Parents of students new to Sudbury Public Schools will register at the main office of the school they will attend while school is in session. During the summer when the schools are on break, all registrations will take place at the school department’s administrative office located at 40 Fairbank Road. Parents new to Sudbury should bring proof of residence or, alternatively, a signed Purchase and Sale Agreement and an approved Bank Commitment letter. An original or copy of the child's birth certificate and current health records are required.
Sudbury Public Schools is organized and structured based on school attendance districts. It is the responsibility of the Superintendent to establish geographic boundaries and other criteria to be used in assigning pupils to schools.
Long-term planning and staffing allocations are based on projections and demographics based on the school attendance districts.
There are few reasons for a pupil to attend a school which is outside of their home attendance district. Parents who may wish a change in school assignment must submit their request to the Superintendent, in writing, outlining the reasons. Any change must be approved by the Superintendent. If a transfer is approved, it shall be the responsibility of the parents to provide transportation between home and school. Bus passes will not be provided in these cases.
(Integrated Preschool & Kindergarten)
The Sudbury Public Schools is home to the Integrated Preschool, housed at the Peter Noyes School. Residents may apply as tuition preschool students on a ‘First-come/First-serve’ basis, beginning in the fall of each year. If interested in receiving an integrated preschool application, please call the Early Childhood Office (978) 639-3204 as the programs fill quickly.
Kindergarten registration begins in November for children who turn age five on or before October 1st with a pre-registration packet mailed to families listed with the Sudbury census. Parent preference for Full-Day K or Half-Day K is requested at that time and a complete kindergarten registration packet is mailed after preliminary registration forms are returned.
During the preschool and kindergarten registration process, a child’s birth certificate, proof of residency and current immunological record is needed. If new to the Sudbury area and/or not on the current Sudbury census, please contact the Early Childhood Office directly (978) 639-3204 to be added to the kindergarten mailing list.
Further questions may be directed to
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, Early Childhood Director.
Principals and staff work to form classroom groups in a way that balances age, ability, talents, needs and temperament. This is a complex and time-consuming process that teachers and principals take very seriously to obtain the very best class assignment for each student. Parents often ask if they can have input into the selection of their child's teacher. The principals are open to receiving your comments about your child's learning style, social and academic needs, and any other pertinent information that would be helpful in determining their placement. However, requests for specific teachers or Team (at Curtis Middle School) are not possible and will not be honored.
A parent has the right to add information, comments, data, or any other relevant written material to the student’s record. The parent should submit the additional information in writing to the principal with a written request that the information be added to the student record.
A parent has the right to request in writing deletion or correction of any information contained in the student’s record, except in the cases where the information was inserted into that record by a child’s special education TEAM. Such information inserted by the TEAM shall not be subject to such a request until after the acceptance of the Individual Educational Plan (IEP), or, if the IEP is rejected, after the completion of the special education appeal process. Any deletion or amendment shall be made in accordance with the procedure described below:
In the event that parents are divorced or separated, the non-custodial parent’s access to his/her child’s student record is governed by state law. In order to obtain access, the non-custodial parent must submit a written request to the school principal, and the custodial parent must be notified of the non-custodial parent’s request for access to the record. A non-custodial parent is eligible to obtain access to student records unless:
The Family Educational Rights and Privacy Act (FERPA) affords parents and students over 18 years of age ("eligible students") certain rights with respect to the student's education records.
These rights are:
A. The right to inspect and review the student's education records within 45 days of the day the school receives a request for access. Parents or eligible students should submit to the school principal a written request that identifies the record(s) they wish to inspect. The school official will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected;
B. The right to request the amendment of the student's education records that the parent or eligible student believes are inaccurate. Parents or eligible students may ask the school to amend a record that they believe is inaccurate. They should write the school principal, clearly identify the part of the record they want changed, and specify why it is inaccurate. If the school decides not to amend the record as requested by the parent or eligible student, the school will notify the parent or eligible student of the decision and advise them of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing;
C. The right to consent to disclosures of personally identifiable information contained in the student's education records, except to the extent that FERPA authorizes disclosure without consent;
One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. A school official is a person employed by the school as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the School Committee; a person or company with whom the school has contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); or a parent or student serving on an official committee, such as a disciplinary or grievance committee or assisting another school official in performing his or her tasks; A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility;
D. The right to file a complaint with the U. S. Department of Education concerning alleged failures by the School District to comply with the requirements of FERPA.
The name and address of the Office that administers FERPA are:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-4605
The Sudbury Public Schools has designated certain information contained in the education records of its students as directory information for purposes of the Family Educational Rights and Privacy Act (FERPA) and the Student Record Regulations at 603 CMR 23.00 et seq.
The following information regarding students is considered directory information:
• Name;
• Address;
• Telephone number;
• Date and place of birth;
• Major field of study;
• Participation in officially recognized activities and sports;
• Weight and height of members of athletic teams;
• Dates of attendance;
• Degrees, honors and awards received; and
• Post high school plans of the student.
Directory information may be disclosed for any purpose at the discretion of the school system, without the consent of a parent of a student or an eligible student. Parents of students and eligible students have the right, however, to refuse to permit the designation of any or all of the above information as directory information. In that case, this information will not be disclosed except with the consent of a parent or eligible student, or as otherwise allowed by FERPA and 603 CMR 23.00 et seq. Any parent or eligible student refusing to have any or all of the designated directory information disclosed must file written notification to this effect with the principal one week prior to the opening of school or one week after distribution of this notice. In the event that refusal is not filed, it is assumed that neither parent of a student or eligible student objects to the release of the directory information designated. This permission will be assumed to be granted from year to year unless the principal is otherwise notified in writing.
Pursuant to 603 CMR 23.07(g), notice is hereby given to parents and eligible students that the Sudbury Public Schools forward the complete school record of a transferring student to schools in which the student seeks or intends to enroll. Such transfer of records can take place without consent of the parent or eligible student.
Sudbury schools are required by law to keep student records for specified periods of time, depending on the nature of the record. However, student records that do not have a specified retention period (e.g. daily attendance notes, dismissal notes, student classroom projects and assignments) will be destroyed five days after the end of the school year. Parents have a right to request, and pick-up, these records before they are destroyed. If you would like such records, please notify the school principal in writing prior to the last day of the year.
PPRA affords parents certain rights regarding our conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. These include the right to:
Consent before students are required to submit to a survey that concerns one or more of the following protected areas ("protected information survey") if the survey is funded in whole or in part by a program of the U.S. Department of Education—
• Political affiliations or beliefs of the student or student's parent;
• Mental or psychological problems of the student or student's family; sex behavior or attitudes;
• Illegal, anti-social, self-incriminating, or demeaning behavior;
• Critical appraisals of others with whom respondents have close family relationships;
• Legally recognized privileged relationships, such as with lawyers, doctors, or ministers;
• Religious practices, affiliations, or beliefs of the student or parents; or
• Income, other than as required by law to determine program eligibility.
Receive notice and an opportunity to opt a student out of—
• Any other protected information survey, regardless of funding;
• Any non-emergency, invasive physical exam or screening required as a condition of attendance, administered by the school or its agent, and not necessary to protect the immediate health and safety of a student, except for hearing, vision, or scoliosis screenings, or any physical exam or screening permitted or required under State law; and
• Activities involving collection, disclosure, or use of personal information obtained from students for marketing or to sell or otherwise distribute the information to others.
Inspect, upon request and before administration of use—
• Protected information surveys of students;
• Instruments used to collect personal information from students for any of the above marketing, sales or other distribution purposes and;
• Instructional material used as part of the educational curriculum.
Sudbury Public Schools has developed and adopted policies, in consultation with parents, regarding these rights, as well as arrangements to protect student privacy in the administration of protected information surveys and the collection, disclosure, or use of personal information for marketing, sales, or other distribution purposes. Sudbury Public Schools will directly notify parents of these policies at least annually at the start of each school year and after any substantive changes. Sudbury Public Schools will also directly notify parents of students who are scheduled to participate in the specific activities or surveys noted below and will provide an opportunity for the parent to opt his or her child out of participation of the specific activity or survey.
Sudbury Public Schools will make this notification to parents at the beginning of the school year if the District has identified the specific or approximate dates of the activities or surveys at that time. For surveys and activities scheduled after the school year starts, parents will be provided reasonable notification of the planned activities and surveys. Parents will also be provided an opportunity to review any pertinent surveys.
Following is a list of the specific activities and surveys covered under this requirement:
• Collection, disclosure, or use of personal information for marketing, sales or other distribution;
• Administration of any protected information survey not funded in whole or in part by the U.S. Department of Education; and
• Any non-emergency, invasive physical examination or screening as described above.
Parents who believe their rights have been violated may file a complaint with:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-5901
School is a child's workplace. It is important for the continuity and constancy of education, that absence from school is kept to a minimum. All students are expected to attend school every day that school is in session. Excessive unauthorized absenteeism may result in a complaint filed with juvenile court in accordance with Mass. General Laws Chapter 76, Sec. 2.
Absences due to student illness, religious observance, legal proceedings or family emergency are authorized absences. Absences for recreational and vacation purposes will be recorded as unauthorized. If a parent/guardian must cause a child to be absent for another reason, the reason for this anticipated absence must be stated in writing in advance to the teacher who will forward it to the principal for review. Parents are requested to schedule appointments for physicians, dentists, or special lessons after school hours.
If a child is to be absent for any reason, the parent/guardian should notify the school attendance phone line of the reason for the absence, or send a note explaining the expected absence. If a child does not appear for school and no previous notice has been received, a member of the school staff will call a parent to confirm the child's absence. The parent/guardian's day phone number or emergency number will be used by the staff. The information contained on the student's emergency information form will be used for this purpose. In the event that a parent/guardian cannot be reached, the Sudbury Police will be contacted.
Students arriving at school after 8:15 a.m. at Loring, 8:55 a.m. at Noyes, Nixon and Haynes, and 7:45 a.m. at Curtis are considered tardy and must report to the school office for an admittance slip to class. If the student is not accompanied by a parent, it is required that he/she present a signed and dated note from the parent or guardian stating the reason for the tardiness.
For reasons other than illness, early dismissal from school will be granted only on the presentation of a note from a parent/guardian. This note must be given to the homeroom teacher on the day of the requested dismissal. Parents are requested to schedule appointments for physicians, dentists, or special lessons after school hours. Students must not leave the school without first reporting to the main office where they are to be met by a parent, guardian, or adult member of the family. Students are not to leave the school or its grounds under any circumstances without the knowledge of the school office staff.
It is the student's responsibility to complete academic work assigned during an authorized absence. Teachers will work cooperatively with parents and students to provide assistance during these absences as well as after the child returns to school to minimize educational loss to the student.
If a child is hospitalized, or unable to come to school because of illness, for more than fourteen days, the Sudbury Schools will provide tutoring services for not less than five hours per week. These services can be arranged when a doctor's note indicating the length of the absence from school is received in the Office of the Assistant Superintendent.
It is the student's responsibility to complete academic work assigned during his/her absence. Parents who voluntarily take their children out of school for vacations are assuming the responsibility for their children's educational program. It should be realized that teachers cannot realistically provide work to take the place of instruction missed during planned absences.
When a student is absent for unauthorized reasons for more than seven days in a six month period, this absence will be referred to the school's Child Study Team for consideration of steps to take to ensure school attendance.
If your child has a fever or is too ill to remain at school, the school nurse will call you to pick up your child. If you are unavailable, she will call your emergency number so that person can take your child home.
To protect the health of your child and his/her classmates, your child needs to remain home until he/she has been fever-free for 24 hours. If your child has diarrhea or is vomiting, keep him/her home for the day. In the event that your child has had a throat culture for strep, keep him/her home until you receive the results. If the results are negative, your child can return to school.
If the results are positive, your child must be on antibiotics a full 24 hours before returning to school. Department of Public Health guidelines will be followed in the event of a specific contagious illness, i.e. chicken pox, pertussis, etc.
In the case of contagious disease, the school nurse will distribute information to all children in the appropriate grade(s). This may contain additional information about keeping the child home or seeking a doctor's advice.
No medication of any kind (including Tylenol and other over-the-counter medications) will be administered without a parent/guardian permission form. See Statement on Medication on page 11 of the Parent Handbook.
The Superintendent will make the open/close/delay decision informed by input from local weather service, Sudbury DPW, Sudbury Police and area superintendents. The decision starts with an assumption that schools will be open and will operate on a regular schedule. Weather and travel conditions will determine if closing or a 1 or 2-hour delay may be necessary.
Once schools have opened for the day, it is highly unlikely that students will be dismissed early. The decision to dismiss a school or all schools rests with the Superintendent in collaboration with the principal(s). Lincoln-Sudbury will be consulted but a joint decision is not required. School principals are empowered to contact the Superintendent with the recommendation to dismiss students early based on conditions that exist at the school.
It is assumed that buses will run their regular routes any time school is open. During any type of severe storm, drivers will adjust the stops to better accommodate students and parents. This may include waiting longer at the stop or modifying the location or number of stops. Parents should understand that during storms or inclement weather, pick-up and drop-off times will be extended.
Parents are requested to ensure that the students are dressed appropriately for extreme weather conditions. It is unlikely that school will be cancelled because of extreme temperature conditions, so appropriate dress is important for travel to and from school, waiting for the bus, and for school time hours. Heavy coats, gloves/mittens, hats and appropriate footwear is vital in extremely cold conditions; appropriate dress and footwear that meets the school dress codes is required during extremely warm conditions.
In the case of emergency, a parent may request that a student who does not normally ride a bus be allowed to ride the bus to a particular stop. This would only be accommodated on an existing route, at an existing stop, and providing space is available on the bus.
If a bus is unable to travel on a particular road or unable to reach a particular stop, the driver will notify the bus dispatcher immediately. The dispatcher and driver will call parents of the students affected AND call the Sudbury Transportation Office, which in turn will notify the schools. No elementary student will be released at a non-regular bus stop unless a parent or designated adult is present to receive the student. Students shall not be left at a stop with the assumption that a parent will be coming.
If a parent or recognized adult is not present, an elementary child will remain on the bus and returned to the school. Middle School students may be released at, or near, the designated stop providing the student indicates that he/she has a safe place to go and is able to get there.
If a decision is made to dismiss school early, school principals will initiate the school dismissal notification plan. This will include initiating an emergency phone chain, an e-mail blast, a direct phone contact from a school employee, or any combination of these options. METCO students will be released as early as possible.
The METCO office will contact all parents and, to the extent possible, arrange for a single drop-off of students.
If a decision is made to delay the dismissal of a school or schools, school principals will initiate the school delayed dismissal notification plan. A school principal is empowered to make a decision to hold students at school or delay bus loading or leaving, if conditions are, or potentially could become, unsafe for travel. Parents will be informed of dismissal procedures and approximate timeline.
In the event of inclement weather, announcements of school cancellations and delayed openings will be made on the major radio and TV stations in the area and on the recorded school closing lines at each school.
In the event of inclement weather, you may call any of the schools and dial the school closing extension (after 6:00 a.m.) for recorded information concerning closings or delays for that day. The message will announce the date and the nature of the cancellation or delay. On rare occasions, changing weather conditions may warrant a change in the announcement. Therefore, it is advisable to call again later to check if there has been a change.
The Sudbury Public Schools serve hot lunch at all five schools every day except early release days. The lunches are nutritionally balanced and follow the state guidelines for their Plan A lunch menus. Lunch may be pre-paid weekly, monthly, or annually or paid for on a daily basis.
The prices for school lunch are:
Elementary School: $2.50
Middle School lunch: $2.75 and $3.00
In addition, a la carte items (salad bar, cookies, granola bars, etc.) are available for sale at each school.
Students who bring their own lunches may purchase milk or juice separately.
Milk: $ .75
Juice: $ .75
Breakfast is offered at each of the schools at the cost of $1.25 at the following times:
Curtis: 7:20 a.m. – 7:45 a.m.
Loring: 7:30 a.m. – 8:10 a.m.
Haynes: 8:20 a.m. – 8:45 a.m.
Nixon: 8:20 a.m. – 8:45 a.m.
Noyes: 8:20 a.m. – 8:45 a.m.
The School Lunch Program is partially subsidized by local, state and federal funds as well as the Commodity Surplus Program.
As part of the Education Reform Act of 1993, the State Board of Education has instituted a system of student assessments which culminates in a must pass assessment in Grade 10 in order to graduate from high school. The Massachusetts Comprehensive Assessment System (MCAS) now requires our students in various grades to participate in testing in the areas of Reading, English and Language Arts, Writing, Mathematics, and Science. The purpose of this assessment is to determine the progress individual students have made in acquiring the knowledge and skills as outlined in Massachusetts Curriculum Frameworks. In addition, this testing gives us a snapshot of a student's progress to date as measured by one assessment.
Other ways in which students are assessed include standardized tests, classroom assessments, and teacher created assessments, and student's in-class performance and products.
The following are currently the grades and content areas in which MCAS testing is scheduled to take place:
ELA Composition, (Sessions A & B) Gr. 4 & 7
ELA Composition Make-Up Gr. 4 & 7
ELA Reading Comprehension Gr. 3, 5, 6 & 8
ELA Reading Comprehension Gr. 4 and 7
Mathematics Gr. 3 – 8
Science/Technology Engineering (STE) Grades 5 & 8
There are two opportunities for parent conferences for elementary school children and for middle school students, one in the fall and one in the spring. Elementary school parent conferences are generally discussions between the child’s classroom teacher and the parent. At Curtis, conferences are generally held with the core instructional team teachers. Unified Arts teachers can also meet with parents if there are specific questions about their areas of instruction.
Parent conferences are scheduled between you and your child’s teacher and can be used as an opportunity to discuss academic and social progress. If you have additional concerns, you are encouraged to get in touch with your child’s teacher, who will make time to conference with you.
Professional In-service occurs in two ways. During the course of the year, a number early dismissal days are scheduled on Wednesdays. Several activities occur on these days, including Parent Conferences which are scheduled in the late fall and spring. The other days are devoted to school-based workshops and grade level team meetings. Faculty and staff utilize this time to advance school and classroom goals and to develop their knowledge and skills in the art of teaching.
The District Professional Development Committee, the Administrative Leadership Team, and the Curriculum Specialists collaborate to determine the focuses for these days. The specific program content is designed to advance the attainment of our district and school-based goals.(Please Note): There is no p.m. Kindergarten or p.m. Preschool on Early Dismissal Days.
Research studies have shown that the amount of time devoted to learning is related to achievement in a subject. Additional study beyond class instruction can be valuable for students. Homework, therefore, is very important in a student's overall program.
Making homework meaningful to the student requires cooperation and communication among the teacher, students, and parents.
The Sudbury School Community believes that the home should reinforce learning and broaden educational opportunity for students through parental knowledge of the homework procedures.
The teacher, through control of the teaching/learning situation, can best determine the nature, frequency, and length of homework assignments while considering the following guidelines:
Grade Amount of Homework
K Teacher's discretion
1 Teacher's discretion
2 15 minutes per night at teacher's discretion
3 20 minutes per night maximum
4 30 minutes per night maximum
5 45 minutes per night maximum
6 60 minutes per night maximum
7 90 minutes per night maximum
8 120 minutes per night maximum
Reading for pleasure or specific fictional and non-fictional reading may be assigned in addition to the guidelines listed above.
Weekend homework shall not be assigned in Grades K-5. Homework may be given over weekends, when necessary, to the students in grades 6-8. However, the total time for weekend homework should not exceed the prescribed time for a single evening's study.
Maximums may be exceeded when long-range assignments are due. Subject teachers shall coordinate assignments so that maximums are not exceeded. Parents are advised to contact the teacher if their child is consistently unable to complete the assigned homework.
Each school provides the services of one or more Guidance Counselors. The role of the counselor is to support the social and emotional growth of all children and to deliver short-term counseling services to children.
The School Counselor or “feelings teacher” is available to provide support for all children in order to enhance the child’s social, emotional, and academic success. The counselor consults with teachers, administrators, parents and other helping professionals to determine appropriate supports for each child.
In accordance with the Massachusetts Special Education Law 603 CMR 28.00 (formerly known as Chapter 766) and the federal Individuals with Disabilities Education Act (IDEA), Sudbury offers a wide-ranging continuum of supports and services designed to identify and serve children with disabilities. Eligibility for special education is determined by the presence of a disability, which impacts a child's effective school progress and for whom specialized instruction is required.
Sudbury is an inclusive school community and places a high priority on meeting the needs of children within the context of the general education program and classroom. This inclusion fosters social as well as academic growth and allows all children to be full members of our school community. Prior to referring a child for a special education evaluation, parents are encouraged to work with the building-based Instructional Support Team. The Instructional Support Team consists of a group of educators who work to address each child's unique needs through creative options and planning along with targeted intervention using research-based methods and assessment all within the general education program.
Screening services are available to preschool children ages 3 and 4, whose parents are concerned that a disability exists. If a disability is present, children will receive the appropriate level of service ranging from therapy only (i.e. speech, occupational and physical) to placement in a preschool. Sudbury operates Integrated Preschool Programs at the Noyes and Haynes Schools. These integrated programs provide educational opportunities for children with disabilities to be educated alongside typically developing peers.
A parent group, Sudbury Special Education Advisory Council (SSEAC), works with educators and interested citizens providing input about Sudbury's special education programs. SSEAC also provides workshops for the community at large in an effort to increase knowledge and awareness on matters relevant to special education. Meetings are held regularly throughout the year.
Section 504 of the Rehabilitation Act of 1993 is designed to protect all handicapped persons who are defined as having a physical or mental impairment that substantially limits one or more major life activity.
Section 504 prohibits discrimination against handicapped persons and requires schools to conduct an evaluation, convene a team, and when appropriate, develop suitable accommodations.
Section 504 is not an aspect of Special Education. It is a responsibility of the comprehensive general public education system in cases where it has been determined that a substantial limitation exists to a major life activity. Building Administrators oversee the implementation of the 504 process in the Sudbury Public Schools.
Further information and questions pertaining to unresolved concerns at the school level can be addressed to the district's Section 504 Coordinator, Bob Milley at 978-639-3216 or at www.bob_milley@sudbury.k12.ma.us .
Sudbury Public Schools has recently been awarded Title One funding for the 2010-2011 school year. This federal grant, as reauthorized under the No Child Left Behind Act of 2001, provides resources to local school districts to help students meet the challenging state and local academic standards. The focus of Sudbury's program is to provide instructional support services in mathematics at the Loring and Haynes Elementary Schools and the Curtis Middle School. These schools were ultimately selected through a combination of federal and State Department of Education data on census and demographic information.
School staff identify students who may or may not have individualized educational plans through special education for math assistance but who, through teacher recommendation and other assessment criteria, are likely to benefit from the additional available support. Accordingly, a Math Proficiency Program has been established at these schools. The goal of this effort is to provide supplemental instruction to students who may benefit from individual and small group formats. About 75 students district-wide are serviced each year.
Title I teachers and tutors are "highly qualified" by all state and federal standards, and the district is excited about their capacity and eagerness to deliver excellent instructional services.
Title I Parent Information meetings will be conducted in the fall of 2011 to provide additional information regarding the program, discuss parents' role in improving their children's achievement, and to gather input on the program's development and delivery. The federal No Child Left Behind Act of 2001 requires school districts that receive Title I funding to notify parents of their right to know the professional qualifications of the classroom teachers who instruct their child.
As a recipient of these funds, the Sudbury Public Schools will provide parents with this information in a timely manner, if they request it. Specifically, parents have the right to request the following information about each of their child's classroom teachers:
• Whether the teacher meets the state qualifications and licensing criteria for the grades and subjects he or she teaches;
• Whether the teacher is teaching under emergency or provisional status because of special circumstances;
• The teacher's college major, whether the teacher has any advanced degrees, and the field of discipline of the certification or degree; and
• Whether paraprofessionals provide services to your child and if so, what their qualifications are.
Sudbury Public Schools is committed to providing quality instruction for all students and does so by employing the most qualified individuals to teach and support each student in the classroom. If, as a parent of a Title I school student, you would like to receive any of the information listed above regarding your child's teacher, or if there are questions in general about the Title I program and Sudbury's Entitlement Grant, contact Bob Milley, Assistant Superintendent of Schools at 978-639-3216 or at www.bob_milley@sudbury.k12.ma.us .
According to General Law c. 71A, an English Language Learner “is a child who does not speak English or whose native language is not English, and who is not currently able to perform ordinary classroom work in English.” There are currently 15-20 such students in our school system.
An ELL Specialist is available to serve each of the Sudbury schools to provide direct support in speaking, listening, reading, and writing English. English Language Learners spend most of their day in regular classrooms. Mandated assessments such as the Massachusetts English Proficiency Assessment (MEPA), the Massachusetts English Language Assessment - Oral (MELA-O), and the locally administered Stanford English Language Proficiency (SELP) tests help determine student progress with the long-term goal of program exit.
As students become proficient enough in English, as determined by these and other assessments to work effectively in the regular classroom, they will no longer participate in the support activities. The district’s approach to serving the needs of ELL students has served as a model for other low-incidence districts in the area.
The Metropolitan Council for Educational Opportunity (METCO, Inc.) was created over forty years ago by urban and suburban educational collaborators who believed that all children should have access to quality education. As a result, the METCO Program was created to reduce racial isolation and to provide access to quality education in suburban school districts as well as improve diversity within those districts.
The Sudbury Public Schools K-8 enrolled its first students on January 27, 1975, when forty students were placed in the five Sudbury Elementary Schools. In September of the 1975-76 academic year, the enrollment of Boston students increased from forty to seventy. Today this grant-funded program supports seventy students annually.
Students completing grade 8, and any other student(s) leaving the Sudbury METCO Program, are replaced with the number of new elementary students needed to maintain a set number of about 70 for the next fiscal year.
Students from Boston currently attend the four elementary schools and the middle school. The METCO, Inc. program headquarters is located in Roxbury at 40 Dimock Street and houses administrative offices, a transportation department, student services center, and a placement office. Sudbury METCO parent meetings are held at METCO Inc. several times during the school year and provide Boston parents with an opportunity to discuss issues that are relevant to their children's academic progress and social well-being.
Students from Boston participate in a variety of activities. Community building and cultural awareness are promoted via the Cooperating Families Program which partners Boston and Sudbury families for scheduled activities throughout the year.
Sudbury residents interested in participating in the Cooperating Families Program are encouraged to contact their school principal or Assistant Superintendent, Robert Milley at 978-639-3216.
By law, schools are required to notify parents prior to the teaching of sexuality education in the classroom. In Sudbury, the staff places a high priority on communicating with parents before sensitive topics are introduced to students in the classroom. In cases where parents opt not to have their child participate in a specific unit, we uphold the right of parents to work with teachers to develop an alternate learning experience.
The foundations of sexuality education are established in kindergarten and first grade as boys and girls are encouraged to celebrate their similarities as well as their differences.
Students are continually encouraged to learn and model social skills that support respectful and empathetic interactions between children. The concept of reproduction is introduced in kindergarten, and revisited each year thereafter, as students study the life cycle of various organisms. In fifth grade, as part of the Wellness and Science Curriculum, students study the human reproductive system and the changes associated with puberty and adolescence. This topic is revisited during grades six through eight, and may include a discussion of HIV/AIDS and the transmission of blood-borne pathogens.
Parents who have specific questions about the sexuality education curriculum are encouraged to contact Betsy Grams, Wellness Curriculum Specialist, at 978-443-1071, ext. 4146 or at Elizabeth_Grams@sudbury.k12.ma.us.
To the extent practical and as required by law, the district will work with homeless students and their families to provide stability in school attendance and other services. Special attention will be given to ensuring the enrollment and attendance of homeless students not currently attending school. Homeless students enrolled in the district will have a full and equal opportunity to exceed in the district schools.
Students without a permanent place to live have the right to:
• Go to school;
• Obtain free lunch (and breakfast, if offered);
• Receive transportation, if requested;
• Participate in school programs (like athletics and other student activities); and
• Receive the same support and services provided to all other students, as needed;
For more information, contact Deborah Dixson, Homeless Education Coordinator for the Sudbury Public Schools at 978-639-3202; or DOE: Peter Cirioni (781-338-6294) or Sarah Slautterback (781-338-6330).
The Sudbury Public Schools supports the use of technology in all curriculum areas for research and content support and, to that end, provides access to the Internet in learning environments for all students. Technology integration is part of the district curriculum and is an integral part of the educational process. The district has taken considerable precautions to eliminate any access to controversial or objectionable resources and materials. National guidelines established through the Schools and Libraries Universal Services Program has been met. However, due to the nature of technology, the district is unable to totally ensure that no students could possibly access such material in the foreseeable future. Accordingly, the district is not responsible for materials acquired on the Internet.
The Student Acceptable Use Policy commits Sudbury’s students to accessing only approvable resources with the recognition that a violation may result in loss of access privileges or other disciplinary actions.
Questions concerning Internet use in instruction may be directed to Mike O’Brien, Information Technology Manager at michael_obrien@sudubury.k12.ma.us; Bernie Alicandro, Data Specialist at bernie_alicandro@sudbury.k12.ma.us; or Donna Criswell, Instructional Technology Specialist, at donna_criswell@sudbury.k12.ma.us located in the District Technology Office. If you are not able to email, you could try the Technology Office at 978-639-3250.
Stay Current! Update Your Own Information!
In order to provide our school principals, superintendent and school committee a direct means for communicating with our parent community in times of emergencies, when time-sensitive information is imperative, or for sending general information, we have initiated an email communication system using Constant Contact.
In order to receive this important information you must be in our Constant Contact database. If you were in the database in 2010-11 and there have been no changes to your information, you are all set for 2010-11. If you are new to Sudbury Schools or your information has changed, please visit the link to the Constant Contact Email List as explained below.
The SPS Communications System database does not replace, nor is interactive with, the contact and emergency information you have provided the schools or the information that the PTOs may maintain. Since e-blasts are the primary communication tool for getting emergency or time-sensitive information to you, we ask your cooperation to ensure that any changes in your email address or directory information remain current and updated in this system.
Additions and updates to the system will be the responsibility of the parents. To add your information or to make changes to existing information, click on the Join the Sudbury Schools Constant Contact E-Mail List on each school's web site and on the home page of the district web site. You will be prompted to enter new information or to revise existing information. Please note that you will be asked to provide the date of your child(ren)'s high school graduation; this is important to allow us to target email to specific grade levels when appropriate.
You may add multiple email addresses. To do so, please submit the additional email addresses and fill out your preferences and profile for each address at which you would like to receive information. Please complete your profile information with information about each of your SPS students and select the preferences (schools and grades) for each email address entered. All email addresses will be placed, by default, on the SPS (District) list.
This communication system plays an important role in providing you with basic information and updates from the Sudbury schools and the district. It also provides a key means for communicating emergency information to you on a timely basis. Please be aware that any emergency notice or time-sensitive message will contain "URGENT" in the subject line. School personnel will include this phrase only when absolutely necessary.
Please note that if you opt out or unsubscribe, you will not receive emergency information from the school or district. If you have any questions or comments, please feel free to contact your school principal or the district technology office.
The purpose of school computers and the school Internet connection is to further educational goals. All students should keep in mind that when they use computers and the Internet, any actions taken by them as individuals reflect upon the Sudbury Public Schools as a whole. These guidelines are provided so that students are aware of the responsibilities they are about to acquire.
The network connection, e-mail system, all software and hardware are the property of the Sudbury Public Schools. The use of these components is a privilege, not a right, which may be revoked at any time for inappropriate use.
Sudbury School District Administrators will deem what is inappropriate use. In addition, the network administrators may close an account at any time as required. The administration, faculty, and staff of the Sudbury Public Schools may request the network administrators to deny, revoke or suspend specific user accounts. Files stored on the Sudbury Public Schools' servers, and student activity while using District Technology is not private. Students must remember that anything sent via the internet or district intranet, is not private and its future use by others in the district or outside the district, cannot be controlled. Sudbury Public Schools reserves the right to examine all data stored on servers, networked computers and individual computers to ensure that students are in compliance with this policy. Network administrators may review files and communications to maintain system integrity and ensure that students are using the system responsibly.
All home use of Sudbury Public Schools' computers must adhere to these terms and conditions of acceptable use (This Policy is not all-inclusive. Sudbury Public Schools reserves the right to notify a student of any other impermissible action regarding the use of the computer or Internet. Due to the rapid evolution of technology, this Policy will need periodic review.):
• Proper etiquette is expected of all users of Sudbury Public Schools Internet access. Students are expected to be courteous and use appropriate language. Students will not deliberately cause the loss of other users’ work or damage to any of the District’s systems;
• Students will not override or encourage others to override any firewalls, desktop management or security measures established on the network;
• Students should not share passwords associated with the use of the network;
• Students will not reveal their personal address or phone numbers or those of other students;
• If a student notices any suspicious or unusual activity while using the computer, particularly the Internet, it should be reported immediately to the supervising or appropriate staff member;
• While using the Internet, no student shall utilize this resource to perform any act that can be construed as illegal or unethical;
• Use of inappropriate language can result in suspension of computer and Internet privileges;
• The Sudbury Public School system disapproves of illegal copying and distribution of software. Any studnt who is found transferring such material shall have their use of the computer suspended immediately;
• Students will not plagiarize works that are found on the Internet. Plagiarism is taking the ideas or writings of others and presenting them as if they were yours; and
• Students will respect the rights of copyright owners. Copyright infringement occurs when a person inappropriately reproduces a work that is protected by a copyright. If a work contains language that specifies appropriate use of that work, the expressed requirements should be followed. If a student is unsure whether a work can be used, the student should ask a teacher.
All aspects of Policy 4.5.6, Anti-Bullying Policy for Students, especially those associated with cyber-bullying, are incorporated into this Acceptable Use Policy.
Cyber-Bullying, which also includes the creation of a web page or blog in which the creator assumes the identity of another person, or the knowing impersonation of another person as the author or posted content or messages, is prohibited. This includes such behavior when using computers, electronic devices or other means of technology owned, leased or used by the school and such equipment and technology not owned by the district and residing outside the district. Violations of this shall result in discipline consequences as outlined in the Student Code of Conduct and will be reported to local police if we believe that criminal charges may arise from such behavior. rev.8/2010
There are occasions when students or their work maybe photographed or filmed for the purpose of publication in school newsletters, community newspapers, or on school or district websites. We ask that parents also respect the privacy and confidentiality of students when photographing or filming student activities. While SPS and its staff cannot be responsible for photos or movies posted on non-school websites, we ask that everyone observe the rules of confidentiality.
Parents and guardians may allow or deny permission to publish their child’s image or work.
SPS web page guidelines (www.sudbury.k12.ma.us) state that photos or movies including students may be published, but student names may not be used. Students may be identified by class however. Samples of student work including artwork, podcasts and projects may only be identified by initials.
If you wish to have depictions of your student or his/her work not included on the classroom, school, or district website, please contact the school principal to discuss appropriate limits.
Parents and guardians may allow or deny permission for their child’s image (e.g. photo or video) to be published in a community newspaper or on a television broadcast.
Please note that at any time, you may reverse your above decisions at any time by providing the school with a written note.
For the 2010-2011 school year, some activities require a specific fee. These include participation in the sports programs as well as school bus transportation for some students. There are also costs for individual field trip expenses. Specific costs are as follows:
Sports: $195 per child for first team; $95 per child for subsequent teams;
After School Activity: $50 per child per activity, with some exceptions for certain programs.
Music Lesson Fees: $50 one-time registration fee per student.
30 minute private lesson $35 per lesson
30-minute semi-private lesson $25 per lesson
45-minute private lesson $45 per lesson
Provisions will be made for families with specific financial conditions warranting scholarships and/or waiver of some or the entire fee. If you would like to have a confidential conversation about the possibility for a waiver or reduction in fees, please call the Director of Business and Operations, Mary Will, at 978-639-3218.
Lockers, desks and their contents are the property of the school system and can be searched at any time deemed appropriate by a teacher.
Cell phones and electronic devices, including Gameboy, IPods, etc., are NOT to be used in school during school hours.
In accordance with the Education Reform Act of 1993, there is no smoking permitted in our schools, on school grounds, or at school-sponsored events.
Photographic companies shall be used to take student pictures throughout the school system. All financial arrangements and problems resulting from photographs made shall be handled by the company. Information about school pictures will be distributed through the individual schools.
We are happy to have parents be a part of our schools. However, as welcome as parents and other relatives are, they can be a focus of attention that distracts students from learning tasks. Parents are welcome to visit their child’s classroom at times arranged by the teacher. Specific details can be provided by your individual school, but we do ask that each visit be scheduled in advance with the teacher and that every visitor check in at the front office upon arrival and departure.
It is the policy of the School Committee to discourage the giving of gifts to teachers and administrators. Donations in a teacher's name may be made at each of the schools through SERF and the PTO's. Money received in such a manner is used to purchase library books, prints of artwork and other items that benefit the entire school. Massachusetts Law limits the amount of any gift a staff member may receive to $50 from an individual or a group. Collecting contributions from a group of parents to present as a gift to a teacher would be restricted by the $50 limit. The limit is not applicable if the gift from an individual or group is for the classroom, such as student materials, books or other similar items. The difference is whether the gift is a personal gift for the teacher or staff member or for the classroom or students.
The Sudbury School Committee recognizes and appreciates the benefits to the schools of donations of time, talent, and money in support of the educational goals of the District. In particular, school support organizations, such as the Parent Teacher Organizations and the Sudbury Education Resource Fund, Inc. (SERF), have provided highly valuable support to the Sudbury Public Schools. At the same time, the School Committee believes that public education is a common good that should be adequately supported by the federal, state, and local governments. Pursuant to the Constitution and laws of Massachusetts, students are entitled to an appropriate education financed by the public. In general, therefore, private donations should not be used to pay for core curriculum or other programs that fall within the obligations of the District.
The Sudbury School Committee may accept donations to assist the District in furtherance of its educational goals, in accordance with applicable laws. Donations subject to this policy include all monetary gifts, donations, grants, or bequests, and all donations of equipment, materials, or other donations in kind.
Donations may not be spent or used in the schools unless they have been accepted on behalf of the District by a vote of the School Committee, subject to the exceptions stated in the School Policy Manual. Donations, including donations from school support organizations, that would: (1) involve a change to a school physical plant; (2) support the salary of any District personnel; or (3) involve significant or ongoing advertising or promotion of a commercial interest may be spent or used by the District only if approved by the School Committee.
All donations accepted by the School Committee will be expended at the discretion of the School Committee. Donations that are accepted by the School Committee will ordinarily be accepted without condition or restriction, unless the Committee approves a proposed condition or restriction as being in the interest of the District. All donations accepted by the School Committee will become the property of the Sudbury Public Schools to be used as the School Committee deems appropriate and are subject to the same controls and laws that govern the use and disposal of other school-owned property. Monetary donations will be placed in a separate account as needed and in compliance with applicable laws.
The School Committee reserves the right to reject any donation when it finds that the donation would not serve the interests of the District.
The Education Reform Act of 1993 established School Councils at all schools in the Commonwealth. Each School Council is co-chaired by the building principal with membership, which includes parents, teachers and community members. The Council assists the principal in identifying educational needs of the students, reviewing the annual school budget, and formulating a school improvement plan. The Council and the principal are responsible for the adopting of educational goals for the school and formulating a plan to advance such goals and improve student performance.
They also address professional development for the school's professional staff, the enhancement of parental involvement in the school, safety and discipline, extracurricular activities, and other issues agreed upon by the principal and the council. Parents and community members interested in serving on their School Council should contact their building principal directly.
Sudbury has a tradition that welcomes parent involvement in our schools. Parents are active supporters of many of our programs and countless activities within individual classrooms. Each of our schools has an active parent organization, which provides a formal way for parents to be involved in Sudbury’s schools. You will want to contact your school principal for information about the Israel Loring Parent Organization (Israel Loring PTO), Peter Noyes Parent Organization (Peter Noyes PTO), the Josiah Haynes Organization of Parents (HOP), the Gen. John Nixon Parent Organization (Nixon PTO) or the Ephraim Curtis Parent Organization (CPO). Each group has regularly scheduled meetings, several active committees, and a great desire to involve as many parents as possible.
The Early Childhood Advisory Council consists of parents, teachers and community members who meet monthly to advocate for the needs of preschool children and their families in Sudbury. The Council sponsors parent and teacher education programs, a Preschool Information Fair, an Early Childhood Library and Recycle Center, and camp scholarships for young children. Contact the Early Childhood Office at 978-639-3204 for further information.
The Sudbury Educational Resource Fund is a non-profit, tax-exempt organization dedicated to enriching, enhancing and supporting Sudbury's education system. SERF coordinates a bank of resources composed of money, energy, expertise and materials. Through this bank of resources, SERF provides grants for educational pursuits, focusing on curriculum support, student enrichment, and professional development. Membership is open to all individuals interested in contributing time and energy. Contact Robert Milley, Assistant Superintendent, at 978-639-3216 for further information, or http://serf.sudburyconnection.com.
The Sudbury Public Schools are committed to providing equal education and employment opportunities for all students, employees and applicants, parents and members of the school community, including those people who are contracted to perform work for the Sudbury Schools, without unlawful regard to race, color, religion, gender, national origin, age, sexual orientation, or disability. The members of the school community include the School Committee, administration, faculty, staff, students, and volunteers working in the schools, while they work and study subject to school administrators and their designees. The Sudbury Public Schools are also committed to maintaining a school and work environment free of harassment based on race, color, religion, national origin, age, gender, sexual orientation, or disability.
The Sudbury Public Schools expect all students, employees and other members of the school community to conduct themselves in an appropriate and professional manner with respect and concern for their colleagues and students. Harassment on the basis of color, national origin, religion, age, gender, sexual orientation or disability in any form will not be tolerated.
Harassment is a violation of an individual’s right to personal dignity. It may exist whenever inappropriate conduct relating to or involved with one or more of an individual’s characteristics or qualities exists. Harassment may include, but is not limited to:
• Assault, intentionally impeding movement, continuing comments, gestures, or written communications of a derogatory nature involving or because of an individual’s characteristics; and
• Verbal comments or insults based on stereotypes.
Sexual harassment is a special type of harassment. It consists of unwelcome physical and verbal or other overt sexual advances, requests for sexual favors and other verbal and/or physical conduct of a sexual nature when such conduct unreasonably interferes with school or work performance or creates an intimidating, hostile, or offensive educational or work environment. Sexual harassment is a violation of an individual’s right to privacy and personal dignity. It may exist whenever inappropriate conduct relating to or involved with sex offends or shocks someone and the offense taken is reasonable under all the circumstances. Sexual harassment may include, but is not limited to:
• Continuing to express sexual interest after being informed that the interest is unwelcome;
• Assault, inappropriate touching, intentionally impeding movement, continuing comments, gestures, or written communications of a suggestive or derogatory nature involving or because of sex;
• Leering or voyeurism; and
• Displaying lewd or sexually explicit photographs or other materials.
Under certain circumstances, sexual harassment may constitute child abuse under Massachusetts G.L.C. 119 Section 51A. Sudbury Public Schools shall comply with Massachusetts’s laws in reporting suspected cases of child abuse. Any attempt by an employee or a student to retaliate against a person who makes or provides information regarding a claim of harassment is also strictly prohibited.
Specific procedures for the reporting and investigation of incidents of any form of harassment shall be followed at the individual school level. Any violation of this policy should be documented in writing and brought to the attention of a building administrator and the Superintendent of Schools. An investigation will be conducted in a timely fashion, followed by whatever disciplinary action is deemed appropriate in accordance with established procedures in the Faculty and Parent Handbooks and the Behavior Code. Any employee, student or member of the school community found to be guilty of harassment shall be subject to sanctions including, but not limited to warning, suspension, expulsion, or termination of employment, subject to applicable procedural requirements.
Bullying can take many forms and occur in many settings. Bullying conduct may occur on a single occasion or repeatedly over time. Bullying typically involves repeated acts by a student intended to exert unwarranted control over another student or students. These negative acts may be direct physical or verbal actions or may be indirect actions such as gossip and social alienation. Examples of bullying may include but are not limited to: physical or psychological intimidation; threats that may be stated or implied; assaults that may be verbal or physical, teasing or insults; and attacks on student property.
The Sudbury Public Schools will endeavor to maintain a learning environment free of bullying. Bullying behavior by a student is prohibited and will be considered unacceptable behavior within the meaning of the behavior codes: School Behavior for Pupils and Bus Procedures and Regulations for Pupils. A student who commits bullying behavior may be disciplined in accordance with these codes. Bullying that occurs at school during school hours, on school-sponsored transportation, and at school-sponsored activities, events, and trips may constitute a violation of the School Behavior code. Depending upon the circumstances, bullying behavior may or may not be considered a violation of the Harassment Policy.
Bullying, harassment, and intimidation have a negative impact on the school climate and can be major distractions from learning. Bullying can create unnecessary anxiety that affects the ability or desire of a student to attend school, learn in school, travel on the school bus, feel safe in school areas such as the playground or cafeteria, or participate in special or extracurricular activities. The failure to address bullying activities also gives other students the message that it is permissible to engage in negative behaviors.
Bullying is defined as the repeated use by one or more students of a written, verbal or electronic expression or a physical act or gesture or any combination thereof, directed at a victim that:
I. Causes physical or emotional harm to the victim or damage to the victim’s property;
II. Places the victim in reasonable fear of harm to himself or of damage to his property;
III. Creates a hostile environment at school for the victim;
IV. Infringes on the rights of the victim at school; or
V. Materially and substantially disrupts the education process or the orderly operation of a school.
For the purposes of this policy, bullying shall include cyber-bullying. Cyber-bullying is defined as bullying through the use of technology or any electronic communication, which shall include, but shall not be limited to, any transfer of signs, signals, writing, images, sounds, data or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo electronic or photo optical system, including, but not limited to, electronic mail, internet communications, instant messages or facsimile communications.
Cyber-bullying shall also include:
I. The creation of a web page or blog in which the creator assumes the identity of another person; or
II. The knowing impersonation of another person as the author of posted content or messages, if the creation or impersonation creates any of the conditions enumerated in clauses (i) to (v), inclusive, of the definition of bullying above.
Cyber-bullying shall also include the distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons, if the distribution or posting creates any of the conditions enumerated in clauses (i) to (v), inclusive, of the definition of bullying.
The Sudbury Public Schools will endeavor to maintain a learning environment free of bullying. Bullying behavior by a student is prohibited and will be considered unacceptable behavior within the meaning of the behavior codes: School Behavior for Pupil (Appendix A) and Bus Procedures and Regulations for Pupils (Appendix B). A student who commits bullying behavior may be disciplined in accordance with these codes. Depending upon the circumstances, bullying behavior may or may not be considered a violation of the Harassment Policy (8).
Bullying is prohibited:
i. On school grounds, property immediately adjacent to school grounds, at a school-sponsored or school-related activity, function or program whether on or off school grounds, at a school bus stop, on a school bus or other vehicle owned, leased or used by a school district or school, or through the use of technology or an electronic device owned, leased or used by a school district or school; and
ii. At a location, activity, function or program that is not school-related, or through the use of technology or an electronic device that is not owned, leased or used by a school district or school, if the bullying creates a hostile environment at school for the victim, infringes on the rights of the victim at school or materially and substantially disrupts the education process or the orderly operation of a school.
Nothing contained herein shall require schools to staff any non-school related activities, functions, or programs.
Retaliation against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying also is prohibited and will be considered unacceptable behavior within the meaning of the behavior codes.
A member of a school staff, including, but not limited to, an educator, administrator, school nurse, cafeteria worker, custodian, bus driver, athletic coach, advisor to an extracurricular activity or paraprofessional, will immediately report any instance of bullying or retaliation the staff member has witnessed or become aware of to the school principal. Upon receipt of such a report, the school principal or a designee will promptly conduct an investigation. If the school principal or a designee determines that bullying or retaliation has occurred, the school principal or designee will:
i. Notify the local law enforcement agency if the school principal or designee believes that criminal charges may be pursued against a perpetrator;
ii. Take appropriate disciplinary action;
iii. Notify the parents or guardians of a perpetrator; and
iv. Notify the parents or guardians of the victim, and to the extent consistent with state and federal law, notify them of the action taken to prevent any further acts of bullying or retaliation.
The Superintendent will develop and implement a district plan to address bullying prevention and intervention.
i. Descriptions of and statements prohibiting bullying, cyber-bullying and retaliation;
ii. Clear procedures for students, staff, parents, guardians and others to report bullying or retaliation;
iii. A provision that reports of bullying or retaliation may be made anonymously; provided, however, that no disciplinary action shall be taken against a student solely on the basis of an anonymous report;
iv. Clear procedures for promptly responding to and investigating reports of bullying or retaliation;
v. The range of disciplinary actions that may be taken against a perpetrator for bullying or retaliation; provided, however, that the disciplinary actions shall balance the need for accountability with the need to teach appropriate behavior;
vi. Clear procedures for restoring a sense of safety for a victim and assessing that victim’s needs for protection;
vii. Strategies for protecting from bullying or retaliation a person who reports bullying, provides information during an investigation of bullying or witnesses or has reliable information about an act of bullying;
viii. Procedures consistent with state and federal law for promptly notifying the parents or guardians of a victim and a perpetrator; provided, further, that the parents or guardians of a victim shall also be notified of the action taken to prevent any further acts of bullying or retaliation; and provided, further, that the procedures shall provide for immediate notification pursuant to regulations promulgated under this subsection by the principal or person who holds a comparable role to the local law enforcement agency when criminal charges may be pursued against the perpetrator;
ix. A provision that a student who knowingly makes a false accusation of bullying or retaliation shall be subject to disciplinary action;
x. A strategy for providing counseling or referral to appropriate services for perpetrators and victims and for appropriate family members of said students.
The plan must afford all students the same protection regardless of their status under the law.
The plan must be developed in consultation with teachers, school staff, professional support personnel, school volunteers, administrators, community representatives, local law enforcement agencies, students, parents and guardians. The consultation must include notice and a public comment period. The plan must be updated at least biennially.
The plan must include a provision for ongoing professional development to build the skills of all staff members, including, but not limited to, educators, administrators, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities and paraprofessionals, to prevent, identify and respond to bullying. The content of such professional development must include:
i. Developmentally appropriate strategies to prevent bullying incidents;
ii. Developmentally appropriate strategies for immediate, effective interventions to stop bullying incidents;
iii. Information regarding the complex interaction and power differential that can take place between and among a perpetrator, victim and witnesses to the bullying;
iv. Research findings on bullying, including information about specific categories of students who have been shown to be particularly at risk for bullying in the school environment;
v. Information on the incidence and nature of cyber-bullying; and
vi. Internet safety issues as they relate to cyber-bullying.
The plan must include provisions for informing parents and guardians about the bullying prevention curriculum of the school district or school and must include:
i. How parents and guardians can reinforce the curriculum at home and support the school district or school plan;
ii. The dynamics of bullying; and
iii. Online safety and cyber-bullying.
The district must provide to students and parents or guardians, in age-appropriate terms and in the languages which are most prevalent among the students, parents or guardians, annual written notice of the relevant student-related sections of the plan. A summary of the plan must be included in the parent handbook and in student handbooks as applicable.
The district must provide to all school staff annual written notice of the plan. The faculty and staff at each school shall be trained annually on the plan applicable to the school.
The plan must be posted on the district website.
The district will provide age-appropriate instruction on bullying prevention in each grade that is incorporated into the curriculum. The curriculum shall be evidence-based.
Whenever the evaluation of the Individualized Education Program team indicates that the child has a disability that affects social skills development or that the child is vulnerable to bullying, harassment or teasing because of the child’s disability, the Individualized Education Program must address the skills and proficiencies needed to avoid and respond to bullying, harassment or teasing.
(Ref. M.G.L. c. 71B, s 3, as amended by Chapter 92 of the Acts of 2010)
Adopted November 17, 2010
Anti-Bullying Policy And Plan Task Team:
Jeff Beeler………….....SPS School Committee and Parent
John Brackett……..…..SPS Superintendent
Betsy Grams……..…...SPS Wellness Coordinator
Ivar Henningson..…….Curtis Middle School Counselor
Susan Iuliano………….SPS School Committee Chair
Joni Jay……………..…Nixon School Principal
Sarah Murphy………...Teacher
Lt. Scott Nix…….....….Sudbury Police Department
Julie Sebell..…….…....Parent
Jennifer Vlacovsky…..SPS School and Family Social Worker
The Task Team appreciates the input and feedback provided by members of the SPS staff, Sudbury Extended Day staff, and many parents and community members. Safe schools where all students belong are the responsibility of the entire community. As adults we must model the behavior we desire in our children; those involved in developing the SPS anti-bullying policy and plan are leaders in this area.
Bullying behavior by a student is prohibited and will be considered unacceptable behavior. Sudbury Public Schools will not tolerate any unlawful or disruptive behavior, including any form of bullying, cyber-bullying, intimidation or retaliation, in our school buildings, on school grounds, or in school related activities. We will investigate promptly all reports and complaints of bullying, cyber-bullying, intimidation and retaliation, and take prompt action to end that behavior and restore a target’s sense of safety. We will support this commitment in all aspects of our school community, including curricula, instructional programs, staff development, extracurricular activities, and parent or guardian involvement. The school or district expects that all members of the school community, students and adults, will treat each other in a civil manner and with respect for differences.
The Sudbury Public School District is committed to providing all students with a safe learning environment that is free from bullying and cyber-bullying. This commitment is an integral part of our comprehensive efforts to promote learning, and to prevent and eliminate all forms of bullying and other harmful and disruptive behavior that can impede the learning process.
Bullying, harassment, and intimidation have a negative impact on the school climate and can be major distractions from learning. Bullying can create unnecessary anxiety that affects the ability or desire of a student to attend school, learn in school, travel on the school bus, feel safe in school areas such as the playground or cafeteria, or participate in special or extracurricular activities. The failure to address bullying behavior also gives other students the message that it is permissible to engage in negative conduct. This Bullying Prevention and Intervention Plan (“Plan”) is a comprehensive approach to addressing bullying and cyber-bullying, and the Sudbury Public Schools are committed to working with students, staff, families, law enforcement agencies, and the community to prevent issues of violence. In consultation with these constituencies, we have established this Plan for preventing, intervening, and responding to incidents of bullying, cyber-bullying, intimidation and retaliation. The school principal is responsible for the implementation and oversight of the Plan.
DEFINITION OF BULLYING, CYBER-BULLYING, INTIMIDATION AND RETALIATION
1. Bullying is defined as the repeated use by one or more students of a written, verbal or electronic expression or a physical act or gesture or any combination thereof, directed at a target that:
a. causes physical or emotional harm to the target or damage to the target’s property;
b. places the target in reasonable fear of harm to himself or of damage to his property;
c. creates a hostile environment at school for the target;
d. infringes on the rights of the target at school; or
e. materially and substantially disrupts the education process or the orderly operation of a school.
For the purposes of this policy, bullying will include cyber-bullying.
2. Cyber-bullying is defined as bullying through the use of technology or any electronic communication, which will include, but will not be limited to, any transfer of signs, signals, writing, images, sounds, data or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo electronic or photo optical system, including, but not limited to, electronic mail, internet communications, instant messages or facsimile communications.
Cyber-bullying will also include:
a. The creation of a web page or blog in which the creator assumes the identity of another person or
b. The knowing impersonation of another person as the author of posted content or messages, if the creation or impersonation creates any of the conditions enumerated in clauses (i) to (v), inclusive, of the definition of bullying above.
c. The distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons, if the distribution or posting creates any of the conditions enumerated in clauses (i) to (v), inclusive, of the definition of bullying.
3. Retaliation against or Intimidation of a person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying also is prohibited and will be considered unacceptable behavior within the meaning of the SPS Code of Conduct. Such retaliation or intimidation may result in disciplinary action.
4. Other behaviors which are rude and hurtful but do not meet the criteria to be termed bullying, may not require reporting under the law, but will be addressed within the SPS Code of Conduct.
For the purpose of this Plan, Aggressor will be used to identify the person(s) who has engaged in the bullying, cyber-bullying or retaliatory behavior. Target will be used to represent the person(s) to whom the action is directed.
LOCATIONS
Bullying is prohibited:
a. On school grounds. Including property immediately adjacent to school grounds, at a school-sponsored or school-related activity, function or program whether on or off school grounds, at a school bus stop, on a school bus or other vehicle owned, leased or used by a school district or school, or through the use of technology or an electronic device owned, leased or used by a school district or school; and
b. Off school grounds. Including at a location, activity, function or program that is not school-related, or through the use of technology or an electronic device that is not owned, leased or used by a school district or school, if the bullying creates a hostile environment at school for the target, infringes on the rights of the target at school or materially and substantially disrupts the education process or the orderly operation of a school.
REPORTING
Any staff member (i.e. anyone employed by SPS) will report immediately to the principal or designee when he/she witnesses or becomes aware of conduct that may be bullying, intimidation or retaliation. The requirement to report to the principal or designee does not limit the authority of the staff member to respond to behavioral or disciplinary incidents consistent with school or district policies and procedures for behavior management and discipline. This requirement includes, but is not limited to, an educator, administrator, school nurse, cafeteria worker, custodian, bus driver, athletic coach, advisor to an extracurricular activity, support staff member or substitute teacher.
School volunteers will report immediately to the school principal or designee any conduct that may be bullying, cyber-bullying, retaliation, or intimidation when s/he has witnessed it or becomes aware of to it. They will be notified of and trained in the reporting requirement.
Parents/guardians. The Sudbury Public Schools expects parents or guardians, and others who witness or become aware of an instance of bullying, intimidation or retaliation involving a student to report it to the principal or designee. Reports may be made anonymously, but no disciplinary action will be taken against an alleged aggressor solely on the basis of an anonymous report. Parents or guardians, and others may request assistance from a staff member to complete a written report. This report to the principal is best if done in direct conversation but may also be done by email, phone message, or other written communication.
Students The Sudbury Public Schools expects students, who believe they have been subjected to bullying, cyber-bullying, intimidation or retaliation, or who witness or become aware of an instance of bullying, intimidation or retaliation involving a student to report it to the principal or designee. This report may also be made to the student’s teacher, counselor, or any adult staff member.
Students will be provided practical, safe, private and age-appropriate ways to report and discuss an incident of bullying with the principal or designee, or with a staff member. This report is best if done in direct conversation with the staff member, but may also be done by other means or through the student’s parent/guardian. The report may also be submitted anonymously.
Anonymous reports of bullying, cyber-bullying, intimidation or retaliation, or reports by students or parent/guardians who wish to remain anonymous may be submitted to teachers and school administrators and will be investigated. No disciplinary action will be taken based solely on an anonymous report.
A Reporting Form will be made available on the district web site for use by any party. This form may be submitted directly to the principal or sent anonymously to the principal of the school.
False Reports submitted knowingly alleging bullying, cyber-bullying, intimidation or retaliation will be subject to disciplinary action in accordance with the SPS Code of Conduct.
Upon receipt of a report of possible bullying, cyber-bullying, retaliation, or intimidation, the school principal or a designee will, before fully investigating the allegations of bullying, intimidation or retaliation, take steps to assess the need to restore a sense of safety to the alleged target and/or to protect the alleged target from possible further incidents.
Responses to promote safety may include, but not be limited to, creating a personal safety plan; pre-determining seating arrangements for the target and/or the aggressor in the classroom, at lunch, or on the bus; identifying a staff member who will act as a “safe person” for the target; and altering the aggressor’s schedule and access to the target. The principal or designee will take additional steps to promote safety during the course of and after the investigation, as necessary.
In conducting an investigation, the principal or designee, will consider how the bullying behavior might impact the general learning environment of the school or the impact it may have on bystanders or other students in the school.
Consequences may be necessary even if the target indicates the aggressor(s) behavior is permissible.
The principal or designee will promptly conduct an investigation. During the investigation the principal or designee will, among other things, interview students, staff, witnesses, parents or guardians, and others as necessary. The principal or designee (or whoever is conducting the investigation) will remind the alleged aggressor, target, and witnesses that retaliation is strictly prohibited and will result in disciplinary action.
The principal or designee is required to investigate all reports of potential acts of bullying or cyber-bullying. This obligation exists regardless of requests from reporters to not investigate or talk with certain students or individuals. We encourage reporting, but reporting on the condition that no action will be taken or limits placed on the investigation cannot be accepted.
Steps of the Investigation:
a. Report is received;
b. Interview the target and assess the level of threat present;
c. Interview reporter, if other than target, and note and interview other witnesses (especially adults) or any online involvement;
d. Interview the alleged Aggressor(s);
e. Determine the merit and plausibility of the report; and
f. Determine the circumstances and establish disciplinary or other consequences, if necessary.
If the school principal or designee determines that bullying, retaliation, or intimidation has occurred and consequences are merited, the school principal or designee will:
a. Promptly notify the parents or guardians of the target and the aggressor about the results of the investigation and, what action is being taken to prevent further acts of bullying or retaliation.
b. Ensure that all notices to parents comply with applicable state and federal privacy laws and regulations. Because of the legal requirements regarding the confidentiality of student records, the principal or designee cannot report specific information to the target’s parent or guardian about the disciplinary action taken unless it involves a “stay away” order or other directive that the target must be aware of in order to report violations.
c. Notify the school’s team chair if any of the students are on an IEP.
d. Take appropriate disciplinary action.
e. Notify the local law enforcement agency if she/he has a reasonable basis to believe that the incident may result in criminal charges against the alleged aggressor.
i. If the local law enforcement is notified, the principal shall document the reasons for the decision.
ii. If the local law enforcement agency is not notified or if it determines that its involvement is not necessary, the principal shall respond to the behavior as is appropriate within the SPS Code of Conduct.
iii. A Memorandum of Understanding between the Sudbury Public Schools, Sudbury Policy Department and Middlesex County Prosecutor’s Office exists that outlines the nature of this reporting.
f. Determine if an incident of bullying, retaliation, or intimidation involves students from more than one SPS school or from another school district. If that is the case, the Principal will promptly notify the appropriate administrator of the other school or school district so that both may take appropriate action.
g. When a report is received and the principal determines that the behavior is not a bullying, intimidation or retaliation incident, the principal will contact the parent(s) if: a) a behavioral report was submitted to the principal, b) a bus misbehavior form was submitted to the principal, c) a student is formally interviewed, d) a consequence resulted from the behavior at issue, or e) in his/her judgment the principal determines that this report may be the cause of distress for the student or may create relationship issues between the students involved.
Bullying behavior can take many forms and can vary dramatically in its seriousness and its impact on the target and other students. Accordingly, there is no one prescribed response to verified acts of bullying, intimidation and retaliation.
Consequences and disciplinary action will be applied in accordance with the SPS Code of Conduct. The responses will range from redirection of future behavior to suspension from school. These actions will escalate in severity for repeated offenses or with the severity of the implication of the negative conduct. Actions may be accompanied by the referral to counseling or other therapeutic support. The specific action will be age appropriate, concrete, and immediate.
The nature and extent of disciplinary action imposed or consequences applied, is a matter within the sound discretion of the building principal or designee. The principal will balance the need for accountability and safety with the need to teach appropriate behavior.
Consequences and discipline for acts of intimidation and retaliation will be imposed at the same, or more severe, level as the underlying bullying, cyber-bullying or inappropriate behavior.
Students who are not primary participants in the reported act of bullying, cyber-bullying, intimidation or retaliation but join in, may be subject to disciplinary action or consequences as if they were primarily involved. “Joining-in” is a form of endorsing the behavior.
Consequences or disciplinary actions taken in an instance of bullying will be shared with the appropriate school staff members to ensure awareness and follow through.
When it is determined that a target is in fear or is being threatened, the principal will develop a safety plan to immediately take steps to limit and control the behavior of aggressor(s) who are causing the threat. The safety plan will be developed in collaboration with the appropriate staff and shared with staff to ensure enforcement and follow-up.
The principal or designee will periodically follow-up with the target(s), and their parents, in an incident to ensure the student believes the situation has improved and that any threat or fear has been significantly reduced or eliminated.
The district will develop and make available a bibliography of anti-bullying resources including, but not limited to: the SPS Bullying Policy, Prevention and Intervention Plan, adopted curriculum, instructional guides and materials; relevant articles for professional, student, and parent use; data on the prevalence and characteristics of bullying and behavioral issues; parent and student brochures; curriculum and books that help foster a sense of positive and pro-active school community and culture; relevant and useful web-sites; and linkages with community based organizations. These will include resources that provide related services to student aggressors or targets and their families.
A list of staff and service providers, who may assist schools in developing safety plans or behavioral intervention plans for students who have been targets of bullying or retaliation, providing social skills programs or groups to prevent bullying, and offering education and/or intervention services for students exhibiting bullying behaviors, is available to all students and their families.
Annual staff training on the Plan. Annual training for all school staff on the Plan will include staff duties under the Plan, an overview of the steps that the principal or designee will follow upon receipt of a report of bullying, cyber-bullying, intimidation or retaliation, and an overview of the bullying prevention curricula to be offered at all grades throughout the school or district. Staff members hired after the start of the school year are required to receive the training during the school year in which they are hired.
Ongoing professional development. The goal of professional development is to establish a common understanding of tools necessary for staff to create a school climate that promotes safety, civil communication, and respect for differences. Professional development will build the skills of staff members to prevent, identify, and respond to bullying. As required by M.G.L. c. 71, § 37O, the content of school wide and district wide professional development will be informed by research and will include information on:
a. developmentally (or age-) appropriate strategies to prevent bullying;
b. developmentally (or age-) appropriate strategies for immediate, effective interventions to stop bullying incidents;
c. regarding the complex interaction and power differential that can take place between and among an aggressor, target, and witnesses to the bullying;
d. research findings on bullying, including information about specific categories of students who have been shown to be particularly at risk for bullying in the school environment;
e. the incidence and nature of cyber-bullying; and
f. internet safety issues as they relate to cyber-bullying.
Professional development will also address ways to prevent and respond to bullying or retaliation for students with disabilities that must be considered when developing students’ Individualized Education Programs (IEPs). This will include a particular focus on the needs of students whose disability affects social skills development.
Additional areas identified by the school or district for professional development include:
a. promoting and modeling the use of respectful language;
b. fostering an understanding of and respect for diversity and difference;
c. building relationships and communicating with families;
d. constructively managing classroom behaviors;
e. using positive behavioral intervention strategies;
f. applying constructive disciplinary practices;
g. teaching students skills including positive communication, anger management, and empathy for others;
h. engaging students in school or classroom planning and decision-making; and
i. maintaining a safe and caring classroom for all students.
Written notice to staff. The school or district will provide all staff with an annual written notice of the Plan by publishing information about it, including sections related to staff duties, in the school or district employee handbook and the SPS Code of Conduct.
a. Parent education and resources.The school or district will offer education programs for parents and guardians that are focused on the parental components of the anti-bullying curricula and any social competency curricula used by the district or school. The programs will be offered in collaboration with the PTOs, Parent Education in Sudbury (PES) Committee, the Sudbury Special Education Parent Advisory Council, METCO Parent Advisory Committee or other parent groups.
b. Notification requirements. Each year the school or district will inform parents or guardians of enrolled students about the anti-bullying curricula that are being used. This notice will include information about the dynamics of bullying, including cyber-bullying and online safety. The school or district will send parents written notice each year about the student-related sections of the Plan and the school's or district's Internet safety policy. All notices and information made available to parents or guardians will be in hard copy and electronic formats, and will be available in the language(s) most prevalent among parents or guardians. The school or district will post the Plan and related information on its website.
CURRICULUM AND INSTRUCTION
The district will provide age-appropriate instruction on bullying prevention in each grade that is incorporated into the curriculum. The curriculum will be evidence-based. The plan will describe the curriculum to help parents and others understand the district’s bullying prevention efforts.
Bullying prevention curricula will be informed by current research which, among other things, emphasizes the following:
a. using scripts and role plays to develop skills;
b. empowering students to take action by knowing what to do when they witness other students engaged in acts of bullying, intimidation or retaliation, including seeking adult assistance;
c. helping students understand the dynamics of bullying and cyber-bullying, including the underlying power imbalance;
d. emphasizing cyber safety, including safe and appropriate use of electronic
e. communication technologies;
f. enhancing students’ skills for engaging in healthy relationships and respectful
g. communications; and
h. engaging students in a safe, supportive school environment that is respectful of diversity and difference.
Initiatives will also teach students about the student-related sections of the Bullying Prevention and Intervention Plan.
The following approaches are integral to establishing a safe and supportive school environment. These underscore the importance of our bullying intervention and prevention initiatives:
a. setting clear expectations for students and establishing school and classroom routines;
b. creating safe school and classroom environments for all students, including for students with disabilities, lesbian, gay, bisexual, transgender students, and homeless students;
c. using appropriate and positive responses and reinforcement, even when students require discipline;
d. using positive behavioral supports;
e. encouraging adults to develop positive relationships with students;
f. modeling, teaching, and rewarding pro-social, healthy, and respectful behaviors;
g. using positive approaches to behavioral health, including collaborative problem-solving, conflict resolution training, teamwork, and positive behavioral supports that aid in social and emotional development;
h. using the Internet safely; and
i. supporting students’ interest and participation in non-academic and extracurricular activities, particularly in their areas of strength.
As required by M.G.L. c. 71B, § 3, as amended by Chapter 92 of the Acts of 2010, when the IEP Team determines the student has a disability that affects social skills development or that the student may participate in, or is vulnerable to, bullying, harassment, or teasing because of his/her disability, the Team will consider what should be included in the IEP to develop the student's skills and proficiencies to avoid and respond to bullying, harassment, or teasing. This will include a particular focus on the needs of students whose disability affects social skills development.
In order to monitor the success of the Plan and to help determine the effectiveness of interventions, curricula and actions the Sudbury Public Schools will collect, student and staff survey data, parent survey data and the number and nature of bullying, cyber-bullying, intimidation and retaliation instances. Reports will be forwarded to the superintendent’s office at the end of each school year. Reports of the data will be presented annually to the School Committee and made available to the public on the district web site.
Each school district is required to have a physical restraint policy according to 603 CMR 46.00, pursuant to Massachusetts General Laws.
The purpose of the physical restraint policy is to ensure that every student in the Sudbury Public Schools system is free from the use of unreasonable physical restraint. Physical restraint shall be used with extreme caution and only in emergency situations after other less intrusive alternatives have failed or been deemed inappropriate. The two goals are:
• To administer physical restraint only when needed to protect a student and/or member of the school community from imminent, serious physical harm; and
• To prevent or minimize any harm to the student as a result of the use of physical restraint.
Nothing in 603 CMR 46.00 or this school’s policy precludes any teacher or employee of the school system from using reasonable force to protect students, other persons, or themselves from assault or imminent, serious, physical harm. In addition, nothing in these regulations should interfere with or prohibit law enforcement, judicial authorities or mandated reporter responsibilities.
Parents or guardians who have a complaint regarding physical restraint procedures may request a meeting with the superintendent/principal to discuss their concerns.
If the parents’/guardians’ issues are not resolved at this level, they may request an Executive Session hearing with the Sudbury Public Schools School Committee.
Additional information regarding these and all other School Committee policies can be found in the Policy Manual on the district website at www.sudbury.k12.ma.us.
We believe that all children have the right to a safe, comfortable school environment. Although Sudbury’s children are well behaved and have a high regard for the safety and consideration of each other, state regulations require that we formally address behavior which can cause disruption to the school environment, as well as the consequences of that behavior. The following code of behavior has been established to assist students, teachers, parents and administrators to promote patterns of behavior, which enhance an orderly learning community within our schools.
This code classifies unacceptable behavior into three levels, based on the degree to which it disrupts students and the learning environment. Because it is neither easy nor helpful to list all unacceptable behaviors and the appropriate reaction to each, examples of behavior in each level are provided. These examples are not exhaustive but illustrative.
In cases where suspension or expulsion from school is determined to be the response to the misbehavior, all rights to due process hearings will be offered. A detailed description of these due process rights follows this statement of school behavior. Additional copies can be obtained from the Principal. Administrators will work to preserve the safety and well being of all students.
Appropriate bus behavior and responses to such behavior are addressed in this handbook under Bus Behavior, pages 42-44. (Please note the additional information pertaining to student behavior located on pages 27-39 of this handbook.)
Level 1 misbehaviors are those, which interfere with the orderly learning environment of the school, classroom, and common areas. Students learn through their mistakes. To this extent, responses to the daily misbehaviors, which occur in school, should be instructive and positive, teaching children what is expected and how they should behave.
Examples: Listed below are the types of misbehavior that are included in Level 1. The list is not exhaustive.
• Repeated tardiness without a note;
• Failure to prepare for class;
• Running in the hallways; and
• Disturbing the work or play of others.
The disciplining of students for misbehavior at Level 1 is dependent upon the severity and frequency of the specific misbehavior. The disciplinary actions at Level 1 usually are administered by teachers, with the occasional informal involvement of the Principal or Assistant Principal. Some examples are:
• Discussion of misbehavior with the child;
• Verbal reprimand;
• Reinforcement of alternative positive behavior;
• Denial of privileges; and
• Parent contact.
Level 2 misbehaviors are those, which seriously interfere with the orderly environment of the school and are potentially dangerous to the safety and well being of the students and staff.
Examples: Listed below are the types of misbehavior that are included in Level 2. The list is not exhaustive.
• Repeated instances of Level 1 misbehavior which has not been modified by intervention;
• Misbehavior which is dangerous to self or others (such as shoving, pushing, hitting);
• Intentionally damaging school or personal property;
• Stealing;
• Selling unauthorized merchandise;
• Cheating;
• Failure to attend class;
• Use of profanity;
• Derogatory reference to another person’s race, gender, religion, physical condition, handicap, ethnic origin, or sexual orientation; and
• Disrespectful language or behavior toward an adult.
The disciplining of students for misbehavior at Level 2 is dependent upon the severity and frequency of the specific misbehavior. The disciplinary actions at Level 2 usually are administered by the Principal or Assistant Principal, and include the formal notification of parents. Some examples are:
• After school detention;
• In school suspension, if available in the school;
• Parent conference;
• Referral to Child Study Team;
• Implementation of extensive behavior management plan;
• Suspension from one to five days, depending on the severity of the behavior.
Level 3 misbehaviors are considered the most serious violations to the school behavior code. These misbehaviors endanger the immediate health, safety and personal well being of the students and adults who attend the Sudbury Public Schools. They represent a direct threat to the orderly operation of the school environment. Situations, which include illegal activity, may result in contact with the Sudbury Police after parental involvement. Examples: Listed below are the types of misbehavior that are included in Level 3.
The list is not exhaustive.
• Repeated or serious instances of Level 2 misbehavior which have not been modified by intervention;
• Use, possession, or sale of tobacco, alcohol, or illegal substances in school, on school property or at a school function;
• Gambling in school, on school property or at a school function;
• Setting fires;
• Possession or use of weapons;
• Fighting or intentionally causing physical harm to others;
• Discriminatory or prejudicial activities or actions toward another person or group involving race, gender, religion, physical condition, handicap, ethnic origin, or sexual orientation; and
• Hazing.
Misbehavior at Level 3 will involve suspension from school: The length of the suspension will depend upon the severity and frequency of the specific misbehavior. Specific information about due process procedures in suspension can be obtained from the Principal.
• Suspension from school for one to five days; This response will accompany the first incidence of Level 3 misbehavior or Level 2 behavior of significant severity. The Principal or Assistant Principal, following formal due process procedure, can issue a suspension;
• Suspension from school for five to ten days: This response will accompany the repeated incidence of Level 3 misbehavior or a severe expression of this misbehavior. A suspension of this magnitude will be issued with the involvement of the Superintendent; and
• Expulsion: Repeated incidents of Level 3 behavior can result in a child being expelled from the Sudbury Schools. If this occurs, the child and his/her family will be entitled to all the hearings and appeals through the School Committee. It is anticipated that this course of action will rarely, if ever, occur.
Prior to suspension from school, every student is entitled to the due process described below except in the event of an emergency in which the child’s continued presence at school would be harmful to him/her or the school environment. The actions described within this statement are based on the guidelines and regulations contained within Honig v Doe and Chapter 766.
Because a suspension reflects a short separation from school, not from learning, the student is expected to complete work assigned during the suspension. The Principal and the student’s teacher will determine together the assignments to be completed. Unless other arrangements are made, it is expected that this work will be due to the teacher within one week of the student’s return to school.
In any situation in which a student’s misbehavior may result in the consequence of suspension, the following procedure will occur:
1. The student is notified orally of the behavior, which may warrant the suspension.
2. The Principal or his/her designee will investigate and verify the reported behavior before any action is taken. Unless there are extraordinary circumstances, this investigation will be completed within 2 school days of the receipt of the report.
3. The parent/guardian is notified orally and in writing of the behavior for which suspension is being considered.
4. A meeting may take place between the parent, the child and the school administrator before the suspension. At this meeting, the following activities take place:
• The Principal or his/her designee explains the behavior which led to the suspension;
• The student may explain the behavior or discuss anything about that behavior the Principal or his/her designee should know; and
• The parent may speak on the child’s behalf
5. The Principal or his/her designee will notify the parent and child of his/her decision about the suspension.
6. The parent may appeal this decision to the Superintendent. The Superintendent will review information about the behavior and may meet with the administrator, child and parent. The Superintendent will work with the administrator to communicate his/her decision following the meeting.
7. In the case of a one-day suspension, the parent and administrator may agree, in a telephone conversation, to institute the suspension before a meeting takes place. A letter confirming the conversation will be sent by the administrator to the parent. In this situation, the parent meeting with the administrator and the child will take place at the conclusion of the suspension.
In any situation in which a student’s misbehavior may result in the consequence of expulsion, the following procedure will occur:
1. The student is notified orally of the behavior, which may warrant the expulsion.
2. The parent/guardian is notified orally and in writing of the behavior for which expulsion is being considered.
3. The Principal or his/her designee will investigate and verify the reported behavior before any action is taken. Unless there are extraordinary circumstances, this investigation will be completed within 2 school days of the receipt of the report.
4. The Principal and his/her designee will inform the Superintendent of the situation being investigated and keep the Superintendent informed about the findings of the investigation.
5. The Principal, his/her designee and the Superintendent will hold a meeting with the parent and the child. At this meeting, the following activities take place:
• The Principal or his/her designee explains the behavior, which led to consideration of expulsion.
• The student may explain the behavior or discuss anything about that behavior that the administrators should know.
• The parent may speak on the child’s behalf.
6. The Principal, his/her designee, and the Superintendent will agree on a decision about the expulsion.
7. The Superintendent will notify the parent and child of the decision.
8. The parent may appeal this decision to the School Committee. The School Committee will review information about the behavior and may meet with the parent, child, and administrators. In such a meeting, the administrators will explain the behavior, which led to the expulsion. The student may explain the behavior or discuss anything about the behavior that the School Committee should know. The parent may speak on the child’s behalf.
9. The School Committee will notify the parent and child of the decision within ten days after this meeting.
All students are expected to meet the requirements of the Sudbury Public Schools Code of Conduct. Federal and Massachusetts law requires that additional provisions be made for students with disabilities and whose program is described in an Individualized Educational Plan (IEP). Section 504 of the Rehabilitation Act of 1973 is a federal statute, which prohibits a qualified individual with a disability from being excluded from the participation in, denied the benefits of, or subjected to discrimination under any program or activity receiving Federal financial assistance because of his/her disability. School personnel may not suspend a student on a 504 plan for more than ten 10 school days without first conducting a manifestation determination. Please contact the building principal for more information on the discipline of students on 504 plans. The following procedures will apply to the discipline of a student with disabilities:
The IEP for every student with disabilities will indicate if the student can be expected to meet the provisions of the student Code of Conduct. If a student’s disability dictates that a student cannot meet the behavioral expectations, a modification will be described in the student’s IEP. A principal may suspend/exclude a student with disabilities from school for a disciplinary violation for fewer than 10 days, consistent with the school discipline code and as would be applied to a student without disabilities.
Prior to the suspension/exclusion, the principal shall consult with the student’s special education liaison, TEAM Chairperson and/or other relevant team members to insure that such discipline is appropriate and not modified within the existing IEP. When a student with disabilities is suspended, the principal will verbally report the action to the Special Education Administrator and provide a copy of the suspension report when complete.
A suspension of longer than 10 consecutive days or a series of suspensions that represent a pattern that may be considered a “change in placement” will result in parental notification of the decision to take disciplinary action on the same day as the decision is made. Parents are provided with a copy of the Interim Notice of Procedural Safeguards.
Prior to any suspension, the TEAM shall reconvene to conduct a manifestation determination to decide whether the IEP is being implemented fully and whether the conduct in question is caused by or had a direct and substantial relationship to the disability. If the TEAM concludes that the student’s misconduct is related to the student’s disability or is the result of an IEP not fully implemented, the student returns to his/her last placement, a Functional Behavioral Assessment (FBA) is conducted and a Behavior Intervention Plan is developed or reviewed if a FBA had been conducted previously.
If the TEAM concludes that the student’s behavior was not related to the student’s disability, the Code of Conduct may be applied so long as the student is provided with special education services during the period of suspension. The TEAM shall determine the placement that continues to provide the appropriate special education services.
A student may be unilaterally placed in an Interim Alternative Educational Setting for up to 45 school days if the student has:
• Inflicted serious bodily injury to self or others;
• Been found in the possession of illegal drugs or a controlled substance legal only to another person; or
• Been found in possession of a dangerous weapon at school or at a school-related activity.
A. Any student who is found on school premises or at school-sponsored or school-related events, including athletic games, in possession of a dangerous weapon, including but not limited to, a gun or a knife; or a controlled substance as defined in chapter 94 C, including, but not limited to, marijuana, cocaine, and heroin, may be subject to expulsion from the school or school district by the Principal.
B. Any student who assaults a Principal, Assistant Principal, teacher, teacher's aide or other educational staff on school premises or at school-sponsored or school-related events, including athletic games, may be subject to expulsion from the school or school district by the Principal.
C. Any student who is charged with a violation of either paragraph A or B shall be notified in writing of an opportunity for a hearing; provided, however, that the student may have representation, along with the opportunity to present evidence and witnesses at said hearing before the Principal. After said hearing, a Principal may, in his/her discretion, decide to suspend rather than expel a student who has been determined by the Principal to have violated either paragraph A or B.
D. Any student who has been expelled from a school district pursuant to these provisions shall have the right to appeal to the Superintendent. The expelled student shall have ten days from the date of the expulsion in which to notify the Superintendent of his/her appeal. The student has the right to counsel at a hearing before the Superintendent. The subject matter of the appeal shall not be limited solely to a factual determination of whether the student has violated any provisions of this section.
E. When a student is expelled under the provisions of this section, no school or school district within the commonwealth shall be required to admit such student or to provide educational services to said student.
F. If the student does apply for admission to another school or school district, the superintendent of school district to which the application is made may request and shall receive from superintendent of school expelling said student a written statement of the reasons for said expulsion.
Sudbury Public Schools complies with the laws of the Commonwealth, including the regulations of the Registry of Motor Vehicles and the Department of Education relative to transportation of pupils. The purpose of the transportation system is to aid students in getting to and from school in a safe, efficient and economical manner.
• Preschoolers are not entitled to transportation services unless the student has an Individualized Education Plan (IEP) that requires transportation;
• All elementary students must fill out a transportation form to elect or decline bus transportation.
• Elementary students (kindergarten through 6th grade) who live more than 2 miles from their school are offered transportation without a fee; those within a 2 mile radius may elect a fee-based school transportation option;
• All students in the 7th and 8th grade will be offered fee-based transportation to and from the Middle School;
• A student may ride another bus with a note from home to the Principal if bus capacity will permit for daycare situations. This privilege does not extend to group activities such as Scouts or parties. Please check in school office for appropriate procedure;
• Current fees for elementary and middle school bus transportation are $350 per child, maximum of $635 per family, a late fee will be applied after May 31; and
• Financial assistance/scholarships are available. The forms are available on the the SPS website.
• Questions or concerns regarding bus passes or payment should be directed to Aimee Carnicelli at 978-639-3214 or aimee_carnicelli@sudbury.k12.ma.us.
To help ensure the safety of those riding and driving our busses, the school may request a video camera be installed on a school bus. The use of a video camera will occur only when other means to redirect disruptive behavior has not been successful. Only school personnel will review the video and only for safety purposes. A camera will be used for a limited time and may be reviewed only when an incident occurs.
The Director of Transportation, working with other appropriate administrators and contractors, will be responsible for establishing bus schedules, routes, stops and all other matters relative to the transportation program. Sudbury bus route information is available to parents on the website.
• Questions and/or concerns about the routing system or schedules are to be made to the Director of Transportation, Rita Skog, by phone 978-639-3215, or by e-mail rita_skog@sudbury.k12.ma.us.
• Students will be provided with bus passes. The passes are to be carried at all times when utilizing the Sudbury Public Schools' transportation.
• School bus stops will be designated with concern for number of students, safety and bus route efficiency;
• Students may be required to walk up to ½ mile to a scheduled stop (Massachusetts General Law allows students to walk up to 1 mile to a scheduled stop);
• Drivers will pick up students only at scheduled and designated stops. Only students assigned to the bus will be admitted;
• Requests for a change of the designated bus stop for a student must be made in writing to the Director of Transportation; and
• Questions and/or concerns about the routing system or schedules are to be made to the Director of Transportation, Rita Skog, by phone 978-639-3215, or by e-mail rita_skog@sudbury.k12.ma.us.
• For everyone's benefit, safety and the efficiency of the entire transportation system, students and parents are asked to be considerate of others by being prompt at each stop and during loading and unloading of the bus.
• Students must be on time—waiting at their bus stops when the bus arrives. Buses cannot wait.
• Students must enter and leave the bus at designated stops only.
• Every effort will be made to have the kindergarten and first grade students seated at the front of the bus.
• Instructions and directions of the bus driver must be followed at all times.
• Parents and other caregivers are not allowed on the bus.
• There is a scholarship policy providing free ridership for those families who are currently enrolled with the AFDC and those who have proven their eligibility for the free and reduced price lunch program.
• Riders must be on time—the bus will not wait;
• Riders will enter or leave the bus at regular stops only;
• Orderly behavior is expected at the bus stop and on the bus;
• Instruction and direction of the driver must be followed; and
• Riders must remain in seats while bus is in motion.
Misbehavior on the bus is very serious because of its ability to distract the driver. Because of this, misbehaviors are considered more seriously here than they might be in a school situation. Students who ride a school bus are assigned to a specific one and are not allowed to change buses. The only exception is for regular on-going child caring arrangements, which MUST be discussed with the principal.
Misbehavior on a bus is very serious because of its ability to distract the driver from concentrating on driving. Because of this, misbehaviors are considered more seriously here than they might be in a school situation.
As in the previous discussion of Levels, examples below are not considered exhaustive. Also as listed above, all disciplinary actions are dependent upon the severity and frequency of the misbehavior. Students will be expected to demonstrate appropriate behavior during daily transportation as well as field trip transportation.
Bus drivers are informed annually of behavior expectations. Difficulties will be recorded by the drivers and given to each Principal, who will address the concern with the student and, when necessary, his/her parents.
There are no behaviors, which are classified Level 1.
Misbehaviors, which interfere with the orderly transportation of students. Some examples are:
• Annoying other passengers;
• Littering the bus;
• Spitting;
• Tampering with the possessions of other passengers;
• Use of profanity; and
• Damage to the bus.
Misbehaviors on the bus are reported by the bus driver. Disciplinary action is administered by the Principal or Assistant Principal. This action may include the following:
• Conference with principal;
• Contact with parents;
• Loss of bus privileges for up to five days; and
• Suspension from school for one to five days.
Behavior which can endanger the safety of the driver or students, and which impairs the driver’s ability to drive safely.
Some examples include:
• Repeated occurrences of Level 2 behaviors;
• Distracting the driver;
• Refusal to obey driver;
• Fighting, including pushing and/or wrestling;
• Lighting matches;
• Possession of knives or other dangerous objects;
• Possession or use of tobacco, alcohol, drugs, or controlled substance;
• Refusal to remain in seats; and
• Throwing objects.
Level 3 misbehavior is reported by the bus driver. Disciplinary actions involve the Principal. Parents will be contacted. At more severe levels, the Superintendent will be involved.
• Loss of bus privileges from six to ten days;
• Suspension from school from six to ten days; and
• Repeated incidents of Level 3 behavior may result in a child being expelled from bus privileges.
• The bus driver shall report any misconduct occurring on the school bus. A School Bus Conduct Report shall be completed and submitted directly to the Principal or his/her designee who shall then send it home for signature. Copies of the signed report will be retained by the Principal or his/her designee, the driver and the bus company.
• The Principal or his/her designee shall adhere to the guidelines of the Student Behavior Code and to the due process procedures.
1. If students are involved in behavior difficulties while the bus is moving, the bus driver will do the following:
• Stop the bus;
• Remain on the bus; and
• Radio the dispatcher, who will contact the Safety Officer or his/her police designee.
2. Upon arrival at the bus, the Safety Officer or designee will take responsibility for the students who are said to have been responsible for the behavior problem;
3. The bus driver will continue the route;
4. The Safety Officer, or designee, will return to the Police Station with the student(s) and do the following:
• Attempt to notify the School Principal or his/her designee; and
• Notify the parents/guardians.
5. The parent/guardian will be responsible for transporting the child home; and
6. The difficulties will be addressed the next school day as described above.
The transportation for all field trips will be provided by bus, unless the administration determines that bus travel would have an adverse effect upon the trip or the resulting learning experience. In such cases, travel may be provided by van, private automobiles, or other forms of transportation. Overnight trips should generally use commercial motor coaches subject to this exception.
Students will be asked to make a donation for participating in curriculum-related field trips not to exceed a figure which represents distributing the expense of the trip proportionately among students who participate on the trip. Such donation shall be considered voluntary and not a requirement for participation on such trips. Donation amounts related to grade level field trips will be calculated proportionately with the end result of having each child at that grade level contribute an equal amount. Chaperones will not be assessed a transportation fee for their participation in field trips but they may be asked to pay their own entrance fee if a fee is charged by the field trip provider.
As required by Federal and State Regulations, the schools of Sudbury do not discriminate on the basis of sex in educational programs, activities or employment policies. Further, no person will be excluded from, or discriminated against, admission to the public schools or in obtaining the advantages, privileges and course of study because of race, color, sex, religion or national origin.
All inquiries regarding compliance with Title IX and Chapter 622 should be made to Dr. John R. Brackett, Superintendent of Schools at the Administration Building, 40 Fairbank Road, Sudbury, MA 01776, or may be reported directly to the Director of the Regional Office for Civil Rights, Department of Health, Education and Welfare, Region 1, RKO General Building, Government Center, Boston, MA 02114.
Pursuant to 603 CMR 26.08, it is the policy of the Sudbury Public Schools to provide parents whose native language is not English with information and materials in a manner in which they understand.
When a Parent, Day Care Provider or School representative becomes aware of a potential bus problem, they should proceed as follows:
1. When a child does not get off the bus at an assigned stop;
a) Contact the school that the child attends at the designated number below:
Haynes: 978-443-1093, x 1108
Loring: 978-579-0870, x 1101
Nixon: 978-443-1080, x 1100
Noyes: 978-443-1085, x 1101
Curtis: 978-443-1071, x 1103
b) If not able to reach a contact person at the school - Contact the dispatcher at 978-443-8631, who will then contact the bus driver.
2. If the child is still on or the child is on a different bus:
a) The dispatcher will make arrangements to drop the child off at the normal stop.
b) When the child is located, the dispatcher will notify the secretary or administrator, who will then notify the caller that the child has been located and make arrangements to get the child to where he/she belongs.
3. If the child is not on any bus:
a) The dispatcher will notify the school secretary or administrator to check with the school.
b) The dispatcher will radio other bus drivers to check their buses.
c) If the child is NOT located: The Dispatcher will notify the secretary or administrator who will contact, as needed:
1. Parents;
2. Teachers;
3. Emergency contacts in the child’s neighborhood; and
4. Police.
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Sudbury Public Schools ~ 40 Fairbank Road ~ Sudbury, MA 01776
ph: 978-443-1058 ~ fax: 978-443-9001
Office hours: 8:00am - 4:30pm
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