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HPS & HUES Student Handbook 2020-2021

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HPS & HUES Student Handbook 2020-2021 HPS & HUES Student Handbook 2020-2021 Updated July 20, 2020 Please note that items relating to the “Road Map to Reopening our School Buildings” may be amended prior to the start of school based on the Hollis School Board’s recommendations or approval. Information in this document is inline with the SAU’s proposed reopening plan at the time it was written. Table of Contents Academic Integrity Account Balances/Late and Lost Materials Administrative Leadership Attendance/Reporting an Absence/Truancy Behavior/Conduct of Students Bicycles Bus: Discipline; Expectations; Guidelines; Safety and Policy Carpool Procedure Child Find Notice Child Neglect and Abuse Communication Chain Community / Parent Involvement Computer Acceptable Use Policy Concussions and Head Injuries Policy Curriculum Discipline Drug Free Schools Drug and Alcohol Abuse By Students Early Dismissal Procedure Emergency Early Release Procedure Family Education Rights and Privacy Act Field Trip Expectations, Policy and Guidelines Food Allergies Grading System/Report Cards Hazing Policy Holidays/Parties/Celebrations Homework – Expectations and Guidelines Individuals with Disabilities Act Instructional Materials Library Media Center Lost and Found Lunch Program Medication Nondiscrimination and Notification of Grievance Procedures Notice of Procedural Safeguards Under 504 and the ADA Parent/Teacher Conferences Parent Visits/Appointments and Parking Photograph/Video Release Information Plagiarism and Technology Portfolios – Celebration of Learning Pupil Safety and Bullying/Harassment and Violence Prevention Policy Reading Support for Primary Students Reading Support for Upper Elementary Students 2 Recess Registration, Withdrawal, and Records Remote Learning School Administrative Unit #41 Mission and Vision School Board Meeting Schedule School Day School Delays & Cancellation Procedures School District Internet Policy for Students School Safety/Emergency Drills Section 504 of the ADA Section 504/Title II Grievance Procedure SEXUAL HARASSMENT AND VIOLENCE Policy Smoke Free Schools Student Achievement Student Appearance and Dress STUDENT CONDUCT, DISCIPLINE AND DUE PROCESS Policy Student Health Student Responsibility/Behavior Teaching/Learning Process Team Collaboration Telephone/Cell Phone Use by Students TOBACCO PRODUCTS BAN Policy Use/Rental of School Building and Grounds Use of Physical Restraint , Seclusion and Intentional Physical Contact Policy Weapons on School Property 3 SAU 41 Mission The mission of SAU 41 is to ensure a strong, supportive learning environment focused on academic excellence. ​ SAU 41 Vision The vision of SAU 41 is to help students acquire the knowledge and life skills for academic, social, and emotional success. 1. The SAU 41 schools establish and fulfill standards for academic excellence that are competitive at the state, regional, national, and international levels as benchmarked against recommendations by renowned independent bodies. 2. The SAU 41 schools educate students to be critical thinkers, creative problem-solvers, effective communicators, and socially responsible, engaged citizens who are college and workforce ready. 3. The SAU 41 schools use data from multiple and varied assessments to improve student learning; every student makes or exceeds expected annual progress. 4. The staff, services, and culture enhance student self-esteem and employ a variety of strategies to meet the academic, social, emotional, and safety needs of all students. 5. The professional learning community evolves and adopts best practices for learning; administrators and staff members are supported in their work and are compensated fairly and competitively. 6. The School Boards, administrators, and staff engage students, families, and the community through effective communication of priorities, plans, and progress. 7. The school districts in SAU 41 are models for sound fiscal responsibility and integrity. 8. Each district in SAU 41 has a comprehensive district report card that measures its performance against SMART goals. SCHOOL ADMINISTRATIVE UNIT FORTY-ONE Brookline, Hollis & Hollis/Brookline Cooperative School Districts School Administrative Unit 41 (SAU 41) provides the administrative services for the PK-12 schools in our town of Hollis and Brookline, New Hampshire. There currently are 6 buildings between the two communities: Hollis Primary, grades PK-3; Hollis Upper Elementary, grades 4-6; Richard Maghakian Memorial, grades PK-3; Captain Samuel Douglass Academy, grades 4-6; Hollis Brookline Middle School, grades 7-8; Hollis Brookline High School, grades 9-12. Three school boards provide governance for the schools: The Hollis School Board, grades PK-6 (5 members); the Brookline Board, grades PK-6 (3 members) and the Hollis Brookline Cooperative School Board, grades 7-12 (7 members). The SAU Board, composed of all 15 board members, helps to coordinate K-12 ongoing programs through discussion with SAU staff. 4 SCHOOL BOARD MEETING SCHEDULE As a rule, the School Board meets monthly throughout the year. The time, date and place of each meeting are always posted in each school building. Specific meeting information is also available by calling either school, the SAU office, or online at: www.sau41.org ​ ​ ​ ADMINISTRATIVE LEADERSHIP This four person Administrative Team spearheads new programs and grant opportunities, ensures communication and connection between curricula and programs, and is the prime contact between the school community and the governance of the Hollis School District. Hollis Primary School and Hollis Upper Elementary School Administrative Team Paula Izbicki – Principal @ HPS Candice Fowler – Principal @ HUES 324 - 5995 465-9182 Anne Elser Nicole Tomaselli Special Education Administrator PK - 6 Curriculum and Instruction Administrator PK - 6 324 – 5995 / 465 - 9182 324 – 5995 / 465 - 9182 COMMUNITY/PARENT INVOLVEMENT Quality schools have a true sense of community and are characterized by active parent involvement. The Hollis School Community is very proud of being a Blue Ribbon Award recipient since the awards inception. Our PTA works diligently to support our school by coordinating the following committees and programs: Community Relations, Parent Enrichment, Classroom Volunteers, Winter Ski Program, Halloween Fest, June Field Day, Teacher Appreciation luncheons, and many more. Fundraising efforts have successfully earned up to $25,000 yearly with approximately one half of that amount devoted to wonderful student enrichment programs. In addition, our PTA publishes a yearly student directory, monthly newsletters, and maintains a website. The newsletter provides a forum for teachers and administrators to share school news with the community. An enrichment program which is directly linked to specific grade curriculum objectives is also coordinated by the PTA. We encourage all of our families to be involved with our PTA. SCHOOL DAY Time-on-learning is time during which students are engaged in regularly scheduled instruction, learning activities, or learning assessments of the core subjects. Adequate time-on-learning is essential for student progress. Time-on learning for the Hollis Schools are as follows: ● Grade K - 3 five hours thirty minutes ● Grade 4 – 6 five hours forty minutes At the Primary School the instructional day for Gr. K–3 begins at 8:23 and ends at 3:00. At the Upper Elementary School the instructional day for Gr. 4– 6 begins at 8:30 and ends at 3:00. We expect all students to arrive at school at a reasonable time prior to the start of classes. HPS students disembark buses and enter the school building at 8:15 A.M. HUES students disembark buses and enter the school building at 8:20 A.M. HPS/HUES students who do not ride the buses should not arrive until that same time as there is no supervision available for children who arrive prior to these ​ ​ ​ times. When students are tardy, (after 8:23 at HPS and after 8:30 at HUES) they must report to the office to pick up an admittance slip before entering the classroom (at HPS a parent must come into the 5 building to sign in the child). This keeps our attendance records complete and accurate. Students ARE NOT marked tardy if they are late because their bus arrived after the start of school. STUDENT ACHIEVEMENT As a school district where past and present assessment scores verify our students' above-average abilities, ensuring students reach their potential as lifelong learners is one of two major focuses and challenges. We believe that to teach one must know what is already learned. Assessment of known and learned skills is achieved in a variety of ways. Pre-testing enables teachers to use flexible groups to meet learner’s needs and helps assure that what is being taught has not already been learned. Pre-tests vary by curriculum, but are standardized across grade levels. Post-testing is also standardized across grade levels. Student work is collected throughout the year to show students and staff examples of various levels of achievement. Some examples of assessment strategies used are: initial gathering of baseline data, periodic individual running records, published language arts pre and post skills and process tests, writing prompts, math prompts and formative quick checks, problem solving and process oriented assessments in science and social studies, and a performance-based assessment report sent to parents on a trimester basis. A major school focus and challenge is to promote self-discipline, citizenship, and character development so students leave us with a foundation in the skills
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