schools will inform parents or guardians of enrolled students about the anti-bullying curricula that are being used. This notice will include information about the dynamics of bullying, including cyberbullying and online safety.  District leadership will send parents written notice each year about the student-related sections of the Plan and the school's or district's Internet safety policy.  All notices and information made available to parents or guardians will be in hard copy and electronic formats, and will be available in the language(s) most prevalent among parents or guardians.  The Plan and related information will be posted on the District’s website.

VII.         PROHIBITION AGAINST BULLYING AND RETALIATION

Acts of bullying, which include cyberbullying, are prohibited:

(i)  on school grounds and property immediately adjacent to school grounds, at a school-sponsored or school-related activity, function, or program whether on or off school grounds, at a school bus stop, on a school bus or other vehicle owned, leased, or used by a school district or school; or through the use of technology or an electronic device owned, leased, or used by a school district or school, and

(ii) at a location, activity, function, or program that is not school-related through the use of technology or an electronic device that is not owned, leased, or used by a school district or school, if the acts create a hostile environment at school for the target or witnesses, infringe on their rights at school, or materially and substantially disrupt the education process or the orderly operation of a school. 

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

As stated in M.G.L. c. 71, § 37O, nothing in this Plan requires the district or school to staff any non-school related activities, functions, or programs. 

VIII.             PROBLEM RESOLUTION SYSTEM

Any parent wishing to file a claim/concern or seeking assistance outside of the district may do so with the Department of Elementary and Secondary Education Program Resolution System (PRS). That information can be found at: https://www.doe.mass.edu/prs/, emails can be sent to compliance@doe.mass.edu or individuals can call 781-338-3700. Hard copies of this information are also available at the Superintendent’s office.

IX.            DEFINITIONS

Aggressor means perpetrator of bullying or retaliation as defined in M.G.L. c. 71, §37O.

Bullying, as defined in M.G.L. c. 71, § 37O, is the repeated use by one or more students or a member of a school staff of a written, verbal, or electronic expression or a physical act or gesture or any combination thereof, directed at a target that: 

i.     causes physical or emotional harm to the target or damage to the target’s property;

ii.   places the target in reasonable fear of harm to himself or herself or of damage to his/her/their property;

 iii.   creates a hostile environment at school for the target;

 iv.    infringes on the rights of the target at school; or

v.     materially and substantially disrupts the education process or the orderly operation of a school.  Bullying shall include cyberbullying.

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

(a) the creation of a web page or blog in which the creator assumes the identity of another person, or

(b) the knowing impersonation of another person as the author of posted content or messages, if the creation or impersonation creates any of the conditions of bullying as defined in this Plan. Cyberbullying 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 of bullying.

Hostile environment, as defined in M.G.L. c. 71, § 37O, is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of a student’s education.

Retaliation is any form of intimidation, reprisal, or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying.

School Staff includes, but is not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, support staff, or paraprofessionals.

Target means a student victim of bullying or retaliation as defined in M.G.L. c. 71, §37O.

X.                 RELATIONSHIP TO OTHER LAWS

Consistent with state and federal laws, and the policies of the school or district, no person shall be discriminated against in admission to a public school of any town or in obtaining the advantages, privilege and courses of study of such public school on account of race, color, religion, ancestry, national origin, sex, socioeconomic status, academic status, gender identity or expression, physical appearance, sexual orientation, or 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.  Nothing in the Plan prevents the school or district from taking action to remediate discrimination or harassment based on a person’s membership in a legally protected category under local, state, or federal law, or school or district policies.   

In addition, nothing in the Plan is designed or intended to limit the authority of the school or district to take disciplinary action or other action under M.G.L. c. 71, §§ 37H or 37H½, M.G.L. c. 71, §§41 and 42, M.G.L. c. 76 § 5, or other applicable laws, or local school or district policies, or collective bargaining agreements, in response to violent, harmful, or disruptive behavior, regardless of whether the Plan covers the behavior.

TITLE IX – SEXUAL HARASSMENT

No student will be denied the opportunity to attend class or participate in extra-curricular activities because of his/her/their race, color, sex, religion, national origin, ethnicity, sexual orientation, gender identity, age and/or disability. No student who has AIDS, who is pregnant or who is married can be excluded from attending courses or participating in extra-curricular activities. The Office of Opportunity, Access & Equity oversees the District’s Discrimination/Harassment Policy.  For more information on any of these areas or to file a complaint, you may confidentially contact André Morgan at 978-921-6100, ext .21745.

Grievance Procedures:  Please contact the Title IX Coordinator André Morgan at 978-921-6100, ext. 2174 or a building principal to report an incident of harassment or discrimination. The Title IX Coordinator shall be involved in all investigations of harassment and discrimination.  Students are prohibited from knowingly making false statements or knowingly submitting false information during a grievance process.

HAZING POLICY

HAZING

Hazing is defined by Massachusetts General Laws, Chapter 269, Section 17, as "any conduct or method of initiation into any student organization, whether on public or private property, which willfully or recklessly endangers the physical or mental health of any student or any other person." Examples of hazing include: forced calisthenics, exposure to weather, forced consumption of any food, liquor, beverage, drug, or any 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 person, or which subjects such person to extreme mental stress, including extended deprivation of sleep or rest or extended isolation.

It is the policy of the Beverly Public Schools that hazing of any kind is strictly prohibited and will result in immediate disciplinary action by school administrators and a report to the Juvenile Police Officer.

An Act of Prohibiting the Practice of Hazing ; The General Laws of Massachusetts

Commonwealth of Massachusetts, September 30, 2005

Procedures for Reporting and Investigating Complaints about Harassment and Hazing

Any student, employee, or other person (who is not a school employee, independent contractor, or school volunteer), who becomes aware or has a reasonable belief that a harassment or hazing incident has occurred or may have occurred on school property or in a school-related activity is strongly encouraged to and should promptly report the incident(s) to the building principal or equity coordinator, or to the Title(s) VI & IX Coordinator.  In situations where a student or other person does not feel comfortable reporting the incident to a designated official, he/she may report it to a trusted school employee, who must promptly transmit the report to a designated official.

• If the reported incident involves students from more than one school or school district, the principal or designee will promptly notify by telephone the principal or designee of the other school(s) of the incident in accordance with state and federal privacy laws and regulations.
• When a report or complaint involves physical injury the principal (or designee) will promptly report the incident to the Superintendent and Title(s) VI & IX Coordinator.
• If the complainant does not choose to file a written complaint to an equity coordinator, supervisor, principal, or Title(s) VI & IX Coordinator, then the equity coordinator, supervisor, principal of the Title(s) VI & IX Coordinator will record the complaint in writing, using the complainant’s own words.
• Nothing in this policy shall prevent any person from reporting alleged prohibited conduct directly to the Title(s) VI & IX Coordinator or the Superintendent.  Furthermore, nothing in this policy will prevent any person from reporting alleged prohibited conduct to an administrator other than the administrators designated, or in the case of a student, to any district employee who should then transmit the information to any equity coordinator or Title(s) VI & IX Coordinator.

• All complaints or reports about a violation of this policy must be documented.  It is advised that incidents are recorded on the District’s “Discrimination/Harassment Incident Report Form”.  This form is available in all school offices and on the district website.
• The equity coordinator and/or Title(s) VI & IX Coordinator will maintain any and all documentation regarding a Discrimination/Harassment complaint.
• Upon receipt of a report, the equity coordinator or Title(s) VI & IX Coordinator will attempt to identify and obtain the cooperation of the person(s) who is the victim of the alleged conduct, if there is one.
• If the complaint involves an administrator, principal, or the designated Title(s) VI & IX Coordinator, the complaint shall be made or filed directly with the Superintendent.  If a complaint involves the superintendent, the report will be filed directly with the School Committee.

Reports of harassment, discrimination, or hazing, or retaliation for reporting harassment, discrimination, or hazing, may be made anonymously; however, no disciplinary action will be taken solely on the basis of an anonymous report.  Any student who knowingly makes a false accusation of discrimination, harassment, retaliation shall be subject to disciplinary action.

Partnerships for Violence Prevention

Beverly Public Schools actively participates in the Essex County Partnerships for Violence Prevention. A key component of our Partnership for Violence Prevention is the Community Collaborative Initiative.  School administrators, law enforcement officers, probation officials, and representatives from the District Attorney’s Office, along with Departments of Social Services, Mental Health and Youth Services, meet on a monthly basis to discuss particular youth violence concerns.   These meetings provide a forum for professionals to share information about “at risk” individuals and families in an attempt to better coordinate intervention efforts.

Violence Prevention Hotline 

1-877-STOP VIOLENCE (1-877-786-7846)

The Violence Prevention Hotline, a school and community service is available to all Beverly residents at all times.  The Hotline is designed to improve communication and foster partnerships among law enforcement, mental health, and the schools in an effort to keep Beverly schools safe.  The Hotline is available for anyone anonymously and confidentially to report any concerns or issues regarding violence, threat of violence, harassment, or any crimes occurring at school.  The main tenet of the program is "Just Tell Someone," encouraging students to speak up and let an adult know of any awareness or concerns about violence.  If students are uncomfortable or unable to do this, they may give the information to the Hotline counselor, and the information will then be forwarded to other appropriate resources.  All information concerning criminal activity is immediately referred to the Officer in Charge at the Police Department.  Issues of a mental health and social service nature are directed to an appropriate community resource.

Memorandum of Understanding

This collaborative initiative between the Beverly Public Schools and the Beverly Police Department, the Essex County District Attorney’s Office, the Departments of Mental Health, Social Services, Youth Services, and Essex County Juvenile Court recognizes the formal working relationships and reporting process between the participating agencies to provide a safe and violence free educational setting. This effort between school administration and law enforcement supports “no tolerance” for violence, weapons, drugs, harassment, and other civil rights violations in accordance with state and federal Safe School Acts.

Incident Reports

The Beverly Public Schools has a Memorandum of Understanding with the Essex County District Attorney’s office and the Beverly Police department.  Incident reports are filed with the Superintendent and with the police.  Principals are responsible for reporting criminal activity to the police department and to the Superintendent's Office.  Acts that require such reports include but are not limited to various forms of assault, destruction of property (including graffiti, arson or vandalism), theft, civil rights violations or threats, possession or use of a dangerous weapon, possession or distribution of a controlled substance, or coming onto school property under the influence of alcohol or other drugs.

It is the sole prerogative of school officials to impose any discipline sanctions for infractions of school rules and policies independent of any police involvement or investigation.  When the school has reported an incident to the police, the police will be responsible for making the decision as to the course of the investigation process.

In addition, principals comply with M.G.L. Chapter 71, Section 37L.  This state law requires principals to file a report with the Superintendent for any incident involving a student's possession or use of a dangerous weapon on school premises.  The report is required whether or not the weapon was found during school hours, and whether or not the student has been expelled.  Consistent with the law, the Superintendent will file copies with the police chief, the Department of Social Services, and the local school committee before suspending the student.

Searches and Interrogations

Students’ personal belongings, desks, lockers, and vehicles may be subject to search by school personnel when school administrators have reasonable grounds to believe that a search will reveal evidence that a student has violated the law and/or the school rules. Ordinarily, searches will be conducted by a member of the school administration in the presence of another adult. As soon as is practicable after the conclusion of a search, the parents/guardians of the student will be notified.  Similarly, if a search uncovers objects prohibited by school rules, or which may be otherwise disruptive to the educational environment, these objects may be retained by school officials and returned later to the student or their parents/guardians.  Searches may include the use of canines.

Search Procedures

1. It is prohibited to store any illegal items/substances in violation of any school rule in a locker.  Items/substances prohibited from being in lockers include: guns, knives, weapons (real or fake), illegal drugs, alcoholic beverages, fireworks, explosives, fire/smoke/odor producing products, and any other article not permitted in school.

2. At the discretion of a School Administrator, a student’s locker, backpack, and personal belongings may be searched when there is reasonable grounds to believe that prohibited items/substances may be found and when the student is on school grounds, or at a school-sponsored or school-related event. Should prohibited items/substances be found, they will be seized.

3. A search of a student’s belongings and/or vehicle will be performed and seizure of prohibited items/substances discovered in the course of such a search will occur only if there exist reasonable grounds for suspecting that the student has violated, or is violating, either the law or the rules of the school. The search will be conducted in a manner reasonably related to its objectives, and will not be excessively intrusive in light of the age and the gender of the student and the nature of the infraction.

4. When possible within reason, a search of a student will be made in the presence of a School Administrator accompanied by another adult.

5. When possible within reason, a search of a student’s automobile parked on school grounds will be in the presence of the student(s) whose conduct is under scrutiny and in the presence of a school official.

6. Should a search reveal objects or substances, the possession of which may give rise to a crime, notice will be given to the police. In the event of the questioning, custody or arrest of students by law enforcement officials, the school Principal, or designee, will be present when possible. The Principal will request that all procedural safeguards are observed and that parents are notified.

Smoking/Vaping

“It shall be unlawful for any student enrolled in either primary or secondary public schools in the Commonwealth to use tobacco products of any type on school grounds during normal school hours.  Each School Committee shall establish a policy dealing with students who violate this law.  The policy may include, but not be limited to, mandatory education classes on the hazards of tobacco use.”

Chapter 15, Section 32 (City of Beverly), Amended in 2001

"Smoking prohibited in municipal buildings and upon public school grounds.”

1. Restrictions:

1. No person shall smoke inside of a municipal building within the City or within 25 feet of an exit way or entry way of any such building, excluding the Beverly Golf and Tennis Club.
2. No person shall smoke upon any public school grounds within the City.

1. Enforcement.  The building inspector, school principals, the superintendent of schools, department heads, the police chief, the fire chief and their designees shall be authorized to issue citations for violations of these regulations.
2. Fines.  Any person found in violation of this section shall be punished as follows:

1. For a first offense – a fine of $50.00
2. For a second offense within twelve months of a prior offense – a fine of $75.00
3. For a third or any subsequent offense within twelve months of prior offenses – a fine of $100.00

3. Definitions:

• A Municipal building is any building owned or exclusively occupied by the City of Beverly or any agency thereof.  For the purpose of this section, municipal buildings shall also include that part of a building not owned by the City but exclusively occupied by any City agency.

School grounds are the interiors of all school buildings and all land appurtenant thereto owned by the City.  For the purpose of the section school grounds shall include all athletic fields used by Beverly school athletic teams and shall include the interior of all school buses and City vehicles utilized for the transportation of public school students and athletic teams."

Infractions 

CODE OF CONDUCT

Level I Infractions

1. Truancy from class
2. Loitering on school grounds when dismissed or suspended
3. Out of Bounds (a student is anywhere without a pass)
4. Failure to report to floor office upon arrival if tardy
5. Vandalism
6. Failure to report to Assistant Principal as requested
7. Disrespect
8. Profanities or Obscenity
9. Disruptive/sent out of class
10. Excessively tardy to class without an acceptable excuse
11. Leaving class without permission
12. Failure to stay for teacher detention
13. The use of technology without teacher / staff permission
14. Violation of school parking and/or irresponsible use of vehicles
15. Possession of food/beverage outside the cafeteria
16. Threat to another student
17. Bullying/Harassment
18. Dress Code Violation

Level II Infractions - Section A

1. Insubordination (willful and/or intentional failure to follow a reasonable direct order of a staff member)
2. Truancy from school
3. Leaving school or grounds without permission
4. Threat to another student
5. Pattern of minor disruptions
6. Bullying/Harassment

LEVEL II INFRACTIONS - SECTION B

1. Failure to give their name to any school employee when asked
2. Compromising School Safety - (Unauthorized area, unauthorized opening exterior door)
3. Cheating/Plagiarism

• First infraction - zero on work, parent conference
• Second infraction - zero on work, possible suspension

4. Gross disrespect
5. Vandalism
6. Photographing/recording another person without permission
7. Posting photographs/recordings of another person on social media without permission
8. Violation of a BHS restraining order
9. Gambling
10. Forgery
11. Lying
12. Removal from ISD
13. Bullying/Harassment

LEVEL III INFRACTIONS - SECTION A

(Police and/or Fire will be notified, charges may be filed)  

1. Fighting (physical contact) or instigating a fight. FIGHTING WILL NOT BE TOLERATED AT BEVERLY HIGH SCHOOL
2. Hazing
3. Possession of drug paraphernalia
4. Possession/use of vaping materials or tobacco products
5. Violation of a restraining order
6. Photographing/recording another person without permission
7. Posting photographs/recordings of another person on social media without permission
8. Problem at another school or school's function (ex.:  vandalism of another school, under the influence of alcohol or drugs at a sports event, under the influence of alcohol or drugs at a prom or dance)
9. Destruction of school property
10. Destruction of another student’s property
11. Threat to another student
12. Threat to school safety
13. Violation of the Anti-Bullying/Harassment policy
14. Stealing
15. Use of profanity, obscenity directed at a staff member
16. Violation of the Non-discrimination policy
17. Violation of Sexual Harassment policy

LEVEL III INFRACTIONS -  SECTION B

(Police and/or Fire will be notified, charges may be filed)  

1. Starting a fire in school or on school property
2. Possession of a weapon in school
3. Sale, possession, and/or use of drugs and/or alcohol in school, on school grounds or at a school sponsored activity - including coming to school or school sponsored activity under the influence of the same.
4. Striking and/or threatening any member of the school staff
5. Mayhem - This infraction will be assessed under the following conditions:

1. Willfully injuring, maiming, or crippling another student
2. Inciting or contributing to incite riotous disorder, confusion or havoc

6. False fire alarms and bomb scares
7. Pranks – Student pranks are considered dangerous and a threat to the safety and rights of others.  There is no such thing as a “harmless” prank.  In addition to suspension, students involved in pranks may lose the privilege of attending all school-sponsored events, including senior activities for twelfth graders.  Seniors involved in pranks may also lose the privilege of participating in the graduation ceremony.

LEVEL II  AND III INFRACTIONS MAY RESULT IN SUSPENSIONS.

OTHER RESTRICTIONS

The Principal or Assistant Principal may restrict a student as a disciplinary matter.  Restrictions include:

        a.  Loss of the privilege to attend social events

        b.  Loss of the privilege to attend athletic events

        c.  Loss of the privilege to participate in school activities

        d.  Loss of parking privileges

        e.  Not allowed to attend field trips

Please note: This is not an exhaustive listing of all possible infractions.  The administration reserves the right to issue consequences for other inappropriate behaviors not specifically listed above.  School administrators have the discretion to assess consequences for behavior based on their professional judgment.

The atmosphere of a school is a reflection of the attitude of its students and staff toward the school and toward each other. It is of equal concern that we achieve an atmosphere of order, self-discipline, safety and mutual respect. We believe our students have the maturity and good judgment to regulate their own behavior. When these qualities need further development, we are ready to provide the necessary guidelines. The school belongs to all of us, and it can only be what we want to make it.

Each teacher, within the policies set by the Beverly School Committee for the Beverly Public Schools, will establish behavior expectancies within their own classes. A teacher may detain a student whenever the student is not performing at that expectancy level. If there is a continuance of poor conduct displayed by the student, the teacher will request a parent conference. Teachers may schedule time after school to discuss academic problems as well as discipline issues.

Detentions

Teacher Detention: A teacher may detain a student after school. During this time, there should be a positive exchange between teacher and student to explain what is the expected behavior and how the student can work to attain the expected level. Students should report to a teacher detention before reporting to an office detention.

Office Detention: Office detention will be held on scheduled days, after school. Detention will run from 2:45-3:27 p.m. in a designated area with two staff members to oversee students. Students may do more than one detention by reporting to the appropriate assistant principal at 3:27 p.m., after completing one detention in the detention room.

Students are expected to report to detention on the day assigned unless excused by the Assistant Principal. Students are expected to work on school assignments and bring appropriate materials to office detention. There is no talking or sleeping. If a student is sent out, the Assistant Principal will take appropriate action.

Failure to serve Office Detention without AP’s permission may result in additional detentions or suspension.

Suspension

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 of less.

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

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

The Principal or their designee has the sole responsibility for determining who is suspended.  The suspended student may not be permitted to return to school until a parent conference is held.

In-School Suspension

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

For an in-school suspension, the principal shall inform the student of the disciplinary offense charged and the basis for the charge, and provide the student an opportunity to dispute the charges and explain the circumstances surrounding the alleged incident.  If the principal determines that the student committed the disciplinary offense, the principal shall inform the student of the length of the students’ 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, the principal shall make reasonable efforts to notify the parents orally of the disciplinary offense, the reasons for concluding that the student committed the infraction, and the length of the in-school suspension. The principal shall also invite the parent to a meeting to discuss the student’s academic performance and behavior, strategies for student engagement, and possible responses to the behavior.

Such meetings shall be scheduled on the day of the suspension if possible, if not, as soon thereafter as possible. If the principal is unable to reach the parent after making and documenting at least (2) attempts to do so, such attempts shall constitute reasonable efforts for the purpose of informing the parent of the in-school suspension.

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

Opportunity for Academic Progress During Suspension/Expulsion

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

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

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

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

Short Term Disciplinary Sanctions: Prior to the imposition of any disciplinary sanction that might result in a student’s suspension from school for ten (10) consecutive school days or less, the student will be given oral notice of the offense with which he/she is charged and an opportunity to respond. In the event that the Principal or designee determines that the student will be suspended from school, the student’s parent(s)/guardian(s) will be notified by telephone and in writing.

Long Term Disciplinary Sanctions: Prior to the imposition of any disciplinary sanction that might result in the student’s suspension from school for more than ten (10) consecutive school days or expulsion, the parents/guardians will be given written notice of a hearing at which they may be represented by an attorney at their expense and may examine and present witnesses and documentary evidence.  Following this hearing, a written decision will be issued.  

The parent(s)/guardian(s) will have the right to appeal any decision imposing a long term suspension or expulsion from school to the Superintendent.  Where the student is excluded in accordance with M.G.L. c. 71, §37H, the student shall have ten (10) days from the effective date of the exclusion to file a written appeal with the Superintendent of Schools. For exclusions imposed pursuant to M.G.L. c. 71, §37H ½, the student shall have five (5) days from the effective date of the exclusion to file a written appeal with the Superintendent.  For exclusions imposed by the School Committee in accordance with M.G.L. c. 76, §17, the student shall have the right to file a written request for reconsideration by the committee within ten (10) days of the effective date of the exclusion.  Pending the outcome of any such appeal, the disciplinary sanction imposed shall remain in effect. M.G.L. c. 76, §17, M.G.L. c. 71, §37H and M.G.L. c. 71, §37H ½.

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

Notice and principal’s meeting:

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

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

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

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

Short-term Suspension

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

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

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

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

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

Long Term Suspension

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

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

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

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

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

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

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

Emergency Removal:

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

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

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

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

Superintendent’s hearing:

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

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

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

Discipline of Students with Disabilities [Includes students currently on 504 accommodation plans or Individual Educational Programs.]

In addition to those due process protections afforded to all students, the Individuals with Disabilities Education Act and related regulations require that additional provisions be made for students who have been found eligible for special education services or who the school district knows or has reason to know might be eligible for such services. Students who have been found to have a disability that impacts upon a major life activity, as defined under §504 of the Rehabilitation Act, are, generally, also entitled to increased procedural protections prior to imposing discipline that will result in the student’s removal for more than ten (10) consecutive school days or where there is a pattern of short term removals exceeding ten (10) school days in a given year. The following additional requirements apply to the discipline of students with disabilities:

1.    The IEP for every student eligible for special education or related services shall indicate whether the student can be expected to meet the regular discipline code of the school or whether the code should be modified to address the student’s individual needs.

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

3.    If building administrators, the parents/guardians and relevant members of the student’s IEP or 504 Team determine that the student’s conduct was not a manifestation of the student’s disability, the school may discipline the student in accordance with the procedures and penalties applicable to all students but will continue to provide a free appropriate public education to those students with IEPs. The student’s IEP team or 504 Team will identify the services necessary to provide a free appropriate public education during the period of exclusion, review any existing behavior intervention plan or where appropriate, conduct a functional behavioral assessment.

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

5. 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.

Procedural requirements applied to students not yet determined to be eligible for special education

 1.  If prior to the disciplinary action, a district had knowledge that the student may be a student with disability, then the district makes all protections available to the student until and unless the student is subsequently determined not to be eligible.  The district may be considered to have prior knowledge if:

a.      The parent/guardian had expressed concern in writing: or

b.     The parent/guardian had requested an evaluation: or

c.      School district staff had expressed concern that the student had a disability.

2.  If the district had no reason to consider the student disabled, and the parent/guardian requests an evaluation subsequent to the disciplinary action, the district must have procedures to conduct an evaluation to determine eligibility.  If the student is found eligible, then he/she receives all procedural protections subsequent to the finding of eligibility.

3. The school district has developed procedures consistent with the federal requirements to expedite evaluations.

False Alarms

Massachusetts law states that the penalty for conviction of the sounding of a false alarm of fire shall be a fine of not more than $500 or imprisonment for not more than one year.  The penalty for conviction of making a false report of a bomb shall be imprisonment for not more than twenty years in a state prison or not more than two and one-half years in jail, a fine of not more than $10,000, or both.

Dance Regulations

It is a privilege to attend a dance sponsored by Beverly High School.  All school rules and policies are in effect at any dance, semi formal or prom (inclusive of smoking, drugs and alcohol policies).  Students should not owe detentions or be serving a suspension.  Proper dress is required.  Students are encouraged to dress neatly and appropriately.  No one will be allowed to leave and return to the dance.  Guests may be invited to some dances. This will be announced in advance.  Guests must be registered a week before the dance, with the advisor hosting the dance.  Normally, students are limited to one guest.

The administration at Beverly High School may require a Breathalyzer test as a condition of admission for all students attending proms, dances or other similar events in order to foster a safe and comfortable environment for all staff and students.  The Breathalyzer test has been an approved protocol over the past several years at Beverly High School.  In addition, students may be subject to search.

V.  Health, Safety and Wellness

The school nurse provides emergency medical assessment and care and refers students for follow-up medical intervention when necessary.  The school nurse is not a substitute for regular health care and encourages health prevention and maintenance visits with a primary care physician.  Please contact the nurse for assistance in obtaining low-cost insurance or for access to free care.

Fire and Safety Drills

Any student observing a fire in the building should notify the nearest teacher or staff member.  If a teacher is not in the area, the student should go immediately to the nearest fire alarm box, open it by means of the handle, and pull the lever inside.  All pull boxes are connected directly to the Central Fire Station.  Only then should the observer call the school office to provide details.

Fire Drills

All students should: 

• Recognize fire alarm signals
• Stop all activity and exit the room quickly and quietly
• Walk, never run, out of the building unless directed differently
• Students are not to go to their lockers for their coats but are to leave the building immediately.
• Students should assemble in the appropriate location outside the building. They should report to their classroom teacher at the time of the alarm.  If that is not possible, the student should report to the nearest staff member. 
• In the event of a drill while students are passing in the corridors, everyone should stop at the first sound of the alarm.  Students should go to the nearest exit and get out of the building as quickly as possible.  Teachers will step in immediately to help direct students to the nearest exit.
• Students are not allowed to enter cars in the parking lot.
• Students are not to return to the building until the bell is rung, or students are told to do so by an administrator.

Evacuation and Lockdown Plans

ALICE protocols

A.L.I.C.E.- The acronym stands for the following words: 

• Alert - Spread the word that there is a threat 
• Lockdown – First step to buy some time 
• Inform – Notify others as situation develops 
• Counter - If no option be prepared to fight 
• Evacuate – Best option when safe to do so

As with fire alarms and drills, the high school will inform students during the first quarter of the school year about the correct procedures to use for emergency situations that require the use of the ALICE protocol.

The following terms are used when alerting the school community about potential threats:

Intruder alert-This would be a warning to the school community that an unsupervised and possibly dangerous person is in the building.  It is during an intruder alert that students and staff would need to follow the A.L.I.C.E. protocol.

Secure Room is an option that allows for a heightened alert status that can transition rapidly to a barricade or evacuation situation. Teachers are asked to clear the halls and lock the doors, pull the shades, but may continue normal classroom business.  This is used when a situation is being assessed.

Stay in place is an option that is similar to a secure room, in that teachers are asked to clear the halls and may continue normal classroom business.  This is usually used when there is a non-threatening emergency in the hallways.  It is intended to lessen the number of people in the halls.

Emergency Card Information

At the beginning of the school year, families are required to complete an emergency card for each child attending school through the Aspen Portal.  Emergency cards provide the school with correct information for emergency situations.  It is important to list allergies ( i.e. food, bee stings, latex) and any medications that the child takes on a daily basis. If you have an unlisted telephone number, please provide the number and indicate that it is unlisted. We will keep it confidential. It is important to have a working phone number on file.

If any information changes during the year such as your phone number, address, the names of your emergency contact people or health information, please inform the school immediately. This is important for your child’s safety in the event of any emergency.  Students will only be released to people listed on the Emergency Card.  

Child Abuse & Neglect Reporting

Massachusetts General Laws, Chapter 119, Section 51A places an important responsibility on public and private school teachers, educational administrators, healthcare professionals, guidance and adjustment counselors, school psychologists, attendance officers, social workers, and others who work with children to report to the Department of Child and Family Services (DCF) if they have reasonable cause to believe that a child under the age of eighteen years is suffering physical or emotional injury resulting from abuse, including sexual abuse, or neglect.  

It is the practice within the Beverly Public Schools that any teacher or other school employee who suspects that a child’s physical or mental health or welfare may be affected by abuse or neglect shall submit a report to the principal of the school in which the child is enrolled. A 51A report will then be made to the DCF by either the principal or the mandated reporter.  It is not the responsibility of educators to prove that the child has been abused or neglected or to determine whether the child is in need of protection.

Communicable Diseases

It is the policy of the Beverly Public Schools to protect the rights of all its students.  Students with any communicable disease have the same right to attend classes or participate in school programs and activities as any other.  The student(s), parent(s), or guardian(s) are the gatekeepers of information relating to the student's medical status.  They are not obligated to disclose this information to school personnel.  Should they decide to inform certain school personnel, they may elect to do the following:

• Inform the school nurse or physician directly.
• They may request the primary care physician to make the disclosure.  In this case, specific, informed, written consent of the student's parent(s) or guardian(s) is required.
• No student who has a communicable disease will be excluded from attending courses or participating in extracurricular activities.

Illnesses and Injuries

When a student becomes ill or is injured in school, he/she will go to the nurse. If it is determined that the child should go home, the parent is notified. In the event that a parent cannot be reached, the designated emergency contact person(s), as noted on the child’s emergency card, is called. That person is asked to take the child home or to the doctor if that is required.  Please advise your emergency contact(s) of their responsibilities.

Follow the directions from your family physician or from the school nurse before sending your child back to school, following a communicable disease. The nurse may ask for a note from the child’s pediatrician. The school nurse will notify parents of a communicable disease incidence as appropriate.  

Medications at School

Health Services: Beverly High School offers services to facilitate referrals for students who have issues such as eating disorders, dating violence, anger management and substance abuse.  See your guidance counselor for more information.

• School Accidents- Students who sustain medical or dental accidents during the school day should report to their teacher such an accident so that a record of the incident may be initiated.  Students should also report to the nurse’s office for evaluation, treatment and disposition.
• Medications-Parents are urged to give medications at home before or after school.  If medicine is to be administered in school, it should be sent to the nurse with a note detailing the following:

1.  The name of the drug

2.  How it is to be administered (by mouth, eardrops, etc.)

3.  Amount of the dose

4.  Time of the dose

Parents also need to provide written permission for the nurse to dispense the medicine.  All medicine delivered to the nurse will be kept in a locked cabinet in the nurse's office.  All prescription medications require a doctor's signed order before the nurse can dispense them.  Please contact the school nurse if your child will require prescription medication during the school day. Non-aspirin pain relievers will be administered to students with the written permission of a parent or guardian, signed on the back of the emergency card.

• Student Accident Insurance--Student Accident insurance is made available to all students at the beginning of the school year.  Participation is optional, and parents may elect either “school day” or “24-hour coverage.”  All students participating on any athletic teams are automatically insured at no cost to them through the school department coverage.  Students injured in athletics should obtain an insurance company accident form from the Athletic Director’s office.

Nutrition and Food Allergies

The Beverly High School offers programs for health and nutrition through the Health Services. Medical needs for students with allergies should be discussed with Health Services.

THE MEAL MAGIC POINT OF SALE SYSTEM/PAYMENT FOR MEALS

Each student has an account and you must make deposits to your student’s account.  As the student uses their account to make purchases for breakfast and lunch, the meal amount is deducted from the account.  So, if a student has $25 in their account and they purchase a lunch, $3.00 will be deducted, leaving a balance of $22.00.  The system keeps a running balance so you will always be able to check your account balance online.

To make a deposit you may do one of the following:

• Visit www.sendmoneytoschool.com
• Send a check to the Food Service Office, 100 Sohier Rd. Beverly, MA 01915
• Bring a check to any of the school’s cafeterias.
• Please make sure all checks are made out to Beverly Public Schools Food Service.

Student’s whose account balances are “0”  will only be allowed to charge a lunch item.  They may NOT charge snacks of any type when in a negative balance.  Students whose balance is at a negative $9.00 will not be allowed to charge any item.  We will not deny anyone a meal so a cheese sandwich will be offered.  We would appreciate payments to be kept current and any negative balances be paid as quickly as possible.

For parents or guardians who have not applied for the Free & Reduced Meal Benefits, applications are available on line using www.LunchApp.com<http:www.lunchapp.com/. When using this site, your approval will be in one business day or less.  Meal Magic helps protect your student’s privacy when participating in this program because all students’ accounts will look the same.  If you have any questions please contact Christine Leal at cleal@beverlyschools.org or 978-921-6132, extension x11129.

School Volunteers

The Beverly School Committee recognizes and appreciates the value of community volunteer efforts to support student academic achievement and social growth.  

Principals are required to ensure that CORI (Criminal Offender Record Information) checks are completed and current on all building volunteers and field trip chaperones. CORI checks are valid for three years. Only those parents and other volunteers complying with this request will be allowed to serve as volunteers and chaperones.

Visitor Policy

No visitors will be allowed without permission of the principal.  Only students who are considering enrolling at Beverly High School as a choice student or exchange student will be allowed to visit.  Young children may not be brought to school without special permission from the principal.  This will usually be given only if the child is coming in conjunction with work in a particular class.

Animals

No animals are allowed on school grounds without prior permission of the principal.

Student Restraint

It is the policy of the Beverly Public Schools that physical restraint is defined as the use of bodily force to limit a student’s freedom of movement. Physical restraint is only used as a behavior management tool when other less intrusive alternatives have failed or been deemed inappropriate.

In the event that physical restraint is required to protect the safety of school community members, the Beverly Public Schools has enacted procedures to ensure the proper use of restraint and to prevent or minimize any harm to the student as a result of the use of restraint.  These procedures are annually reviewed, provided to school staff, and made available to parents of enrolled students.  None of the foregoing statements precludes any teacher, employee or agent of the Beverly Public Schools from using reasonable force to protect students, other persons, or themselves from assault or imminent, serious harm.

Elevator Policy

• Students must obtain a pass from the nurse to use the elevator.
• A note from the physician is required to initiate this process.
• Situations will be evaluated on a case by case basis.  
• Those students permitted to utilize the elevator may only have one additional student accompany them.  

Transgender Students  

Transgender students are permitted to access the restrooms, locker rooms, and other such facilities consistent with their gender identities.  Single-stall facilities are available to students to use per request.

Physical Education Policy

• Notes from parents are required in order for a student to be excused from Physical Education class.
• If the student will be excused for a period exceeding 3 days, authorization from a physician is required.
• Physical Education excuses must be delivered to the main office or to the nurse before school.

Recycling

The Beverly School Committee supports and encourages every effort of staff and students to collect consumable materials when possible and recycle in an appropriate manner.

Working Papers

In order for a student aged 14 to 18 to be employed in the Commonwealth of Massachusetts, he/she must have an employment permit.  This form is available at the Main Office.  A student between 14 and 16 years of age must be accompanied by a parent to sign the form along with the Principal. Students between 16 to 18 years of age need only to sign their own name along with the Principal. A birth certificate or passport is required.

Fundraisers

The principal and superintendent must approve all fund raising by organizations.  If the fundraising is done beyond the school, the mayor’s office must approve the activity.   All organizations must fill out a fundraising form and wait for approval before implementing the fundraiser.  If any part of the school building will be used after school hours for the fundraiser, a building use form must be approved as well. Students and teachers are not allowed to raise funds for school or personal endeavors during the time classes are meeting.  Any bake sales must be arranged in conjunction and with the approval of the Food Service office.  Bake sales may be held in the cafeteria before and after school with permission of the administration.  Request forms are available in the Main Office.

VI.  Student and Family Support

School Council

The School Council is an advisory board comprised of the principal, parents elected by the general parent population, teachers elected by the faculty, and one or more community members appointed by the principal.  The School Council’s purpose, as directed by the Education Reform Law of 1993, is to form a foundation for a more focused, responsive and accountable system of serving students and to involve parents and teachers in strengthening the bonds between school and community.

The School Council reviews the school building budget, helps to adopt goals for the school, identifies the educational needs of the students, and develops the annual School Improvement Plan.  In addition, the School Council reviews the Student Handbook and the District Curriculum Accommodation Plan on a yearly basis.

Meeting dates and times are posted on  each school’s website calendar.

Education Plans / Section 504

Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against persons with a disability in any program receiving federal financial assistance. The act defines a person with a disability as anyone who:

• has a mental or physical impairment which substantially limits one or more major life activities (major life activities include activities such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working),
• has a record of such an impairment
• is regarded as having such an impairment

In order to fulfill its obligation under Section 504, the Beverly Public Schools recognizes a responsibility to avoid discrimination in policies and practices regarding personnel and students. No discrimination against any person with a disability will knowingly be permitted in any of the programs and practices in the school district. The school district has specific responsibilities under the Act, which include the responsibility to identify, evaluate, and, if the child is determined to be eligible under Section 504, to afford access to appropriate accommodations to enable access to educational services.

Questions, complaints, or requests for additional information concerning the Beverly Public School District's compliance with the regulations implementing Section 504 should be directed to Dr. Dorothy Flaherty, District 504 Coordinator, at 978-921-6100, ext. 21715 or email at dflaherty@beverlyschools.org..

Special Education  

Federal and state laws ensure that qualified students with disabilities receive a free, appropriate education in the least restrictive environment.  The law provides, at no cost to the family, any special services a child needs in order to access the curriculum effectively.  

Any student who is suspected to have a disability may be referred for an evaluation to determine eligibility for special education.  Upon receipt of parental consent, an evaluation is completed in all areas of suspected disability.  Upon completion of the evaluation(s), Team made up of the general education teacher, parents and/or guardians, the student (if appropriate), special education teacher and/or related services provider(s), and other relevant Team members meets to determine eligibility, and if the student is found eligible, writes an Individual Education Program (IEP).

Title I

The Title I project in the Beverly Public Schools is a student support program for reading and math to ensure every child has the opportunity to achieve educational excellence.  Title I programs are designed to enable Title I schools to identify children who are low achieving students and to provide academic support services to these learners.

Funding for Title I services is provided through the Massachusetts Department of Elementary & Secondary Education, with funds allocated to each state by the Federal government.  These funds are provided to communities based on the number of children from low-income families in the community.

English Language Learners (EL)

English learners, or ELs, are students who are learning and improving their English skills in listening, speaking, reading and writing. ELs may come from non-English speaking homes or homes where English is spoken in addition to the families’ native language. ELs may be born in the United States or they may be born in another country. The term EL is used interchangeably with the term multilingual learner (MLL/ML).

Beverly Public Schools has an established K-12 English Learner Education (ELE) program that serves the diverse linguistic needs of its multilingual students.  The ELE program provides ESL instruction from Kindergarten through Grade 12 and utilizes the Sheltered English Instruction (SEI) model with sheltered content instruction (SCI) in the classroom and English as a Second Language (ESL) instruction delivered by a licensed ESL teacher. ESL instructional time depends on the student’s English language proficiency level (ranging from a WIDA Level 1 - Beginner to a Level 6- Reaching/Proficient speaker) and instructional service delivery will take place in small pull-out and/or general classroom push-in groups using a co-teach model.

ELs in Massachusetts participate in an annual English language assessment ACCESS for ELLs. When students obtain an Overall proficiency level of at least 4.2 and a Literacy composite level of at least 3.9, they are eligible for reclassification from EL to former EL (FEL) status. Once exited from the ELE program, FEL students no longer receive ESL services and they are monitored for four (4) academic years.

Behavioral Health Services

Beverly Public Schools and behavioral health providers work together collaboratively to promote student success both socially and academically.  The District utilizes behavioral health consultants and works with clinicians in coordinating behavioral health services in school and for students and families within the community.  

Beverly Student Support Team (BSST) and MTSS

Beverly Public Schools utilizes a Multi-Tiered Systems of Supports (MTSS) model which integrates evidence-based instruction, interventions, and assessments to meet the full range of academic, social/emotional, and behavioral needs of all students to ensure equitable access to a robust, high quality education. In MTSS, the needs of all learners are identified and supported early through increasing levels of instructional time and intensity, with an emphasis on use of universal design for learning (UDL).

As part of the MTSS process, each school has a Beverly Student Support Team (BSST) which is a multi-disciplinary team of general education teachers, special education teachers, related services providers, and administrators.  Through analyzing data and monitoring the growth rates of learning and the social-emotional development, the BSST develops instructional plans that are responsive to the individual needs of each student and enable all students to meet success, including students with disabilities, students with advanced learning needs, and English language learners.

Breakfast & Lunch

Beverly Public Schools participates in a free and reduced breakfast and lunch program for those families who meet the income eligibility guidelines established by the federal government.  For eligibility information please call the school office.  Applications are sent home to all families at the beginning of each school year and are always available in the office.  One application is sufficient for all children in the family.  The Food Services Department will notify each school and the family as to whether the children are eligible to receive benefits.  New applications are required each year.

Extracurricular Activities

Beverly High School provides a variety of activities, a list of which is provided below.  These extracurricular activities allow each student to participate in supervised events, which encourage student involvement and spirit.  All students are welcome to join school clubs and organizations. Some club activities may require election to office, auditions or academic eligibility requirements.  All students are subject to the academic eligibility code. Additional clubs and organizations may be added during the course of the school year.  For further information on extracurricular activities go to bhsonline.org.

Aegis (Literary Magazine)

Alliance for Students of Color

Anime

Astronomy Club

Best Buddies

BHS Birthday Wishes Club

BHS Political Review

Biology club

Book Club

Botany Club

Chess /Cribbage Club

Culinary Arts Clubs

Dance Club

DECA

Gender Sexuality Alliance

Great British Baking Club

Green Club (Environmental)

Interact Club

Key Club

Knit and Crochet Club

The Ledger (Newspaper)

Math Team

Model United Nations

National Art Honor Society

National Honor Society

Photography Club

Red Cross Club

Robotics

Science Team

Stage Right Drama Club

Student Council

Student Outreach Club

Video Game

Women's Empowerment Club

World of Difference

Yearbook

All educational and non-academic programs, activities and employment opportunities at Beverly Public Schools are offered without regard to race, color, sex, religion, national origin, ethnicity, sexual orientation, gender identity, homelessness, age and/or disability, and any other class or characteristic protected by law.

NATIONAL HONOR SOCIETY SELECTION PROCESS

The object of the Gamma Chapter of the National Honor Society is to create an enthusiasm for scholarship, to stimulate a desire to give service, to promote able leadership, and to encourage the development of character in Beverly High School students. Candidates will have spent at least one semester in Beverly High School and shall be members of the junior or senior class.

Scholastically eligible (3.75 GPA) juniors will be notified of their eligibility after

second quarter (usually in March). Seniors will be notified in mid-October. In

addition to the minimum scholarship average, a student must have demonstrated the following:

Leadership:

All elected or appointed leadership positions held in school, community, or

work activities in which the candidate is directly responsible for directing or motivating their peers will be considered.  Examples of leadership include:  holding or running for class office or officer position in a club, being an athletic team captain, student-director in drama, section leader in the band, demonstrating initiative in promoting school activities-founder/co-founder of a new activity, etc.

Service:

Service is generally considered to be those actions undertaken by the student that are done in or outside of school with or on behalf of others without any direct financial or material compensation.  Any service performed in school, the community, or with religious organizations will be considered. A candidate must have been involved in a significant form of service during their freshman year onward.  This does not necessarily mean community service, but a student must show that he/she has given up time to help others in an unselfish manner.  

Requirements: Freshman year at least 10 hours, Sophomore year at least 15 hours and Junior year at least 20 hours of community service must be performed.  Examples of service include: Boy Scouts, Girl Scouts, religious/church groups, tutoring, volunteering services to those in need etc.  

Character:

The candidate should have displayed outstanding character.  A person of character demonstrates the following six qualities: trustworthiness, respect, responsibility, fairness, caring and citizenship.  A candidate may demonstrate this by taking criticism willingly, accepting responsibility graciously, and complying with school regulations and staff instructions both in and outside of the classroom.  An applicant’s character is determined through 3 teacher recommendations that are a required part of the NHS application.  In addition, any previous suspendable/disciplinary offense, infraction of school rules and /or improper conduct may be cause for rejection of a candidate. All candidates must display academic integrity (avoid plagiarism, cheating, etc.)

Candidates must fill out an NHS Information Form that demonstrates/describes their leadership, service, and character.  Students who submit these forms by the established deadline should understand that review of this information by the Faculty Advisory Committee DOES NOT guarantee election.

Members are expected to maintain these high standards during the entirety of their membership. Failure to do so may result in probationary status or resignation from the National Honor Society.

INTERSCHOLASTIC ATHLETICS

Sports have an integral part in the extracurricular activities at Beverly High School.  There is a fee assessed to students who wish to participate in athletics at Beverly High School.  The students of our school are encouraged to participate in athletics in each of the three seasons in which they are offered.  At Beverly High School, students may participate in the following sports, all of which have varsity teams:

ATHLETIC TEAMS

ATHLETIC AWARDS

• One letter will be awarded to each contestant in each sport that he/she successfully participates in during a school year.  After receiving this letter, a player will receive a certificate with team picture testifying to subsequent athletic achievement. Band members will also qualify under this category.
• No additional awards shall be given except under extraordinary circumstances. Recommendations for these awards shall come from the principal, the Athletic Director and the coach of the particular sport.
• The head coach of the sport shall recommend all candidates for any award.
• To be eligible for an award, a player must finish the playing season as a bona fide member of the playing squad.
• A player injured in participation during the season thus preventing him/her from fulfilling award requirements may be recommended for an award.
• Seniors may receive an award for conscientious attendance at practices and games even though failing to meet playing requirements provided they have been squad members for three years.
• Any manager of a varsity team is eligible for the team’s athletic award in his/her/their senior year provided he/she has served a minimum of two years in that particular sport.

ELIGIBILITY RULES FOR EXTRACURRICULAR ACTIVITIES AND ATHLETICS

• In order to qualify for participation, a student must have no F's and no more than two D's in the relevant quarter or semester. Eligibility for First Quarter is determined by final grades for the year preceding the activities. All other eligibility is determined by quarterly grades in the last marking period preceding the activities (e.g., Second Quarter grades and not semester grades determine Third Quarter eligibility). Eligibility will be removed or re-sorted in a manner consistent with MIAA policy; that is, on the date on which report cards are issued. In all other matters concerning this policy, unless otherwise stated, the District will follow MIAA policy. In extreme situations due to a student’s health (documented by medical personnel) or family circumstances (e.g., death of an immediate family member) the Principal may grant a waiver of the “no F’s” for one marking period.
• A student must take the required number of courses.
• Academic eligibility of all students shall be considered as official and determined only on the date when the report cards for that marking period have been issued to the parents of all students within a particular class.
• Incomplete grades may not be counted toward eligibility.
• A student who repeats work upon which he/she has once received credit cannot count that subject a second time for eligibility.
• A student cannot count for eligibility for any subject taken during summer vacation, unless that subject has been previously taken and failed.
• A student receiving services under Chapter 766 whose Individualized Education Plan is a 504 or more restrictive prototype, may be declared academically eligible by the principal provided that all other eligibility requirements are met.
• Participants of extracurricular activities must abide by the high standards of citizenship.
• Students must be present in school for the equivalent of two periods or blocks to participate that day in extracurricular activities and/ or athletics. An administrator must approve exceptions to this rule.
• Students tardy after 11:10 a.m. without a valid excuse will be ineligible for extracurricular participation.        

ADDITIONAL RULES OF ELIGIBILITY FOR ATHLETES

Beverly High School is a member of the Massachusetts Interscholastic Athletic Association. Under the rules of the MIAA and the School Committee policy, which apply to interscholastic athletic teams regardless of level (varsity, jv, freshmen), you are eligible for interscholastic athletic participation on a team if:

• You are not 19 years of age before September 1 of this school year
• You entered this high school from an elementary or middle school
• You transferred from another secondary school to this school, and your parents moved to Beverly when you changed schools
• You are an undergraduate, i.e., if you have not received a diploma, certificate of graduation, or sufficient credits to be entitled to the same
• You have not been ruled out of the game in any given sport twice during a season for unsportsmanlike conduct
• You have not violated the Chemical Health Policy
• The team eligibility in general consists of four years beyond the 8th grade in consecutive semesters
• A student may participate in only ONE practice or game per day, either in or out of school

The above constitutes the major rules of eligibility. If you are in doubt about your eligibility status, consult your principal/athletic director. They are the ones responsible for the decision.

CONDUCT AT ATHLETIC EVENTS

Good sportsmanship is important. It is one of the fundamental reasons for having an athletic program. If the athletic program of our school does not develop good sportsmanship, it cannot be considered successful even if the teams are victorious. You can help build good sportsmanship - remember, as a spectator, you represent our school as much as any team member. Cheer as loudly as you want for our team; don’t boo or jeer the visiting team or the officials. Accept the decision of the game official as final and not to be questioned. It is the coach’s job to question when there is doubt as to a decision made by an official, not the spectators. Remember they, like you, are human beings. Be courteous and friendly to visiting team members and spectators before, during and after the game. Leave the parking area carefully - be aware of pedestrians.

CHEMICAL HEALTH POLICY

From the earliest fall practice date, to the conclusion of the academic year or final athletic event (whichever is latest), a student shall not, regardless of the quantity, use, consume, possess, buy/sell, or give away any beverage containing alcohol; any tobacco product; marijuana; steroids; or any controlled substance. It is not a violation for a student to be in possession of a legally defined drug specifically prescribed for the student’s own use by his/her/their doctor. (Chemical Health -MIAA)

Student athletes are expected to use good judgment and not place themselves in harm’s way. Drinking alcohol or using a controlled substance or in the presence of either (alcohol or a controlled substance) at a social gathering, outside of school, may serve as grounds for disqualification if evidence is presented and confirmed by the police and/or school administration.

MINIMUM PENALTIES FOR ATHLETIC ACTIVITIES

First Violation: When the Principal confirms, following an opportunity for the student to be heard, that a violation occurred, the student shall lose eligibility for the next consecutive interscholastic contests totaling 25% of all interscholastic contests in that sport. No exception is permitted for a student who becomes a participant in a treatment program. It is recommended that the student be allowed to remain at practice for the purpose of rehabilitation. All decimal parts of an event will be truncated i.e. all fractional parts of an event will be dropped when calculating the 25% of the season.

Second and Subsequent Violation(s): When the Principal confirms, following an opportunity for the student to be heard, that second or subsequent violations have occurred, the student shall lose eligibility for the next consecutive interscholastic contests totaling 60% of all inter- scholastic contests in that sport. All decimal parts of an event will be truncated i.e. All fractional parts of an event will be dropped when calculating the 60% of the season.

If, after the second or subsequent violations the student of their own volition becomes a participant in an approved chemical dependency program or treatment program, the student may be certified for reinstatement in MIAA activities after a minimum of 40% of events provided the student was fully engaged in the program throughout that penalty period. The high school principal, in collaboration with a Chemical Dependency Program or Treatment Program, must certify that the student is attending or issue a certificate of completion. If the student does not complete the program, the penalty reverts back to 60% of the season.  All decimal parts of an event will be truncated i.e. All fractional parts of an event will be dropped when calculating the 40% of the season.

Penalties shall be cumulative each academic year, but a penalty period will extend into the next academic year (e.g. if the penalty period is not completed during the season of the violation, the penalty shall carry over to the student’s next season of actual participation, which may affect the eligibility status of the student during the next academic year).

In such instances, students will have to assure the principal that they are free of drugs and alcohol before re-entering school.

To ensure that this problem will not occur again, the student will be required to:

1. Receive assessment of the problem from a professional source
2. Become educated about the problem and become enrolled in ongoing therapy of several sessions
3. Provide the results of a clear drug test to the principal
4. Perform community service work

MIAA SPORTSMANSHIP: TAUNTING

Taunting includes any actions or comments by coaches, players or spectators, which are intended to bait, anger, embarrass, ridicule, or demean others, whether or not the deeds or words are vulgar or racist. Included is conduct that berates, needles, intimidates, or threatens, based on race, gender, ethnic origin or background, and conduct that attacks religious beliefs, size, economic status, speech, family, special needs, or personal characteristics.

Examples of taunting include but are not limited to: “trash talk”, defined as verbal communication of a personal nature directed by a competitor to an opponent by ridiculing their skills, efforts, sexual orientation, or lack of success, which is likely to provoke an altercation or physical response; and physical intimidation outside spirit of the game, including “in the face” confrontation by one player to another, standing over/straddling a tackled or fallen player, etc.

Taunting offenses: Students who participate in such activities will be removed from the event and school discipline will be administered. In addition, the student may be banned from attending all extra-curricular activities throughout the school year.

Guidance Services

Each student is assigned to a School Adjustment Counselor.  Counselors will meet with students throughout the year.  Services include academic counseling, scheduling and course selection, conflict issue-oriented counseling, crisis intervention, and parent consultation.  Although each student is assigned to one particular counselor, students and parents should understand that all counselors, teachers and staff are available to assist all students and parents.  Students are encouraged to see a counselor when they have questions or concerns that may affect them at school.

School Crisis Teams

Schools have established Crisis Teams and Response Protocols to intervene during a crisis to ensure safety and respond in the aftermath of a tragedy. The Crisis Team works closely with safety officials and individuals to coordinate preventative mental health and counseling services within the school. Parents are apprised of any "crisis-related" activity through written notices or telephone calls from the school.

The Staff recognize that follow-up remains one of the most crucial elements of a crisis intervention program. Children grieve and respond to a crisis over time. Therefore, in addition to brief, time-limited interventions, plans for continued and long-term support for those children in need are available. The Crisis Team will monitor and help parents facilitate the provision of long-term services for students, as indicated.

Policy Regarding Pregnant Students

Pregnant students are permitted to remain in regular classes and participate in extracurricular activities with non-pregnant students throughout their pregnancy.  After giving birth students are permitted to return to the same academic and extracurricular program as before the leave. The district does not require a pregnant student to obtain the certification of a physician that the student is physically and emotionally able to continue in school unless it requires such certification for all students for other physical or emotional conditions requiring the attention of a physician.  The only exception is if there is a letter from their physician excluding any activities due to health reasons.

Posters and Signs

Posting of information not directly related to Beverly High School must be approved by the principal prior to posting on school property.  Students are not to tape signs or posters to the painted plaster walls or windows.  No posters are to be put up in the building except on the bulletin boards.

Student Publications

The school reserves the right to govern the time, place and manner of all student publications.  Anyone wishing to distribute publications in school or on school grounds must speak with the principal to determine the appropriate conditions for distribution.  Normally, distribution will take place before and after school and at lunch.  The school does have the right to discipline students who do not meet the standards set above.  

School-sponsored publications must be approved by the advisor and principal in a timely manner before and must:

• Be free of libel and defamatory statements.
• Not contain obscenities or profanity.  Obscene material appeals to prurient interests and is offensive to community standards. 
• Allow opposing views on controversial issues.
• Not be inflammatory, i.e., words that would be deemed fighting words, words that would incite violence.
• Not disrupt the educational environment or interfere with the rights of other students to learn.

Unofficial Publications

In the interest of a full and free education, students may publish their ideas.  The same rules above apply, except that the principal and an advisor do not have to approve of the publication.  However, the school does have the right to discipline students who do not meet the standards set above.  Students are urged to get informal advice about meeting the standards from the principal before distribution.

BELL SCHEDULE

Central Office Personnel

Suzanne Charochak, Ed. D.                                                Dorothy Flaherty, Ed.D.

Superintendent of Schools                                            Assistant Superintendent of Schools

Tel: 978-921-6100 x21712                                        Tel: 978-921-6100 x21715

Fax: 978-922-6597                                                       Fax: 978-922-6597

scharochak@beverlyschools.org                                     dflaherty@beverlyschools.org

Bethany Splansky                                                        Jean Sherburne

Administrator of Special Education and PPS           Director of Finance and Operations        

Tel: 978-921-6100 x21732                              Tel: 978-921-6100 x21725

bsplansky@beverlyschools.org        jsherburne@beverlyschools.org

Erin Brown        André Morgan

Director of Information & Human Resources        Director of Opportunity, Access & Equity

Tel: 978-921-6100 x22732        Tel: 978-921-6100 x21745

ebrown@beverlyschools.org        amorgan@beverlyschools.org

Dana Chruikshank                                                                          Judy Miller

Director of Transportation                                                          Director of Technology

Tel: 978-921-6109                                      Tel: 978-921-6132 x11171

dchruikshank@beverlyschools.org                                             jmiller@beverlyschools.org

Caitlyn Bellezza                                                                                    Ryan Wood

Director of English Learner Education                                          Director of Athletics

Tel: 978-921-6100 x21120                                                        Tel: 978-921-6141

cbellezza@beverlyschools.org        rwood@beverlyschools.org

Megan Sudak        Jodi Elder

City Connects Program Manager        District Nurse Leader

Tel: 978-921-6100 x21119        Tel: 978-921-6132 x11130

msudak@beverlyschools.org        jelder@beverlyschools.org

Christina Leal                                                        Robert Schiaroli

Director of Food Services                                        Director of Buildings and Grounds

Tel:  978-921-6132 Ext. 11129                                        Tel: 978-921-6100 x24146

Email: cleal@beverlyschools.org                                Email: rschiaroli@beverlyschools.org