Schuylerville Middle School

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Informational Guide for Schuylerville Middle School Students & Parents Your Bes Be t!

Welcome to Schuylerville Middle School!

We’d like to welcome you on this journey into the realm of exciting opportunities that await at Schuylerville Middle CORE VALUES School. And, of course, as an integral part of the Middle School Whether it’s the “Golden Rule” community, we invite you to provide feedback, suggestions and or another set of standards that may not be as well-defined, ev­ ideas for improving our school. eryone typically makes decisions and acts in ways that align with their values and beliefs. With this in mind, community mem­ bers, students, parents and Middle School Mission Statement staff members identified a set of core values that would become the driving force for decisions, Schuylerville Middle School is dedicated to creating behaviors and activities in the Middle School; the values also independent, confident and well-prepared adolescents by were used as a code of conduct was developed. meeting their physical, social, emotional and intellectual The common values were col­ lected using a survey and the re­ needs. sults were certainly interesting. Students felt that fun, kindness, fairness, trust and challenge With collaboration among administration, faculty and (pushing kids to be their best) were most important. Parents, staff, students, parents and the Schuylerville community, staff and community members identified the following values as we will foster independence for students to become top priorities: respect, account­ ability/responsibility, honesty/ problem-solvers, critical thinkers and respectful integrity, self-discipline/hard individuals with a strong work ethic. work and achievement. The ideas were merged and Schuy­ lerville Middle School now has the following core values: We value a commitment to a rich, challenging and Be Kind purposeful educational experience. We believe a team- w oriented approach in a safe, supportive environment Be Respectful w provides opportunities for students to achieve goals as Be Responsible life-long learners while successfully transitioning to high w school. Work Hard w Have Fun

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Using this Handbook and Student Planner This guidebook has been developed to give parents and students useful information that will help everyone navigate the middle school years with confidence and greater success. Hang on to this guide and you’ll probably find yourself coming back to it when questions or problems arise. If we left something out that would be useful for parents or students to know, please tell us so that we can include it in future handbooks. Please also keep in mind that the information contained in this guide is subject to change. Student Planners

SERVE SEVERAL IMPORTANT PURPOSES AT • Parents can tell, quickly, whether or not students are SCHUYLERVILLE MIDDLE SCHOOL! recording daily homework assignments.

One of the biggest challenges students will face during their • Parents and teachers can arrange to communicate middle school years will come from an unexpected source. via the “notes” section on students’ agenda books. For It isn’t making the basketball team or having to memorize a example, when homework is a problem, teachers can long list of mathematical formulas. According to counselors record whether or not all homework was satisfactorily and teachers, it’s learning how to manage their time and stay completed for the week. organized. • “Pass pages” in the planners show how often students For the first time, all students are faced with having multiple are leaving class to go the bathroom, the library, an­ teachers, each with their own set of assignments and expec­ other classroom, etc. tations. Juggling these new academic relationships (not to mention their extracurricular activities and social lives) can be All students are issued a planner at the start of each overwhelming for some kids. Helping children learn to keep track school year and they are required to have it with them of their commitments will save them a lot frustration and will every day. put them on the road to success in school––and life! Talk with your children about how to use it and why. Sug­ Schuylerville Middle School planners are the perfect tool gest they open it at the beginning of each class and leave for helping students get organized and keep track of multiple it on their desk until they have written down their assign­ commitments and deadlines. These books are also an effec­ ments. Encourage them to review it before leaving school tive way for parents to learn about their child’s homework, to be sure they bring home the books and other materials communicate with teachers, etc. For example: they will need.

COMMON PLANNER PITFALLS TO AVOID

1 NOT WRITING DOWN ASSIGNMENTS Guidance counselors at Schuylerville Middle School say this is a huge issue for students. Smart students get into the routine of copying down homework assignments from the board as soon as they enter the classroom. Unfortunately, many kids think they can trust their memories––and quickly get into trouble.

2 NOT BRINGING THE RIGHT THINGS HOME At the end of each day, students should refer to their student planners when packing books and other supplies for home. Again, memory is not always reliable! When kids create good routines and habits, their levels of responsibility increase.

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able of ontents T C UP FRONT COMMUNICATION Protecting Valuables ...... 24 Welcome to Schuylerville Middle TOOLS Salute to the Flag ...... 24 Study Hall Guidelines ...... 24 School! ...... 2 Parent Portal ...... 11 Visitors ...... 25 Middle School Mission Statement ...... 2 Global Connect ...... 11 Weapons in School ...... 25 Core Values ...... 2 Parent Conferences ...... 11 Working Papers ...... 25 Using this Handbook & Planner ...... 3 District Website ...... 11 Title IX & 504 Compliance ...... 31 Common Pitfalls to Avoid ...... 3 Student Use of 10th Period ...... 11

MEALS & WHEELS CONTACTS & SCHOOL DISCIPLINE CALENDARS Food Service ...... 26 CODE Transportation ...... 26 Faculty & Staff by Department...... 5 Preface ...... 12 Summary School Calendar ...... 6 Student Bill of Rights & Responsibilities ...... 12 BULLYING: BACK TEAMING & TIMING Student Due Process Rights ...... 15 OFF...STEP UP! Student Rights & Responsibilities ...... 15 Bystanders: The Third Party to Faculty by Team ...... 7 Essential Community Partners ...... 15 Bullying ...... 27 Advantages of the Team Approach ...... 7 Disciplinary Schedule ...... 17 Helping Your Child Take a Stand ...... 27 Schedule (Daily & Lunch) ...... 7 Summary of Disciplinary Responses ... 21 Dignity for All Students Act (DASA) Academic Restricted List...... 22 Plain Language Summary ...... 28 ACADEMICS Annual Review ...... 22 Course Grades ...... 8 Annual Implementation Procedure .... 22 CO-CURRICULAR Homework ...... 8 ACTIVITIES Program of Studies ...... 8 Art Club ...... 29 Honor Roll ...... 9 THIS & THAT Athletics ...... 23 Book Club ...... 29 Marking Periods & Report Cards ...... 9 Book Bags/Knapsacks ...... 23 Drama Club ...... 29 Incompletes ...... 9 Change of Address or Telephone Environmental Club ...... 29 Aim High Literacy Strategies ...... 9 Number ...... 23 FFA (Future Farmers of America) ...... 29 Computer/Equipment Acceptable Use FBLA (Future Business Leaders of PARENTAL Policies ...... 23 America ...... 29 INVOLVEMENT Drugs, Alcohol, Cigarettes, Chewing Individual Class Representation ...... 30 Tobacco ...... 23 Advice for Parents ...... 10 Jazz Band ...... 30 Field Trips ...... 23 Homework Expectations ...... 10 MathCounts ...... 30 Fire Alarms & Drills ...... 23 National Jr. Honor Society ...... 30 Food & Beverages ...... 23 Our Space Art & Literary Journal ...... 30 ATTENDANCE Harassment/Hazing/Bullying ...... 23 SADD (Students Against Destructive POLICIES Library ...... 24 Decisions) ...... 30 Policies on Attendance, Absences and Lockers ...... 24 Ski & Snowboard Club ...... 30 Tardiness ...... 11 Medicine ...... 24 Student Council ...... 30 Excused vs. Unexcused Absences ...... 11 Passes ...... 24 Prohibition of Capital Punishment ..... 24 ATHLETICS Modified Sports for Grades 7 & 8...... 31

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taff embers at chuylerville iddle chool S M S M S MIDDLE SCHOOL FACULTY & STAFF BY DEPARTMENT All teachers have voicemail. Parents who wish to contact a teacher should call the school’s main number (695-3255) and ask to be connected with the teacher’s voice mail.

Grade 6 Teachers Mathematics Technology Amy Barthelmas (Special Ed.) Erica DiLello Mark Belden Wally Dow Stacie Rudary Amy Dunbar Michael Leonard Educational Aides Trisha Leary Music Michelle Luna Jason Mehan Katrina Sarro Kristen Poutre Kaitlyn Koch Chris Tucker Cafeteria Staff Art Vicki Young Shannon Awilow Matthew Roberts Physical Education/Health Kristen Barrs Business Jim Cinguegrano Daniel Lanchantin Bernadette DeGregory Heidi Kenyon-Smith Sierra DeJoseph Heather Goodspeed Julianne Torres English Debra Holt Allen Kortokrax Science Kerri Brennan Nancy Leisenfelder Natalie O’Brien Sarah Denaker Mary Ramsey Krista Reville Christen Porpora Nancy Spodrick Ivy Rechak Kelly Squires Home & Careers Kathy Tychostop Social Studies Deborah Bartolucci Chris Huestis Custodial Staff Language Rebecca Nesbitt Jen Schroll, Head Custodian Gaia Anderson Avi Stark Charlean Conrad Caitlin Nirsberger Don DeGarmo Special Education Mike Farrell Library Amy Barthelmas Andy Graves Sandy Berger, Librarian Terry Brennan Chris Moore Jim Claus Laura Sargent Erin Lloyd Kathy Whaley

Main Office Attendance Mary Kate Elsworth, Principal Michelle Luna Melinda Carr, Administrative Assistant Student Services John Bowen, Athletic Director & Grades 6-8 Dean of Students John Haggerty, Director Tracy Lyon, Administrative Assistant Karen Maciariello, School Psychologist Donna Mellen, Administrative Assistant Health Office Leigh O’Connor, 6-8 School Counselor Yvette Grimes, School Nurse Erin Welch, Grades 6-8 School Counselor

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Summary School C alendar for 2017-2018

SEPTEMBER 2017 OCTOBER 2017 NOVEMBER 2017 S M T W T F S S M T W T F S S M T W T F S 1 2 1 2 3 4 5 6 7 1 2 3 4 5 3 4 5 6 7 8 9 8 9 10 11 12 13 14 6 7 8 9 10 11 10 11 12 13 14 15 16 15 16 17 18 19 20 21 12 13 14 15 16 17 18 17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25 24 25 26 27 28 29 30 29 30 31 26 27 28 29 30

DECEMBER 2017 JANUARY 2018 FEBRUARY 2018 S M T W T F S S M T W T F S S M T W T F S 1 2 1 2 3 4 5 6 1 2 3 3 4 5 6 7 8 9 7 8 9 10 11 12 13 4 5 6 7 8 9 10 10 11 12 13 14 15 16 14 15 16 17 18 19 20 11 12 13 14 15 16 17 17 18 19 20 21 22 23 21 22 23 24 25 26 27 18 19 20 21 22 23 24 24 25 26 27 28 29 30 28 29 30 31 25 26 27 28 31

MARCH 2018 APRIL 2018 MAY 2018 S M T W T F S S M T W T F S S M T W T F S 1 2 3 1 2 3 4 5 6 7 1 2 3 4 5 4 5 6 7 8 9 10 8 9 10 11 12 13 14 6 7 8 9 10 11 12 11 12 13 14 15 16 17 15 16 17 18 19 20 21 13 14 15 16 17 18 19 18 19 20 21 22 23 24 22 23 24 25 26 27 28 20 21 22 23 24 25 26 25 26 27 28 29 30 31 29 30 27 28 29 30 31

September 5-6: Superintendent’s January 2: Classes Resume JUNE 2018 Conference Days January 15: Martin Luther King, S M T W T F S September 7: Classes Begin Jr. Day 1 2 October 9: Columbus Day February 19-23: Midwinter Break 3 4 5 6 7 8 9 10 11 12 13 14 15 16 October 20: Superintendent’s March 30: Good Friday Conference Day 17 18 19 20 21 22 23 April 2-6: Spring Recess 24 25 26 27 28 29 30 November 9: Go Home Early Drill May 28: Memorial Day November 10: Veterans’ Day June 22: K-8 Superintendent's November 22-24: Thanksgiving Recess Conference Day

Dec. 22-Jan. 1: Holiday Recess Classes not in session

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Middle School Teams and Times MIDDLE SCHOOL FACULTY BY TEAM Each Middle School student is assigned to a particular team within his/her grade level. The teachers on each team are respon­ sible for all students on their team, thereby providing extra levels of support to our middle school students. By reviewing the list below, you can determine all the teachers your child could be working with based on the team to which he/she is assigned. (Please note: Teachers who are listed twice teach multiple grade levels.) GRADE 6 GRADE 7 GRADE 8 Black Team Black Team Black Team • Amy Dunbar: English and ELA Lab • Terry Brennan: Special Education • Jim Claus: Special Education • Jason Mehan: Math and Math Lab • Erica DiLello: Math • Christine Huestis: Social Studies • Amy Barthelmas: Special Education • Christen Porpora: Science • Michael Leonard: Math • Trisha Leary: Social Studies and • Darrin Renner: Social Studies • Natalie O’Brien: English Science • Krista Reville: English • Ivy Rechak: Science

Orange Team Orange Team Orange Team • Wally Dow: Social Studies and • Kerri Brennan: English • Kerri Brennan: English Science • Sarah Denaker: Science • Sarah Denaker: Science • TBA: English and ELA Lab • Rebecca Nesbitt: Social Studies • Rebecca Nesbitt: Social Studies • Kristen Poutre: Math and Math Lab • Stacie Rudary: Math • Stacie Rudary: Math Complementary Team Teachers Complementary Team Teachers Complementary Team Teachers • Deborah Bartolucci: Home & Careers • Gaia Anderson: LOTE - Spanish • Gaia Anderson: Spanish • Sierra DeJoseph: Health • Deborah Bartolucci: Home & Careers • Mark Beldon: Technology • Daniel Lanchantin: Phys. Ed. • Mark Belden: Technology • Sierra DeJoseph: Phys. Ed. • Julianne Torres: Phys. Ed. • Sierra DeJoseph: Phys. Ed. • Kaitlyn Koch: Chorus/Band • Chris Tucker: Chorus • Heidi Kenyon-Smith: Computer • Daniel Lanchantin: Phys. Ed. • Vicki Young: Band • Kaitlyn Koch: General Music/Chorus/ • Caitlin Nirsberger: French Band • Matthew Roberts: Art • Daniel Lanchantin: Phys. Ed. • Erin Lloyd: Special Education • Caitlin Nirsberger: LOTE - French • Matthew Roberts: Art

ADVANTAGES OF THE TEAM APPROACH The Middle School’s team approach to teaching and learning Schedule: Daily & Lunch has many advantages, including: Period 1 ...... 8-8:42 a.m. (including homeroom) w A focus on teamwork and collaboration; Period 2 ...... 8:45-9:24 a.m. w Attention to students’ social and emotional well-being; Period 3 ...... 9:27-10:06 a.m. w A common planning period each day for core teachers Period 4 ...... 10:09-10:48 a.m. to work together and discuss student achievement and Period 5 ...... 10:51-11:30 a.m. growth; Period 6 ...... 11:33 a.m.-12:12 p.m. w Commitment to providing a safe and supportive environment; Period 7 ...... 12:15-12:54 p.m. w Opportunities to build trusting and respectful Period 8 ...... 12:57-1:36 p.m. relationships; Period 9 ...... 1:39-2:18 p.m. w Interdisciplinary teaching; Period 10 ...... 2:21-3 p.m. w A shared vision of goals. 7 Your Bes Be t!

PROGRAM OF STUDIES Academics

Challenging, supporting and Grade 6 preparing our students Schuylerville Middle School Special Education Program: offers an educational program Consultant Teaching designed to promote the academic 12:1 Special Class and 8:1:2 Special Class success and personal development of all students. We’re dedicated Core Program: to preparing students to meet the Mathematics, Science, Social Studies, English Language Arts, Reading rigorous demands of state and local Complementary Program: academic standards and the needs of future employers. And equally Health as important, we’re focused on Math Lab and ELA Lab addressing the needs of the “whole Physical Education, Art, Home & Careers child” so our students go on to be­ come caring, contributing members Grade 7 of society. Special Education Program: Course Grades Consultant Teaching The final grades for one-semester 12:1 Special Class & 8:1:2 Special Class and full-year courses will be cal­ culated according to the following Core Program: formulas: Mathematics, Science, Social Studies, English, Academic Intervention Services (AIS) Quarter number one = 25% Complementary Program: Quarter number two = 25% Art (1/4 unit) Quarter number three = 25% Computer (1/2 unit) Quarter number four = 25% Home & Careers (1/2 unit) LOTE (Language Other Than English) (1/4 unit) Homework Technology (1/2 unit) Home study is a necessary part of Physical Education (1/2 unit) each student’s educational program. Band/Chorus/General Music (1/2 unit) Each student must be expected Support/Study Hall to spend some time in addition to scheduled class instruction to achieve satisfactory work. Grade 8 It is the responsibility of the student to find out and complete Special Education Program: homework assignments even when Consultant Teaching he/she is absent from school. In 12:1 Special Class & 8:1:2 Special Class some cases the student may have to Core Program: remain after school with the teacher Mathematics, Science, Social Studies, English, Academic Intervention Services (AIS) to meet overdue homework respon­ sibilities. In most subjects, home­ Complementary Program: work assignments are calculated as Foreign Language (French I or Spanish I - 1 High School Credit) part of the quarterly grades. Art (1/4 unit) Some assignments are long-range Technology (1/2 unit) in nature and require planned study Physical Education (1/2 unit) time for their completion. Planned Band/Chorus (1/2 unit) study eliminates the necessity of Computer (1/4 unit) spending too much time in trying Support/Study Hall

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to rush through assignments at the Report cards will be posted on Marking Periods & Report Cards last minute. Plan your at-school and The Middle School operates on a Parent Portal seven to 10 days after at-home time carefully. quarterly basis throughout the school the end of each marking period. Our year. The end of the four quarters will report cards are computerized. The key Honor Roll be as follows: we use for marking is as follows: Honor Roll is computed by stu­ dents’ grade point averages. Any failing First Quarter ends: November 3, 2017 90-100 ...... Superior grade or incomplete that is not made Second Quarter ends: January 26, 2018 80-89 ...... Good/Above Average up will disqualify a student from the Third Quarter ends: April 20, 2018 70-79 ...... Average honor roll. The three categories are: Fourth Quarter ends: June 21, 2018 65-69 ...... Below Average Below 65 ...... Failing High Honors ...... 95-100 average At the mid-point of each quarter, Honors ...... 90-94.99 progress reports will be posted on W...... Withdrawn Merit ...... 85-89.99 Parent Portal. The purpose of the WP ...... Withdrawn Passing progress report is to inform parents of WF ...... Withdrawn Failing Honor Roll is computed each of the the student’s general standing in each four quarters and will be posted on X ...... Excused course. Progress report grades are ap­ the window of the Student Services I ...... Incomplete proximate and subject to rapid change Center. It also will be sent to local based on subsequent assignments. The newspapers. The Honor Roll will be Incompletes end of the progress reporting periods posted for two days prior to release to A grade of “Incomplete” is given are as follows: the newspapers. If a student thinks an when a student is absent for a pro­ error has been made, he or she should First Quarter: October 6, 2017 longed period of time due to illness or other extenuating circumstances. All report that fact to the main office Second Quarter: December 8, 2017 within that period of time. “Incompletes” must be made up with­ Third Quarter: March 2, 2018 in two weeks of returning to school. Fourth Quarter: May 18, 2018

AIM HIGH LITERACY STRATEGIES

Content literacy is defined as the ability to compre­ vocabulary develop­ hend the instructional materials used in a subject area ment, note-taking classroom. To help develop literacy in students, teach­ strategies and read­ ers must show students how to think and learn with ing strategies. The text. Elementary reading instruction focuses on learning more we use similar to read; secondary reading instruction focuses on read­ language regarding ing to learn. This is a difficult transition for many stu­ literacy and the learning dents. However, teachers can guide students success­ process, the more successful fully by implementing literacy strategies and modeling the students will be at incorporat­ their use in our classrooms with common language and ing the strategies into their daily lives. The consistent committed consistency. Most students do not naturally modeling and use of these five strategies in the content develop the skills and strategies required to read and area classrooms will provide both students and teach­ comprehend the various texts they will interact with in ers with proven tools to enhance student learning, even a secondary education setting. in the face of adversity. As educators, we will deepen Schuylerville Middle School teachers will teach ef­ our students’ experience in the course if we encourage fective literacy strategies that can be implemented them to think about how they learn. As learners, if we in all of the core subject areas. These five“Aim High understand and analyze our own learning process, we Literacy Strategies” address the areas of pre-reading, are better invested in the experience and more open to during-reading and post-reading activities. They include learning how to learn.

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Parental Involvement During these Transitional Years For many kids, preadolescence can be a time of upheaval. Puberty kicks in, peer pres­ ■ Be a positive role model. sure becomes a significant factor and new relationships take on major importance as When talking about your own children pull farther away from their families. With all this going on for preteens, is it work, emphasize not only the any wonder that their desire to focus on academics might wane? frustrations, but also the satisfactions that go along with Studies show that many children’s grades drop during the first year of middle school. reaching a goal or finishing a It’s at this point that students sometimes become less interested in studying and less tough job. This is a great way to self-assured about their abilities. Yet today’s students are facing more rigorous aca­ show your children that achieve­ demic standards and tougher high school graduation requirements than ever before. ment has its rewards. Too many Sixth- and seventh-grade students take yearly assessments to measure progress toward kids think school success comes meeting the eighth-grade New York State Standards. All eighth-graders must take state from being “born smart”–– exams in English, math, science and foreign language to test how well they are doing at instead of from hard work. mastering state learning standards. Poor performance on any of these exams is a red flag for more serious problems in high school. Parents should get involved immediately if their child is doing poorly in middle school. ■ Give your children lots of support. According to the New York State Education Department’s Middle-Level Education Although the middle years are a Program’s Essential Elements of Standards-Focused Middle-Level Schools and Pro­ time when children crave more grams, a quality middle school program should offer academics that are comprehensive, independence, they still need daily challenging, purposeful, integrated, relevant and standards-based. Additionally, middle encouragement and clear expecta­ schools should have a mission that reflects the intellectual and developmental needs and tions from their parents. Let them characteristics of children who are 10 to 14 years old. This is what we try to do at Schuy­ know that struggling with a task is lerville Middle School and we hope that all parents will assist us in our efforts. not necessarily a bad thing. So how do you, as a parent, spark an interest in academics when Sponge Bob Square Pants is your child’s guru? Or the lure of hanging out with friends dwarfs all interest in ■ Tap into your child’s interests. school work? The ideas at right take time but they’ve worked for many parents––and Subscribe to a preteen or sports they can work for you, too! magazine to promote reading. Build research skills by using the Internet together to plan a MAKE HOMEWORK EXPECTATIONS CLEAR & CONSISTENT vacation or learn more about a Parents are the key to making homework a positive experience for their child favorite musician. Visit museums, at home. But, where do parents begin? bookstores, theaters, etc. Enjoy cooking? Do some research and ■ Schedule a structured time period for homework and keep this time consistent. host ethnic theme dinners with Designate a quiet place without distractions or interruptions like phone calls. family or friends. Be creative; ■ Look at your child’s planner every night. show your kids that learning can be fun! ■ Do not accept excuses. (i.e., “I have no homework.”) Your child will always have something he or she can work on during scheduled homework time: written homework, free reading, studying for tests, reviewing notes, organiz­ ■ Make school the topic of daily ing notebooks, etc. Insist that if “they did it in school,” they still have to bring conversations. Ask questions of it home to show you. your children and their teachers, participate in school activities and ■ Help your child get organized and stay organized. Take 10 minutes each night check on homework, test grades, to clean out notebooks and loose papers, three-hole-punch papers and insert etc. them where they belong in a binder. ■ Establish a place at home to store backpacks, packed before bed with completed homework and all necessary supplies for the next day. In the morning it will be easy to grab on the way out. ■ Discipline the negative and reward the positive!

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Attendance, Absences and Tardiness As academic standards are raised, or at the time of early departure and quarantine; required court appearance; students really can’t afford to miss the reason for such. As a follow-up, approved college visit; approved coop­ school. Even the best students will parents/guardians may be required to erative work program; and participa­ quickly fall behind when attendance provide a written excuse within three tion in a school-sponsored activity. drops or there is chronic tardiness. days that includes the date of and rea­ • Unexcused: any absence that does Parent support on this is essential. son for the absence, tardiness or early not fit the above categories (e.g., Toward that end, a new attendance departure. family vacation, hunting, babysitting, policy went into effect September 6, hair cut, obtaining a learner’s permit, 2012 with regulations that get tougher Excused vs. Unexcused Absences oversleeping, etc.) Absences, tardiness and early on students who repeatedly arrive to School officials will take legal action departures will be considered excused school late or have a record of chronic when students are chronically late and/ or unexcused according to the unexcused absences. or absent. That said, guidance counsel­ following standards: It is the responsibility of parents/ ors at Schuylerville Middle School are guardians to report any absence, tardi­ • Excused: absences due to personal more than happy to work with parents ness or early departure by notifying illness; illness or death in the fam­ of children with serious attendance the attendance office by phone on the ily; unsafe travel conditions; medical problems. Don’t hesitate to call for morning of the absence or tardiness appointments; religious observances; ideas or assistance! Communication Tools for Parents Parent Portal/Homework Web reports and report cards are available Page on Parent Portal. Middle School parents can take Parent Conferences advantage of the online tool, Parent Parents may make appointments Portal, to view their child’s attendance, for conferences with teachers, the academic and discipline records from guidance counselor, Student Services their home or office computers. Report staff or the principal by telephoning STUDENT USE OF MIDDLE cards and progress reports for all Mid­ the school office. There may also be dle School and High School students SCHOOL’S 10TH PERIOD times when the school will contact the will be posted on Parent Portal, as well. parents to ask them to come to school Tenth period, which runs from On the Middle School website there for a conference. Conferences are an 2:18 to 3 p.m., is provided for stu­ is a link for homework. This page is effective means to promote coopera­ dents desiring additional help or su­ updated twice daily and then posted tion in the learning process. If parents pervised study times. Teachers may to the website at the end of the school have any problems or questions on the also request students to remain day. This is an excellent way for par­ school program, they are encouraged 10th period for additional instruc­ ents to know what's for homework! to contact the school. tion or for disciplinary reasons. Any student requested to stay 10th Global Connect District Website/App period for a teacher must do so. All Schuylerville uses the messaging Parents and community members students staying 10th period must system, Global Connect, to send are also encouraged to visit the district remain until 3 p.m., at which time e-mails and text messages to district website and download the district app they may board the bus run, find parents. This tool is used to send to keep up on all the news and events other transportation home or go to a variety of messages, including happening in the district. The address athletic practice. information about school closings for the site is schuylervilleschools. Students should contact indi­ and emergency notifications, as well org. The district app is available free vidual teachers to find out the days as student absences. Middle and High for download in the App Store and they are offering special help. School parents will receive Global on Google Play by searching for Connect messages when progress “Schuylerville Central Schools.” 11 Your Bes Be t!

Responsibilities Rights

School Discipline C ode Pledge of Allegiance Preface 1. Students have the respon­ 1. A student has the right to The Schuylerville educational community firmly sibility to respect the rights salute the flag and recite the believes in the importance of the involvement of stu­ and interests of others who pledge. dents, parents, teachers, school service professionals and wish to participate. members of the community in contributing to and the 2. Students may decline to maintenance of the School Discipline Code. 2. Students have the re­ recite the pledge and salute Appropriate school conduct and discipline con­ sponsibility not to belittle the flag without securing tributes to our mission of education and is in itself an students acting out of con­ parental permission. aspect of learning. It is essential for everyone––students, science. parents and educators––to understand what students’ rights and responsibilities are, what is expected of stu­ Rules and Regulations dents and what students can expect if they fall short of 1. Students have the respon­ 1. The school will define and these expectations. sibility to adhere to rules and document rules and disci­ Promoting proper conduct is a responsibility of every regulations that govern them plinary measures. staff member. All play essential roles in a combined and to follow specific direc­ effort to achieve the best educational climate for all tions of faculty and staff. 2. Students have the right to students. The code applies to conduct on school prem­ work toward changing rules ises, school buses, field trips and at any function where with which they disagree by Schuylerville students represent the school. For students cooperating with the student who cannot function within these ex­ councils. pectations, an alternative educational plan or suspension may be necessary. Student Records For detailed informa­ 1. Students have the respon­ 1. A student’s files are tion on the district’s sibility to follow administra­ accessible only to autho­ discipline code, please tive procedures when re­ rized school personnel, refer to the Code of questing information based his or her parents and the Conduct publication, on their student record file. student. The student and/ which is available in the or the parent/legal guardian main office. are entitled to inspect the student’s permanent record Student Bill of Rights file. & Responsibilities In order to establish a Student Organizations unified code of respon­ 1. Students have the 1. Student organizations sibilities and rights, we, responsibility for proper have the right to meet in a the students, acknowledge maintenance of their set place approved by the school the following bill. We believe these responsibilities and meeting place. and abide by rules and rights are inherently human and not dependent on age, regulations set forth by the sex, creed, or any other method of categorizing man­ 2. Students have the district. kind. We also acknowledge the primary responsibili­ responsibility to obtain ties of the school to provide quality education and to supervision while within safeguard the safety, health and moral well-being of all the building. students. 3. Students have the re­ sponsibility to maintain accurate financial records of their organization.

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Responsibilities Rights Responsibilities

Counseling & Career Planning Student Dress Code and/or Grooming 1. Students have the 1. Students have the right to 1. All students are expected to give proper attention to responsibility to consider counseling services pro­ personal cleanliness and to dress appropriately for school the possibility of using vided by the school and to be and school functions. Students and their parents have the district resources in ca­ provided information as to primary responsibility for acceptable student dress and reer planning and to seek where supplemental services appearance provided such dress and grooming does not information as to where can be obtained. disrupt the educational process of the school or endanger supplemental services the health or safety of the individual student or others. can be obtained. Teachers and all other district personnel should exemplify and reinforce acceptable student dress and help students Diploma & Attendance develop an understanding of appropriate appearance in the school setting. A student’s dress, grooming and ap­ 1. It is the responsibility 1. Students have the right to pearance, including hair style/color, jewelry, make-up and of each student to work a free public education and nails shall: toward the completion of the student has a right to a his or her program. diploma or certificate upon • Be safe and appropriate and not disrupt or interfere with the successful completion 2. It is the student’s the educational process. of the required academic responsibility to be aware program. • Include footwear at all times. Footwear that is a safety of the requirements hazard will not be allowed. necessary for success­ 2. Students have a right to an • Recognize that brief garments such as, but not limited ful completion of the explanation of the education to, tube tops, short shirts/shorts, net tops, halter tops, student’s program. program alternatives avail­ plunging necklines (front and/or back) and see-through able and the requirements garments, are not appropriate. for the successful completion of each program. • Not include wearing garments, jewelry or other forms of symbolism associated with gangs or gang membership.

School Communication & Facilities • Not include items that are vulgar, obscene and libelous or denigrate others on account of race, color, religion, 1. Students have the 1. Students have the right to creed, national origin, gender, sexual orientation or dis­ responsibility to present use the school’s public ad­ ability. the appropriate applica­ dress system to communicate tion to the proper school • Not promote and/or endorse the use of alcohol, tobacco approved announcements of or illegal drugs and/or encourage other illegal or violent officials before using interest to students. school facilities. activities. 2. Students have the right • Not cause injury to themselves or others. 2. Students have the to post approved material responsibility to use Each building principal shall be responsible for informing in areas that the school will all students and their parents of the student dress code at discretion while design­ provide. ing materials for school the beginning of the school year and any revisions to the dress code made during the school year. facilities. Students who violate the student dress code shall be 3. Students have the required to modify their appearance by covering or re­ responsibility to remove moving the offending item and, if necessary or practical, dated material. replacing it with an acceptable item. Parents shall be noti­ 4. Students have the re­ fied when their child refuses to do so. The student shall sponsibility not to inter­ be subject to discipline, up to and including in-school rupt classes while using suspension for the day. Any student who repeatedly fails school communication to comply with the dress code shall be subject to further facilities. discipline, up to and including out-of-school suspension.

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Responsibilities Rights Responsibilities Rights

Student Government Speaking 1. Student Government 1. Students have the right 1. Students have the 1. Students groups have has the responsibility to an organized Student responsibility to politely the right to invite or hear to represent the student Government elected by the listen to speakers. speakers of their choice with body to the teachers, ad- students. administrative approval. ministrators and public. 2. Students have the 2. Students have the right to responsibility to consider 2. The school will not require 2. Students have the openly and publicly question public opinion when students to hear all sides of responsibility to shape the actions of the Student developing programs. an issue as condition for use the Student Govern- Government. of school facilities. ment into a positive instrument of student Student Property involvement within the school and the commu­ 1. Students have the 1. Students have the right nity when pertaining to responsibility to respect to an inquiry of stolen or school activities. the property of others, as vandalized property. well as school property. 2. Students have the re­ Student Press sponsibility to maintain 1. Students have the 1. Students have the right to their lockers. responsibility to present a school authorized newspa­ authorized material per or free student press. 3. Students have the re­ to the proper officials for sponsibility to cooperate approval before distribu­ 2. Students do not have a in any school investiga­ tion. right to use school facili­ tion involving stolen or ties or materials to publish vandalized property. 2. Students have the unauthorized material. responsibility not to 4. Students have the distribute materials that 3. Student editors have the responsibility of keeping would materially and right to express their opin­ their locker combination substantially interrupt ions in the student press. secure. the educational process or intrude on the rights Student/Staff Relationships of others. 1. Students have the 1. Students have the right to 3. Students have the re­ responsibility to listen to discuss with the faculty and/ sponsibility to make the faculty and administra­ or administration controver­ student press a valuable tion opinion. sial matters. learning device and an 2. Students have the important educational 2. Students have the right to responsibility to obey resource. personal privacy until or un­ reasonable requests by less they are under suspicion 4. Student editors have staff members if staff of violating school rules or the responsibility to pres­ members believe any in­ regulations. ent both sides of issues in fractions of school rules the authorized press. or regulations have taken place. 5. Student editors have the responsibility to consider public opinion in developing policy.

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information from the student’s permanent records except Student Due Process Rights

The building principal has the right to suspend a student when such disclosures are authorized by a parent, guard­ for a period of up to five days. If the student is suspended ian, or when directed by legal authorities. Parents will be for a period of time in excess of five days, the student will contacted in the event that they find themselves subject be given a notice of the rights and procedures afforded by to school discipline or for other valid reasons subject to the education law. administrative approval. Student Rights and Responsibilities Student Responsibilities The primary goal of public education is to give students It shall be the responsibility of students to: equal opportunities to become worthwhile contributing • Contribute to maintaining a safe and orderly school envi­ members of society. Included in this goal are: ronment that is conducive to learning and to show respect • To educate students to know their rights of citizenship to other persons and to property. granted by the Constitution of the United States and by • Be familiar with and abide by all district policies, rules and the State of New York; regulations dealing with student conduct. • To live within the rules and limits of society; and • Attend school every day unless they are legally excused • To develop good habits of self discipline. and be in class, on time and prepared to learn. • Work to the best of their ability in all academic and extra­ Student Rights curricular pursuits and strive toward their highest level of In addition, to promote a safe, healthy, orderly and civil achievement possible. school environment, all district students have the right to: • React to direction given by teachers, administrators and • Take part in all district activities on an equal basis, regard­ other school personnel in a respectful, positive manner. less of race, color, creed, national origin, religion, gender, • Work to the develop mechanisms to control their anger. sexual orientation or disability. • Ask questions when they do not understand. • Present their version of the relevant events to school • Accept responsibility for their actions. personnel authorized to impose a disciplinary penalty in • Seek help in solving problems that might lead to disci­ connection with the imposition of the penalty. pline. • Access school rules and, when necessary, receive an expla­ • Dress appropriately for school functions. nation of those rules from school personnel. • Conduct themselves as representatives of the district when • Freedom of expression: participating in or attending school sponsored extracur­ w Students are entitled to express their opinions verbally. ricular events and to hold themselves to the highest stan­ The expression of such opinions, however, should not dards of conduct, demeanor and sportsmanship. interfere with the freedom of others to express them­ • To secure all personal belongings. The school district will selves or to impede the educational process. The use of not be held responsible for the loss and/or theft of any obscenities and personal attacks is prohibited. personal property, including, but not limited to, electronic w All student meetings in the school buildings or on devices. school grounds must function only as part of the formal • All students are expected to promptly report violations of educational process or as authorized by the school the District’s Code of Conduct to a teacher, school person­ principal. nel, building principal or his or her designee. w Students are entitled to express, in writing, their per­ sonal opinions. Such written opinions must be signed Essential Community Partners by the author(s). Libel, racism, sexism, obscenity and Guardians personal attacks are prohibited in all publications. To achieve a cooperative, wholesome relationship be­ w Student participation and opinions are encouraged tween home and school that is essential to each student’s through the publication of student newspapers, year­ successful development and achievement, parents/guard­ books and literary magazines. These publications have ians are encouraged to: qualified faculty advisors. • Recognize that the education of their child(ren) is a joint • Privacy: It is the responsibility of the school to protect responsibility of the parents and the school community. a student’s privacy. The school will not disclose any • Promote prompt and regular school attendance and make

15 Your Bes Be t!

certain that all absences and tardiness are properly excused • Communicate to students and parents:

in writing or by phone. w Class objectives and requirements;

• Promote in their child a desire to learn and encourage w Marking/grading procedures; good study habits. w Assignment deadlines; • Help their child to give proper attention to health, safety, w Expectations for students; personal cleanliness, acceptable dress and grooming in a w Classroom discipline plan. manner consistent with the student dress code. • Support their child’s participation in school activities. • Communicate regularly with students, parents and other • Convey to their child a supportive attitude toward educa­ teachers concerning growth and achievement. tion and the district. • Assist students in coping with peer pressure and emerging • Know and understand the rules their child is expected to personal, social and emotional problems. observe at school, be aware of the consequences for any • Encourage students to benefit from the curriculum and violation of these rules and accept legal responsibility for extracurricular programs. their child's actions. • Initiate and participate in teacher/student counselor • Recognize that school personnel deserve the same consid­ conferences and parent/teacher/student counselor confer­ eration and respect that parents expect from their child in ences, as necessary. order to build good relationships. Board of Education • Help their child deal effectively with peer pressure. A primary task of the Board of Education is to establish • Inform school officials of changes in the home situation district policy. It shall be the responsibility of the Board of that may affect student conduct or performance. Education to: • Help their children understand that in a democratic society appropriate rules are required to maintain a safe, • Collaborate with student, teacher, administrator and orderly environment. parent organizations, school safety personnel and other school personnel to develop a code of conduct that clearly • Obey school rules and procedures when visiting school or defines expectations for the conduct of students, district attending school functions. personnel and visitors on school property and at school Teachers and Support Personnel functions. In recognition of their charge in educating children, • Adopt and review, at least annually, the district’s Code of it shall be the responsibility of the teachers and support Conduct to evaluate the code’s effectiveness and the fair­ personnel to: ness and consistency of its implementation. • Employ and retain high-quality, qualified personnel. • Reflect a personal enthusiasm for teaching, learning and a genuine concern for each student and colleague. • Support high quality in-service programs for all school employees. • Maintain a climate of mutual respect and dignity, which will strengthen students’ self-concept and promote confi­ • Lead by example by conducting Board of Education meet­ dence to learn. ings in a professional, respectful and courteous manner. • Know school policies and rules and enforce them in a fair Building Administrators and consistent manner. As the schools’ educational leaders who set the educa­ • Enable students to discuss their problems by listening, tional climate, principals are responsible to: remaining open-minded, consulting and acting on student recommendations in the decision-making process. • Promote a sound and healthy atmosphere of mutual trust and respect within their schools. • Establish and maintain positive, effective and consistent classroom management techniques that result in involving • Promote a safe, orderly and stimulating school environ­ and motivating students. ment, supporting active teaching. • Demonstrate, by work and personal example, respectful, • Evaluate the staff and program of instruction to achieve a responsible and caring behaviors. meaningful educational program. • Refer to a parent, counselor or administrator any student • Assist the staff in evaluating their own procedures in rela­ whose behavior requires special attention. tion to the interactions within their classrooms. • Be prepared to carry out their professional responsibilities. • Attend to referrals of students.

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• Promote communication with students, staff and parents. and career plans.

• Maintain a wholesome relationship between home and • Provide information to assist students with career plan­

school. ning. • Ensure fairness, reasonableness and consistency in all deci­ • Encourage students to benefit from the curriculum and sions affecting students, parents and staff. extracurricular programs. • Utilize all appropriate auxiliary staff and outside agencies • Be aware of current educational practices, laws and re­ when necessary. sponsibilities they need to follow as they relate to Com­ • Coordinate staff and/or other agencies and services on mittee on Special Education (CSE). behalf of the student. • Willingly promote and support teachers that refer students • Assume responsibility for the dissemination and enforce­ to the Instructional Support Team (IST) and effectively ment of the District’s Code of Conduct and ensuring that track and define interventions as appropriate. all cases are resolved promptly and fairly. • Comply with pertinent state laws governing hearings, suspension and student rights. Disciplinary Schedule • Assist in developing in-service programs for staff mem­ 1. Truancy - All Day bers. • First Offense - 2 extended detentions • Ensure that students and staff have the opportunity to - Parent conference communicate regularly with the principal. • Support the development of and student participation in • Second Offense - 2 days in-school suspension appropriate extracurricular activities. - Parent conference - Referral to Student Services Superintendent - Possible referral to Saratoga/ As the chief executive officer, the superintendent has the Washington County Truancy responsibility to: program

• Promote a safe, orderly and stimulating school environ­ 2. Unexcused Tardiness to School/Class ment, supporting active teaching and learning. • First Offense - 1 detention • Encourage and provide for the development of innovative, educational programs. • Second Offense - 2 detentions • Review with the administrators the policies of the Board of Education and state and federal laws relating to school • Third Offense - 1 extended detention operations, management and discipline. - Loss of hall privileges for 1 week • Work to create instructional programs that minimize problems of misconduct and are sensitive to student and 3. Skipping a Class (full or partial class period)/Leaving teacher needs. class without permission • Work with district administrators in enforcing the Code • First Offense - 2 detentions of Conduct and ensure that all cases are resolved promptly - Loss of hall privileges for 2 weeks and fairly. • Second Offense - 2 extended detentions Guidance Counselors and School Psychologists - Parent conference As members of the Student Services team charged with - Loss of hall privileges for 5 weeks promoting the academic, social and emotional needs of a student, counselors and psychologists will: • Third Offense - 2 days in-school suspension - Loss of hall privileges for a • Assist students in coping with peer pressure and emerging minimum of 10 weeks personal, social and emotional concerns. • Initiate teacher/student/counselor-psychologist confer­ • Fourth Offense - Possible out-of-school suspension ences and parents/teacher/student/counselor-psychologist conferences, as necessary, as a way to resolve problems. • Regularly review with students their educational progress

17 Your Best Be !

• All Offenses - Administration reserves the 4. Violation of Pass Privileges

• First Offense -2 detentions right to suspend transportation

- Loss of hall privileges for 2 for students who become a weeks serious disciplinary problem. • Second Offense - 2 extended detentions 9. Attire that is Disruptive, Excessively Revealing, - Loss of hall privileges for 5 Represents a Safety Hazard or Promotes Engagement in weeks Illegal Activities (for more detailed information, refer - Parent conference to the Code of Conduct publication, which is available in the main office) • Third Offense - 2 days in-school suspension • Any Offense - Verbal reprimand; parents - Loss of hall privileges for 10 notified weeks - Possible in-school or out-of­ - Parent conference school suspension

5. Off Campus Without Permission of Main Office 10. Public Displays of Affection • First Offense - 2 extended detentions • First Offense - Administrative warning

• Second Offense - 2 days in-school suspension • Second Offense - 2 detentions - Parent conference - Parent notified

• Third Offense - 3-5 days out-of-school • Third Offense - Extended detention suspension

6. Inappropriate Use of 10th Period 11. Disruptive Behavior Students who are found in the school 10th period with­ • First Offense - 2 detentions out a valid reason: • First Offense - 1 10th-period detention • Second Offense - 2 extended detentions - Teacher/parent/student conference • Second Offense -1 extended detention • Third Offense - 2 days in-school suspension 7. Disruptive at Extracurricular Activities (dances, club meetings, athletic contests, etc.) 12. Disruptive Behavior During Assigned Lunch Period • Any Offense - Elimination of attendance privileges for a period • First Offense - 2 lunch detentions detemined by building • Second Offense - 2 10th-period detentions administration - Parent notified • Third Offense - 2 extended detentions

8. Bus Misconduct • Fourth Offense - 2 days in-school suspension • First Offense - 2 detentions

• Second Offense - 2 extended detentions 13. Throwing Food in the Cafeteria • First Offense - 2 lunch detentions • Third Offense - 2 days in-school suspension - 2 10th-period detentions

• Fourth Offense - Possible out-of-school • Second Offense - 1 day in-school suspension suspension - Administration reserves the • Third Offense - 2 days in-school suspension right to suspend transportation for students who become a • Fourth Offense - Extended removal from serious disciplinary problem. lunchroom. Length to be determined by administration. 18 Your Best Be !

• Second Offense - Complete removal from the 14. Inappropriate Library Behavior

• First Offense - Administrative warning system for 1 week

• Second Offense - 2 detentions • Third Offense - Complete removal from the - Loss of library privileges for 1 system for 2-4 weeks. week The administration reserves the right to review • Third Offense - 2 extended detentions individual violations and respond according to the - Loss of library privileges for 2 weeks offense. Disciplinary consequences (detention, in-school - Parent conference suspension and out-of-school suspension) may be assigned at the discretion of the principal. • Fourth Offense - 2 days in-school suspension - Loss of library privileges for 5 weeks - Parent conference 18. Horseplay • First Offense - 2 extended detentions 15. Unauthorized Use of Electronic Devices - Restitution for damage to (Includes personal devices and school issued iPads) school or personal property • First Offense - 1 detention - Electronic device will be taken and • Second Offense - 2 days in-school suspension returned at the end of the day - Restitution for damage to school or personal property • Second Offense - 2 detentions - Parent conference - Parent conference - Electronic device will be taken and • Third Offense - 2-5 days out-of-school parent/guardian will be required to suspension pick it up - Restitution for damage to school or personal property • Third Offense - 2 extended detentions - Parent conference - Parent conference - Possible referral to - Electronic device will be taken and superintendent parent/guardian will be required to pick it up 19. Making unwanted aggressive physical contact with • Fourth Offense - 2 days in-school suspension another student (pushing, punching, slapping, spitting, - Parent conference etc.) • First Offense - 2-5 days out-of-school suspension 16. Cheating/Plagiarism - Parent conference • Any Offense - Automatic zero - Possible referral to - Parent conference superintendent - Mandatory completion of assignment or alternate • Second Offense - 5 days out-of-school assignment suspension - Parent conference - Referral to superintendent 17. Student Violations of Computer Room Use Policies Violations of the policies and guidelines as outlined will result in some form of restricted use. Serious or repeated 20. Fighting (physically) offense will result in the complete removal of the individual • First Offense - 3-5 days out-of-school from the system. Those students on restricted access will be suspension placed on the restricted list. • First Offense - Restricted access for 1 week

19 Your Bes Be t!

- Parent conference - Possible referral to - Parent conference superintendent - Referral to superintendent

• Second Offense - 5 days out-of-school 24. Profanity, Vulgarity and Offensive Language or suspension Materials - Referral to superintendent • First Offense - 2 detentions 21. Harassment/Intimidation/Defamation • Second Offense - 2 extended detentions • First Offense - Administrative reprimand - Parent conference - Possible in-school or out-of • Third Offense - 2 days in-school suspension school suspension - Parent conference - Parent conference - Possible referral to 25. Insubordination (challenge of authority) superintendent • First Offense - 2 extended detentions - Parent conference

• Second Offense - 5 days out-of-school • Second Offense - 2 days in-school suspension suspension - Referral to Student Services - Parent conference - Possible referral to • Third Offense - 5 days out-of-school superintendent suspension - Parent conference • Third Offense - 5 days out-of-school - Referral to superintendent suspension - Referral to superintendent 26. Vulgarity Directed at a Staff Member • First Offense - 3-5 days out-of-school suspension 22. Bullying/Hazing - Parent conference • First Offense - 2-5 days out-of-school - Possible referral to suspension superintendent - Possible referral to superintendent • Second Offense - 5 days out-of-school - Parent conference suspension - Referral to superintendent • Second Offense - 5 days out-of-school suspension - Parent conference 27. Impeding/Interfering with an Administrative - Referral to superintendent Investigation • First Offense - 2 days in-school suspension 23. Lying and other Disrespectful Behavior - Parent conference • First Offense - 2 extended detentions - Parent conference • Any Subsequent Offense - 2-5 days out-of-school suspension • Second Offense - 2 days in-school suspension - Parent conference - Parent conference

• Third Offense - 2-5 days out-of-school 28. Possession or Use of Tobacco Products and/or suspension Electronic Cigarettes - Parent conference Any electronic cigarette or other banned paraphernalia will be confiscated by administration until the last week • Fourth Offense - 5 days out-of-school in June. At that time a parent/guardian may reclaim the suspension property from the main office.

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• First Offense - 2 days in-school suspension - Possible referral to superintendent

- Referral to Student Services

34. Gambling • Second Offense - 3 days out-of-school suspension - Parent conference • First Offense - 2 extended detentions

• Third Offense - 5 days out-of-school • Second Offense - 2 days in-school suspension suspension • Third Offense - 3-5 days out-of-school suspension - Parent conference - Possible referral to superintendent 29. Possession or Use of Drugs, Alcohol, Synthetic/Designer Drugs and/or Drug Paraphernalia Summary of Disciplinary Responses • Any offense - 5 days out-of-school The list of offenses is by no means all-inclusive. For those suspension situations that arise and are not listed, the administration - Notification of police will have the complete authority to deal with the problem as authorities deemed necessary. Violations beyond the number of in­ - Parent conference stances stated will result in further, more severe disciplinary - Referral for counseling at action. appropriate agency The administration also reserves the right to amend the - Referral to superintendent penalties for any of the offenses based on a review of the circumstances. The code/schedule of responses outlined here 29. Possession of a Weapon on School Premises are advisory only. • Any Offense - Immediate 5 days out-of-school 1. 10th Period Detention suspension A. Detention will take place from 2:18 to 3 p.m. Students are - Referral to superintendent for allowed to receive remedial help from teachers during 10th- 1-year suspension from school period detention. They must present a pre-signed pass from the teacher who is providing remedial services in order to be 30. Pulling of Fire Alarm (Falsely)/Threat Against the School released from detention. • Any Offense - 5 days out-of-school suspension; B. Failure to report to 10th-period detention will result in parent conference; police notified two assignments of detention for every one detention missed. - Referral to superintendent C. In 10th-period detention, students will not: 31. Forgery • Talk to other students; • Any Offense - Possible in-school suspension • Put his/her head on desk; - Parent conference • Draw or scribble; • Pass notes to other students; 32. Vandalism: Deliberately damaging or defacing school property • Make unnecessary noises; • Any Offense - 3-5 days out-of-school suspension • Use electronic devices; - Parent conference; restitution; • Use the bathroom (bathroom will be used prior to possible police involvement serving detention). - Possible referral to superintendent D. Students who fail to meet the expectations of the detention aide and/or building administration may be 33. Theft required to re-serve their 10th-period detention with • Any Offense - 3-5 days out-of-school suspension additional consequences as necessary. - Parent conference; restitution; 2. Extended Detention possible police involvement The purpose of extended detention is to provide students a place to serve out a disciplinary action without disturbing others. Extended detention is a serious step. Guidelines are as

21 Your Best Be ! follows: B. Assignment to the restricted list will begin immediately

after the offense. A. Extended Detention will combine both lunch and 10th­ period detention. C. Administration reserves the right to restrict attendance at school dances, interscholastic sporting events or any other B. Failure to attend extended detention will result in two as­ school activity for students placed on the restricted list. signments for every one missed. C. Students who fail to meet the expectations of the detention 6. Referral to student services for counseling support, in­ aide and/or building administration for extended detention cluding peer mediation. will be given additional days of extended detention. Academic Restricted List 3. In-School Suspension (ISS) Any student in grades 6 through 8 who has a failing grade The purpose of in-school suspension is to provide students during any marking period will be placed on the academic who fail to meet the expectations for all students a place for restricted list. Students who are on the list: supervised academic work. Assignment to in-school suspen­ 1. Cannot leave study hall for any reason unless the student sion is a serious step. Parents and students should realize that has a presigned pass from a teacher he/she is doing work for. students who fail to meet the following expectations will face 2. Will remain on the restricted list for the five-week period severe disciplinary action. following the marking period in which they received the fail­ A. Assignment will be scheduled by the administration. ing grade. B. It is the responsibility of the student to: 3. Students will only be removed at the beginning of a new • Get enough work from teachers to keep busy the entire marking period providing all grades are passing. day; Annual Review • Report to the main office with all his/her work by 8 a.m. Students and parents are encouraged to provide input to C. If absent, assignment will be advanced to the next the Administration, Student Services Office or Student Gov­ school day. ernment if they have recommendations for improving the D. While in the in-school suspension room, the student will School Conduct and Discipline Code. follow all directives of the building administration and the The annual review of the School Conduct and Discipline ISS aide. Code and all suggestions for improving it are presented to the E. Students who fail to meet expectations for in-school sus­ Board of Education before August 1 of each year. pension will be treated as follows: Annual Implementation Procedure •Failure to cooperate with ISS aide––10th-period Prior to the beginning of school each year, the principal detention or extended detention will provide every teacher with an up-to-date copy of the • Insubordinate or disruptive behavior––Out-of-school School Discipline Code. The code will be reviewed giving suspension as determined by administration. particular attention to its implementation. 4. Out-of-School Suspension (OSS) A summary of the code will be included in the parent/ Students who are suspended out of school: student handbook. This summary will be reviewed in class during the first week of school. Detailed copies of the code A. Will not be readmitted without a conference between will be available in the main office, Student Services Center a parent and an administrator, either in person or via the and the library. If a student does not understand any portion telephone. of the plan, the individual should seek answers from teachers B. Students who are suspended from school will be given and principals. access to tutoring during the period of suspension. Parents will receive information concerning the School Administration reserves the right to restrict students who are Discipline Code at the beginning of the school year. Parents assigned out-of-school suspension from participation in or are encouraged to discuss the code with their children. Extra attendance at any school activities and the student may be copies of the plan are available. placed on the disciplinary restricted list. 5. Students Who Are on the Disciplinary Restricted List: A. Cannot leave study hall for any reason unless the student has a pre-signed pass from a teacher he/she is doing work for.

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“This That” &

A permission slip must be obtained Athletics The district offers numerous athletic Computer/Equipment Acceptable from the teacher coordinating the options for students. All athletes must Use Policies trip, signed and returned to the school prior to the trip. follow the policies outlined in the All students will be required to sign district’s Student Athlete Code of Con­ and submit an Acceptable Use form, Students are representatives of the duct, available on the district website acknowledging and agreeing to the school when on field trips and should (www.schuylervilleschools.org) and rules associated with the district’s act accordingly. Students should follow in the main office. Similarly, specta­ computer network and equipment. all regular school rules. If students tors will be expected to follow guide­ Students who fail to submit this form violate any rule, they will be subject lines detailed in this document. The will have their network account and to disciplinary procedures and may be Code of Conduct outlines the specific computer privileges suspended. Stu­ prevented from attending field trips in academic, attendance and behavioral dents who are caught using someone the future. expectations of the athletic program. It else’s network account will be subject is the responsibility of the student ath­ to disciplinary consequences. Fire Alarms & Drills lete to make him/herself aware of these The New York State Board of expectations and the corresponding Drugs, Alcohol, Cigarettes, Regents Adopted New Guidelines consequences in order to maintain Chewing Tobacco beginning 7/1/2016. Districts are now athletic eligibility. There is to be no smoking, drinking, required to conduct 12 safety drills, using drugs, using chewing tobacco with four of those drills being lock- Book Bags/Knapsacks or the possession of such items by down drills and eight being fire drills. Students are not permitted to use It is essential that every student: students enrolled in our school, in book bags during school. Upon arrival, school buildings, on school buses and w Follow directions from staff; students’ book bags are to be placed on school property, whether school is w Be familiar with the exit route from in the students’ lockers and may not in session or not. We emphasize the each room he/she uses; be removed until dismissal or until term “possession.” Students are not to students leave for the day. w Leave the building as promptly as bring drugs, alcohol, cigarettes, elec­ tronic cigarettes, chewing tobacco or possible after an alarm has sounded Cell Phone or Other Electronic, and report to the designated safety Communication or Recreational other objectionable items, such as drug paraphernalia, to school. Attendance at area; Devices school or school activities while under w Stay clear of roadways once out of Students are NOT allowed to display the influence of alcoholic beverages or the building and remain at least 150 or use cell phones or other electronic drugs is also prohibited. feet from the building; devices in school. When such items w Return to the building only when are brought to school, they will be This provision is being imple­ instructed. At that time, students confiscated and returned to the stu­ mented in the interest of students’ should return quickly and orderly. dent’s parent upon visitation to the health and welfare. By prohibiting all students from carrying and/or building. IPads supplied by the district Food & Beverages should be used as an educational tool distributing drugs, alcohol, cigarettes, electronic cigarettes, chewing tobacco, Food and beverages are permitted only. Students will be subject to loss of in the cafeteria areas of the Middle iPad privileges if they do not abide by drug paraphernalia and other harmful items, we hope to discourage use of School. Students are not permitted to teacher expectations. IPads are to be have food and/or drink at their lockers used for educational purposes only. these products. Violation of this provi­ sion will result in severe disciplinary or in hallways and classrooms. Change of Address or Telephone action. The provision also will be in Harassment/Hazing/Bullying Number effect at extracurricular activities, on Our Board of Education recognizes Any change of address or telephone school-sponsored trips and on school the right of every student to attend number must be reported to both the property at all times. Health Office and the Student Services classes in an atmosphere that is free Center. The school must also have a Field Trips from threatening behavior. Students phone number where parents can be Students must have prior written who engage in threatening behavior reached during the day for emergen­ approval from a parent or guardian (harassment, hazing, intimidation, cies. for all school-sponsored field trips. bullying and defamation) will be sub­ 23 Your Bes Be t! ject to the provisions of the Board of school year. The school district is not tolerated as a disciplinary measure.

Education’s Harassment Policy, which responsible for items reported missing The term shall not apply, however, to prohibits this conduct on our campus. from student lockers. use of reasonable physical force in the

following situations: Library To maintain a quiet atmosphere and Since the resources of the library ensure promptness, students should w For the purpose of self-defense; visit lockers a minimum number of are the focal point for expanding w To protect other persons from physi­ times daily. knowledge, students are encouraged to cal injury; Locks for gym lockers will be loaned utilize full library services for reference w To protect property of the school or to students for the year, since students work or for leisure reading of books, others; magazines or newspapers. might need to share a locker. Because w To remove a student if the student In their use of the library, students the security of lockers cannot be guaranteed, nothing of value should be has refused to comply with requests should be considerate of the rights of to refrain from disruptive behavior. others and the rules of that facility. permanently stored in them. Failure to Books may be borrowed for a two- return these locks to the PE teacher at Protecting Valuables the end of the year will result in a $4 week period and renewed. There is The school is not responsible for fine per student. (Students who share no fine for overdue books. However, valuables that are lost or stolen while a locker will be assessed a $2 fine for students will be held responsible for a student is attending school. Students failure to return a lock.) making restitution for books that are wishing to have valuables protected lost or damaged. Borrowing privi­ Medicine while they are in attendance should leges also will be suspended for those No student shall bring, carry or use deposit them in the school office with students who have overdue books until ANY medicines or similar matter in a secretary at the beginning of school those books are returned. Due to the the school building, on school grounds and collect them at the close of school. size of the library, there may be limits or on a school bus without the mate­ Students who bring money or valu­ placed on the number of times per rial being labeled for the student’s able items to school and leave them in day students visit or the number of use or prescribed by a medical doctor their lockers risk having them stolen. students using the library at one time. for his/her use. A note signed by the The school is not responsible for valu­ ables left in lockers. Lockers student’s parent is sufficient evidence of this fact. All medicine usage must be It is suggested, though not required, reported to the school nurse, who will Salute to the Flag that students purchase a lock from the administer it. The Commissioner of Education’s main office to ensure locker security. regulation requires that opening exer­ If a lock is used, it must be a school Passes cises each day school is in session shall lock. Students are reminded that lock­ Any student in the hall during be the salute to our flag. Individual ers remain the exclusive property of classes must have the proper pass students who choose not to participate the school and that students have no issued by a staff member. It is the may either stand and remain respect­ expectation of privacy with respect to student’s responsibility to obtain a pass fully silent or leave the classroom their lockers. To ensure student health from the staff member if passage in the during the rendering of the salute and and safety, the school reserves the right hall during classes is required. pledge to inspect locker contents. This inspec­ If a staff member asks a student for tion may include, but is not limited Study Hall Guidelines a pass, the student must present the to, locker clean-out days, the use of w Students are to be quiet and orderly pass to the staff member. If a student trained drug dogs and individual in study halls. Accurate records must fails to comply with the staff member’s locker examination. be maintained concerning student request, the student will be directed to attendance and sign-outs on a daily Students must be sure there are the office. no valuables left in lockers and that basis. where there are locks, they are locked Prohibition of Corporal w Each study hall teacher will prepare securely. Students are to use only lock­ Punishment an accurate seating chart. The charts ers assigned to them and are to keep The use of corporal punishment, are constantly kept updated as new lockers clean and undamaged. Lock­ defined as any act of physical force students enter and others change their ers should not have stickers placed on upon a student for the purpose of schedules and leave school. them, or have any permanent marker punishing that student, is not accept­ w Upon entering study hall, students used. Failure to comply will result in a able in this district and will not be will take their assigned seats and start minimum fine of $3 at the end of the 24 Your Bes Be t! to work. and will be reported to the state as part case-by-case basis. If the superinten­ w Students are to be in seats when the of the Dignity for All Students Act. dent believes a one-year suspension class bell rings. penalty to be excessive, he/she may Visitors modify the penalty based on criteria w Students must have textbooks, All visitors (including parents) library books or approved materials to to Schuylerville Middle School are including but not limited to: study. Card playing and recreational required to sign in and get a visitor’s w The age of the student and the stu­ electronics are not permitted. pass, issued by the office. This regula­ dent’s grade level; w Students who have a definite need tion complies with state law. w The student’s prior disciplinary are permitted to leave study hall with a If you wish to have a friend visit record; valid pass. Three minutes is plenty of with you for a day, please make ar­ w The superintendent’s belief that time for a bathroom pass. rangements with your teachers and the other forms of discipline may be more w Students are not to be excused from school office at least one day prior to effective; the visit. The visitor must be a second­ study hall to work with some other w Input from parents, teachers and/or ary school student. No visitors will be teacher unless they possess a pre­ other; signed pass made out by that teacher. approved during exam periods, the day w Other extenuating circumstances. No student should leave his/her seat following a vacation or the last school until roll call has been taken; until day before a vacation. Visitors will be New York State peace officers and then, no passes will be honored. expected to abide by all school regula­ police officers are the only people tions. The administration reserves the w A student will not be permitted to permitted on school property to have a leave the study hall to get a pass. right to restrict access to visitors who weapon in their possession. fail to comply with district policies. w Only official school passes will be *Federal law requires at least a one-year Visitors of school age will only be honored. suspension from school for any student allowed to visit during their home who is found to have brought a firearm to w Daily sign-out sheets will be main­ school vacation periods. school. However, the law permits that the tained by the study hall teachers. superintendent of schools review each such Weapons in School case to determine if the penalty should Video/Audio Recording by No student shall have in his/her be modified. This determination must be Students possession upon school premises any made on a case-by-case basis. Students are not permitted to use rifle, shotgun, pistol, revolver, other any electronic device to record audio firearm, knives, dangerous chemicals, Working Papers or video media or take pictures of explosives, or any object that is not Students ages 11 to 17 who intend any student or staff member without necessary for school activities and that to work during vacations or after their permission. Taking photographs, could be used as a weapon. A weapon school must have working papers recording, or videotaping without an is defined as any instrument capable of issued by the school. You must have individual's consent can be considered firing a projectile, the frame or receiver a physical in order to be eligible for an invasion of privacy. The distribu­ of any such weapon, a firearm muffler working papers. Working papers tion of any unauthorized photos, or silencer, any explosive device or any will be issued by the Student Ser­ media, or recordings may result in other instrument capable of inflicting vices Center upon student request. All discipline including, but not limited to, bodily harm. regulations regarding the employment suspension, criminal charges, and ex­ of minors will be explained when the In accordance with the Gun Free pulsion. The District reserves the right papers are issued. Schools Act of 1994, a student found to inspect a student's personal device guilty of bringing a firearm (as defined if there is a reason to believe that the in federal law) onto school property, student has violated District poli­ after a hearing has been provided pur­ cies, school rules, or engaged in other suant to section 3214 of the Education misconduct while using his or her law, will be subject to at least one year personal device. Students may not uti­ suspension from school.* However, lize any technology to harass, threaten, after this penalty has been determined, bully, demean, humiliate, intimidate, the superintendent of schools will embarrass, or annoy their classmates review the penalty following an im­ or others in their community. This be­ mediate five-day suspension and may havior is subject to disciplinary action modify the one-year suspension on a

25 Your Bes Be t!

eals heels M & W

Food Services w Do not wander through the halls It’s a fact. Students who are well- and the lobby. nourished are shown to have increase w Do not throw food or other debris. problem-solving abilities, memory, ver­ w Keep all food, beverages and snacks bal fluency and creativity. With that in in the cafeteria at all times. mind, Schuylerville offers a food service w After eating, pick up after yourself. program to Middle School students that is designed to fuel learning and w Stay in the designated area or in the cafeteria until the lunch period ends. offer a variety of choices that appeal to w Loud, boisterous or other distracting Do not crowd the cafeteria exits and/ adolescents. noises should not be made. or lobby. The services of the cafeteria are w Articles should not be thrown on the available to all students. Middle Students who choose not to follow the bus. School students are offered a full guidelines will receive consequences w Neighbor quarreling, fighting or breakfast for $1.10. Middle School from the lunch monitor and/or building rough play will not be tolerated. lunches are $1.90. School children administration. w Swearing or other vile language must from families whose income is within not be used. the preset income scale, set by the Transportation state, are eligible for a free lunch and Schuylerville safely transports w The use of tobacco, drugs and/or one half-pint of milk or a reduced- students thousands of miles each year. alcohol is forbidden. price lunch each school day. To apply Letters are mailed home notifying stu­ w Food and drinks should not be con­ for lunch assistance, parents should dents of their assigned bus stop before sumed on the bus. Many students have complete the free or reduced-price classes begin in the fall. Students are food allergies, so consuming food or lunch application available in the main asked only to report to this bus stop. drink can cause a medical emergency. office. Eligible students are given a PIN Please be patient the first few weeks w Obey the bus drivers gladly; they are (Personal Identification Number)–– of school to allow drivers to adjust bus doing their best for you. routes and times. Pick-up and drop-off just like everyone else––so their peers w Head or arms must not be extended and food service workers are not aware times may vary 5-10 minutes either out windows. which students are receiving free or way. w Students will be held responsible for discounted meals. The primary aim of our transpor­ any damage to the bus or its equip­ Food may not be charged in the tation department is to transport all ment. cafeteria except in case of emergency. of our students safely to and from w Articles of an injurious or objection­ All food is to be consumed in the caf­ school. Drivers have been asked not able nature are not to be brought on eteria, not in the halls. Upon finishing to permit any disorderly behavior on the bus. lunches, students are expected to clean buses and send “disciplinary notices” their places of debris and to properly to the building administrators. While Students remaining after school return trays and dishes. Since the caf­ passengers on school buses, students for assigned purposes must obtain a eteria is a dining area, students are to should behave in an orderly manner proper bus pass to be presented to the behave in an appropriate manner. and should obey the directives of the bus driver when boarding a later run school bus drivers. bus. Students must turn in to the main Cafeteria Guidelines office written permission from a par­ w Students will not be allowed to go to Transportation Guidelines ent or guardian to ride any bus other their lockers during lunch periods. w Be at your assigned bus stop five than their assigned bus. w Be courteous to the cafeteria staff minutes before the bus arrives in the and the hall monitors. morning. REMEMBER: Riding school buses is a privilege that will be suspended if rules w Use appropriate language and be­ w Board or leave the bus only when it are violated or behavior threatens the havior. is stopped. safety or rights of others.

w Wait patiently for service at the end w Remain seated while the bus is in of lunch lines. motion.

26 Your Bes Be t!

ullying... ack ff... tep p B B O S U !

Bullying has become a problem vir­ w BYSTANDERS OFTEN BECOME tually everywhere. News reports tell of PART OF THE PROBLEM. With children who have been bullied in the preadolescents, peer pressure and school yard and on the Internet. Na­ a desire to fit in will color most tional magazines and talk show guests of the decisions they make. When focus on topics like cliques and how confronted with the ominous truly mean girls can be to each other. question, “Whose side are you And no doubt your own children have on?” many will side with the bully, seen, heard about or experienced bul­ which makes the problem worse. lying. School officials understand the im­ w THERE IS NO SUCH THING AS AN pact this problem can have on a school INNOCENT BYSTANDER. Simply environment. More than a physical knowing that bullying is taking threat, bullying creates a climate of place and yet not taking action fear and makes learning difficult for all makes the witness as much a part students. of the problem as the bully. How­ w HELP YOUR CHILD Bystanders: The Third Party ever, standing up for others can take a lot of courage. EMPATHIZE WITH THE VICTIM. to Bullying It is much easier for kids to turn Traditionally, bullying prevention a blind eye if the person being Helping Your Children wronged is not a friend or is an programs focused on the two most ob­ Take a Stand vious parties to the crime––the bully unpopular student. Talk with your and the victim. However, new ap­ Encouraging your children to help children about how they would proaches now highlight the important prevent bullying may seem like a feel if they or one of their close role the witness or bystander can play good idea in theory, but there are a lot friends were in the victim’s shoes. in stopping bullies in their tracks. of factors––fear of retaliation being foremost––that can discourage them In their book, Bullies and Victims: w WORK WITH YOUR CHILD TO from taking a stand. Here are some Helping Your Child Through the School­ DEVELOP STRATEGIES TO HELP ways you can help: yard Battlefield, authors Suellen Fried THOSE WHO ARE BEING BULLIED. and Paula Fried write, “Though there w TALK WITH YOUR CHILDREN For example, if gossip is being is conflicting data about the percent­ ABOUT BULLYING. Ask them about spread about someone they know, age of children who are identified as what they witness at school. Keep you can counsel your children victims, the majority of students...are the lines of communication open to counter it with the truth. The neither bullies nor victims, they are so that you will likely be the one book, Cliques: 8 Ways to Help Your witnesses to the bullying.” Harnessing they confide in. Child Survive the Social Jungle by the strength of these numbers may be Charlene C. Giannetti and Marga­ the best hope for turning the bullying w LET KIDS KNOW IT IS OKAY TO ret Sagarese includes suggestions trend around. REPORT BULLYING. Make it safe for discouraging different types of Consider the following: for your children to tell you about bullying. the things they have seen and ENLIST THE HELP OF w BYSTANDERS ARE HARMED BY what bothers them. Although your w OTHERS. BULLYING. If students feel pow­ first instinct might be to tell your Bystanders far outnum­ erless to put an end to bullying, children how to respond or, even ber the bullies. With children who they may experience fear, sadness, worse, to downplay bullying as a are hesitant to help stop bullying, anger, guilt or shame. All these can natural rite of passage, try to listen the aid of a sympathetic friend or make learning difficult. and keep your responses neutral. two might make the difference.

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Dignity for All Students Act bullying or cyberbullying off school harassment, bullying or cyberbully­ property when the behavior creates or ing that are experienced, witnessed, or (DASA) Plain Language Summary foreseeably creates a risk of substantial otherwise brought to their attention. In accordance with the Dignity for disruption within the school environ­ Incidents are to be reported in a timely All Students Act, the Schuylerville ment or where it is foreseeable that the manner to the building administrator Board of Education recognizes that a conduct might reach school property. and/or Dignity Act Coordinator. safe and supportive learning environ­ The district will investigate and ment is essential for promoting student Parent/Guardian Rights and document every reported incident of attendance and academic achievement. Responsibilities discrimination, harassment, bullying Incidents of discrimination, harass­ • Parents/guardians have the respon­ or cyberbullying. Incidents may be ment and bullying, including but not sibility to teach their children respect reported to a building administra­ limited to taunting, intimidation and and dignity toward themselves and tor or Dignity Act Coordinator by cyberbullying (harassment or bullying others, regardless of actual or perceived students, parents, school employees that occurs through any form of elec­ race, color, weight, national origin, or concerned community members. tronic communication) can interfere ethnic group, religion or religious The building administrator and/or the with a student’s ability to learn and the practice, disability, sexual orientation Dignity Act Coordinator will interview district’s ability to educate its students. or gender. alleged victims, witnesses, and other Therefore, the district is committed to relevant individuals. Disciplinary con­ • Parents have the responsibility to creating an environment that is free of sequences will be assigned as appropri­ report incidents of discrimination, discrimination, harassment, bullying ate according to the District Code of harassment, bullying and cyberbul­ and cyberbullying and will promote ci­ Conduct. lying that are witnessed or otherwise vility throughout the school to prevent brought to their attention. Incidents and prohibit conduct that is inconsis­ Student Rights and Responsibilities are to be reported in a timely manner tent with that goal. • Students have the right to take part in to the building administrator and/or The district prohibits any action on all district activities on an equal basis, Dignity Act Coordinator. or off school property that creates or regardless of actual or perceived race, foreseeably creates a risk of substantial color, weight, national origin, ethnic School Employee Responsibilities disruption within the school environ­ group, religion or religious practice, • School employees have the responsi­ ment or where it is foreseeable that the disability, sexual orientation or gender. bility to maintain a climate of mutual conduct might reach school property. respect and dignity. • Students have the right to be pro­ This includes all forms of discrimina­ tected from intimidation, harassment, • School employees have the responsi­ tion, harassment, bullying and cyber­ discrimination, bullying or cyberbully­ bility to confront issues of discrimina­ bullying of students by school em­ ing based on actual or perceived race, tion, harassment, bullying or cyberbul­ ployees or other students. The district color, weight, national origin, ethnic lying or any situation that threatens the prohibits all forms of discrimination, group, religion or religious practice, emotional or physical health or safety harassment, bullying or cyberbully­ disability, sexual orientation or gender, of any student, school employee or ing based on actual or perceived race, by school employees or other students. any person who is lawfully on school color, weight, national origin, ethnic grounds or at a school-sponsored group, religion or religious practice, • Students have the responsibility to re­ event. disability, sexual orientation or gender. spect one another and treat each other Students who fail to act in a respect­ fairly, civilly, and with dignity accord­ • School employees have the respon­ ful, dignified, and civil manner toward ing to the Student Code of Conduct, sibility to address personal biases that others while on school property or at other district policies and the Dignity may prevent equal treatment of all a school sponsored function, may be for All Students Act. students in the school or classroom subject to formal disciplinary action, setting. • Students have the responsibility to including a referral, detention, in- promote an environment that is free • School employees have the responsi­ school suspension, short term out-of­ from intimidation, harassment, dis­ bility to report incidents of discrimina­ school suspension or long term out-of­ crimination, bullying or cyberbullying. tion, harassment, bullying or cyberbul­ school suspension. These consequences lying that are witnessed or otherwise may also apply to students who • Students have the responsibility to brought to their attention. School engage in discrimination, harassment, report incidents of discrimination, employees must orally report inci­

28 Your Bes Be t!

dents to the principal or Dignity Act Dignity Act Coordinator practice, disability, sexual orientation,

Coordinator within one school day At least one staff member in each or gender. The Dignity Act Coordina­ after witnessing or receiving a report school will be thoroughly trained to tor will be accessible to students and of such incident. School employees handle human relations in the areas staff members for consultation and must also file a written report within of race, color, weight, national origin, advice regarding the expectations of two school days after making the oral ethnic group, religion or religious the Dignity for All Students Act. report. Co-Curricular Activities at the Middle School The Middle School offers several co-curricular activities for students in grades 6-8. Students are encouraged to become involved in as many activities as possible to encourage the development of social and leadership skills. It is important for stu­ dents to remember that when they join an organization they represent it at all times and should behave properly. Every group wants its members to be a credit to the organization. Here’s information about activities sponsored at the Middle School: ART CLUB DRAMA CLUB Open to students in grades 7-12 Open to students in grades 7-12 Advisor: Mr. Winslow Advisor: Mrs.Leight and Ms. Rechak Art Club is open to any students interested in creating Drama Club provides theatrical experiences in an exciting, artwork. Work can be independent, group-oriented (as challenging and fun atmosphere. Students are encouraged in collaborations) or specific projects, such as pottery, to participate in roles on stage and behind the scenes. digital photography, murals, fundraisers, etc. Students will have an opportunity to ENVIRONMENTAL CLUB experience art mediums they might not have a chance to use in regular Open to students in grades 6-8 school day classes and to bring art Advisors: Mrs. Guyon to the school and community. The The Middle School Green Team (MSGT) is for students Art Club maintains a permanent art who have an interest in working on projects that fit into the collection of student work. Each year there is a four cornerstones of the Green Ribbon School initiatives. competition with members of the school community Some of the topics GRS works on are recycling, outdoor voting on favorite art pieces. The winning art works are play, healthy habits, physical fitness and learning in the framed by the Art Club and displayed throughout the outdoors. district. FFA (FUTURE FARMERS OF AMERICA) BOOK CLUB Open to students in grades 7-12 Open to students in grades 6-8 Advisors: Mrs. Cahan and Mrs. Bartolucci Advisor: Mrs. Dunbar Future Farmers of America members compete in contests Book Club is devoted to connecting students to books such as speech, FFA creed, parliamentary procedures, Ag in an effort to expose middle school-level readers to a communications, Ag sales and talent. Each year, participants wide variety of literature and to create lifelong readers. attend the National FFA Convention in October. A chapter Students, the advisor and guest readers will discuss literary banquet is held the first Wednesday in June to culminate the plots, themes and conflicts. An emphasis will be placed year’s activities. on learning to analyze content for the deeper meaning in selected works. In addition to lively book discussions, FBLA (FUTURE BUSINESS LEADERS OF AMERICA) members create and participate in activities that promote Open to students in grades 6-8 reading and literacy within the Middle School and the Advisor: Mrs. Kenyon-Smith community. Future Business Leaders of America club gives students an opportunity to work with peers on various activities that benefit the school community as well as our district community. Students explore the skills that all good 29 Your Bes Be t! business leaders need while running a school-based have demonstrated excellence in the areas of scholarship, business. FBLA also sponsors the Ronald McDonald snack leadership, service and character. replenishment drive, the Holiday Bash, flower bulb sale/ fundraiser and an annual trip to Great Escape. OUR SPACE ART & LITERARY JOURNAL Open to students in grades 7 & 8 INDIVIDUAL CLASS REPRESENTATION Advisors: Mrs. Brennan & Mrs. Reville Open to students in grades 6, 7 & 8 Our Space creates a middle school literary and art magazine Advisor: Mr. Stark and Mr. Jorgenson and organizes the Java Jive coffee house experience. The The Middle School class officers are elected by their peers magazine is a compilation of original artwork and literature as representatives for the 6th, 7th- and 8th-grade student that middle school students submit to the club. Students body. The officers organize three school events throughout are encouraged to present their work at Java Jive, which is the year in efforts to encourage social interaction among the a live “coffee house” where students read and share their Middle School classes. All 6th-, 7th- and 8th-grade students work with peers. Content must be appropriate for a middle are welcome to attend the monthly meetings. school audience.

JAZZ BAND SADD CLUB Open to students in grades 7 & 8 Open to students in grades 7-12 Advisors: Mrs. Koch Advisors: Mrs. Wilday 7th & 8th Grade Jazz Band is a performing ensemble that Students Against Destructive Decisions participants plan rehearses during 10th period on Thursdays. This group will activities to send positive messages. Activities include red learn about various styles of music within the jazz tradition, ribbons at Christmas, signing of the prom promise, letters develop improvisation skills and practice pieces for their to prom attendees from elementary students encouraging spring concert. Interested students should either be in band them to have a safe time, Make-A-Wish, Safe Spring at class or currently taking private lessons for their instrument Skidmore speakers to students from MADD (Mothers outside of school. Students must also attend the interest Against Drunk Driving). meeting with Mrs. Koch in September (date TBA). SKI & SNOWBOARD CLUB MATHCOUNTS Open to students in grades 6-12 Open to students in grades 6-8 Advisor: Mr. Whalen & Advisor: Mr. Leonard Mr. Jorgensen (Grade 6), MathCounts is a national non-profit organization that Mrs. Vallee (Grades 7 & 8) strives to engage middle school students of all ability and Ski and Snowboard Club is an interest levels in fun, challenging math programs in order exciting opportunity for people of to expand their academic and professional opportunities. all abilities. The club makes six trips At Schuylerville, members generally meet once a week to Willard Mountain, leaving school during 10th period starting early in the school year until at 3 p.m. and returning by 7:30 p.m. the members compete in the local competition and possibly The first organizational meeting is the state competition. During these meetings, we work held at the end of November. Sixth grade students attend on math problems that are not typical of a standard math with the elementary ski club. curriculum. Members are taught new material, provided insight and shortcuts to become better problem-solvers. STUDENT COUNCIL Overall, it's a time for students to get together to share a Open to students in grades 7-12 common interest in math at a level not seen on a daily basis. Advisors: Mrs. DeLucia The purpose of Student Council is to contribute in the life NATIONAL JR. HONOR SOCIETY of the school, work for the school and always work with Open to students in grades 8 & 9 the students by providing support, aid and service for Advisor: Mrs. McKinley the benefit of both the school and the students. Student NJHS is an organization that recognizes outstanding Council is a leadership organization that is involved in students in grades 8-9. It honors those students who many aspects of school and community on the local, state, regional and national levels. 30 Your Bes Be t!

MODIFIED TEAMS

ModifiedS ports for Grades 7-8 Baseball Basketball Schuylerville students in grades made for all participants to become Cross Country 7-8 are invited to participate in the team members whenever possible. The Field Hockey district’s modified sports program. number of participants will be deter­ Football Modified sports serve as a developmen­ mined at the coaches’ discretion and tal process that emphasizes basic skills, the following factors: Lacrosse Outdoor Track creates school pride and enthusiasm w Athletes’ safety; and indoctrinates players to the varsity Soccer w Demonstration of skills; program philosophy. Participation in Softball the program will be based on coaches’ w Attendance and effort at practice; Volleyball discretion, skill level, attendance, work w Attitude and compliance with team Wrestling ethic and a positive attitude. Develop­ and school rules; ment of the athletic program is a major w Maintenance of productive practices; determining factor in deciding partici­ Code of Conduct for the 2017-2018 pation by modified student athletes, w Completion of necessary paperwork; school year. All student athletes will rather than winning or losing. All stu­ w Knowledge of the game. be responsible for understanding dent athletes will have an opportunity the code and following it. Copies are Athletic Code of Conduct to participate in every athletic contest. available from coaches, in the main Schuylerville Central School District Tryouts will be conducted at the offices at each building and in the has adopted a new Student Athlete modified level and an attempt will be Athletic Department office. A copy is also posted on the district website (www.schuylervilleschools.org).

TITLE IX & 504 COMPLIANCE

Schuylerville Central School District hereby advises students, parents, employees and the general public that it offers employment and educational opportunities, including vocational educational opportunities, without regard to sex, race, color, national origin or handicap. Secondary vocational education opportunities available to district residents under the age of 21 are courses in business education, home economics and technology industrial arts programs. Inquiries regarding this non-discriminatory policy may be directed to the superintendent of schools or his/her designee. These officials will provide information, including complaint procedures, to any citizen, student or employee who feels that his/her Title IX or section 504 have been violated by the district or its officials.

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