Student Handbook

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2018-2019 Student-Parent Handbook

If need, this handbook can be translated into other languages to accommodate students and/or parents whose first language is not English. Please contact the office of the Assistant Principal to request a translated copy.

Goals

School Goals

  1. School Climate: Provide our students with a safe and supportive environment that empowers them to develop advanced technical, academic, and social skills for college and career pathways.
  2. Facility: Maintain a clean, safe, environmentally and fiscally-conscious facility that meets the needs of the school and community.
  3. Community: Utilize multiple means of communications to engage current and prospective students, parents, and program advisors.
  4. Curriculum & Instruction: Teach current core content and technical standards to develop students who are college- and career-pathway ready.
  5. Assessment: Measure and report students achievement and work habits based on technical, vocational, and core content standards, and to use there results to improve instruction.
  6. Transfer Skills: Identify and develop skills that cross all content areas, such as critical thinking, problem-solving, collaboration, work ethic, and sense of personal responsibility.
  7. Literacy Practices: Identify and develop strategies to build strong content knowledge by responding to the varying demands of audience, task, purpose, and discipline in a variety of forms.
  8. Equipment & Technology: Utilize current industry-standard equipment for our vocational technical programs, and current instructional technology tools and resources for all programs.
  9. Student Engagement: Help students develop strong, positive relationships with teachers and peers via co-curricular, and extracurricular programs that shape their intellectual, physical, social/emotional development, and work ethic.
  10. Instructional Support: Provide a continuum of support services in help all learners meet their academic and technical goals.
  11. Student Recruitment and Retention: Implement recruitment and retention strategies that lead to sustained full school enrollment, steady student retention, and preparation for college- and career- pathways.
  12. Staff Recruitment and Retention: Identify, recruit, develop, and support highly qualified administrators, instructors, and support staff dedicated to fulfilling the school’s mission.

Stakeholder Goals

South Shore Vocational Technical High School’s success depends on its stakeholders: people who have a shared interest and commitment to the school district. South Shore Vocational Technical high School’s stakeholders will strive to meet the following goals:

  1. Our School Committee, School Council, Parents’ Association, and Educational Foundation will support the mission of the school by advocating for resources and actions that ensure continuous school improvement.
  2. Our instructors, administration, and support staff will develop strong, positive relationships with our students and parents. Faculty and administration will stay current in program and academic standards, will use effective strategies to help students learn, and will support students’ enthusiasm for their studies. Instructors, and administrators will assume the primary responsibility for achieving goals. Support staff will provide essential services that assist in the overall school mission and function of the school district.
  3. Our industry partners, area colleges, program advisors, alumni and co-op employers can support our students with relevant and challenging experiences that complement their high school education. They will provide SSVT instructors, and administrators with advice on how to consistently improve our capacity to fulfill our mission.
  4. Our parents will develop strong, positive relationships with the school and their children’s teachers. They will remain informed about student activities, and be active participants in the emotional and intellectual development of their children.
  5. Our students will be college- and career-pathways ready, able to think critically, problem-solve, and listen actively in their shop, workplace, and classroom setting. Our students will be self-aware, understanding the value of strong work habits. They will take initiative, and they will be innovative and tolerant.

School Philosophy

The general philosophy of the school with regard to behavior and performance is to promote an atmosphere of shared and mutual respect for one’s self, for other students, staff members, and for individuals with whom you may come in contact. The rights of others are to be respected, as is property, public or personal. Preparation for our future lives and the world of work includes a learned respect for those around us and for the environment, in which we live, learn and share experiences.

It is expected that all students will recognize their responsibility to abide by the school policies and procedures. To aid the student in adapting to the policies and procedures, a systems has been formulated which includes counseling, mediation, parental involvement, detention, exclusion, suspension and expulsion. All actions are taken within the framework of due process. Disciplinary action is intended to modify or improve upon individual conduct or behavior.

School Committee

Abington Thomas Petruzzelli
Cohasset George Cooney
Hanover Robert Heywood
Hanson Christopher Amico, Chairperson
Norwell Robert L. Molla Jr.
Rockland Robert Mahoney
Scituate John F. Manning
Whitman David Salvucci

Administration

Thomas J Hickey Superintendent
Mark J. Aubrey Principal
Sandra L. Baldner Assistant Principal
Keith Boyle Vocational Coordinator
Robert Foley Vocational Coordinator
Crystal Paluzzi Director of Information Technology
Katie L Berry Director of Special Education, Title 1

Phone Directory

Administration 781.878.8822
FAX 781.982.0281
Adult Education, x414 781.878.8822
Guidance 781.871.4153
Guidance Fax 781.878.7364
School Nurse 781.871.0263
Special Education 781.878.8822
Automotive 781.878.2277
Salon B (Appts.) 781.878.7421
Brass Lantern (Resv. 781.499.7448

Vocational Technical Programs

  • Allied Health
  • Automotive Technology
  • Carpentry
  • Collision Repair Technology
  • Computer Information Technology
  • Cosmetology
  • Culinary Arts
  • Electrical
  • Graphic Communications
  • Heating, Ventilation, Air Conditioning & Refrigeration
  • Horticulture
  • Manufacturing Engineering Technology
  • Metal Fabrication/Welding

Notice of Non-Discrimination Policies

In accordance with the requirements of Title IX, Chapter 622, Sec. 504 of the Rehabilitation Act of 1973, the South Shore Vocational Technical High School implements this nondiscriminatory policy. Any inquiries concerning the application of there laws to the practice and policies of the South Shore Regional School District may be addressed to:

Ms. Sandra L. Baldner, Assistant Principal
South Shore Regional School District
476 Webster Street
Hanover, MA, 02339

 

Or the:

 

Director, Office of Civil Rights,
U.S.Department of Education
8th Floor, 5 Post Office Square
Boston, MA 02109-3921

A copy of this policy if available through the Superintendent’s Office. This policy is also published in the Teacher Handbook.

South Shore Regional School District hereby makes notice that it does not discriminate on the basis of race, color, national origin, age, gender, sexual orientation or disability in admission to, access to, treatment in or employment in its programs or activities.

The Office of the Assistant Principal, of the South Shore Shore Regional School District, 781.878.8822, has been designated as the employee for coordinating the South Shore Regional School District’s efforts.

Equal Educational Opportunity/Equal Employment Opportunity

The South Shore Regional School Committee ensures equal employment/educational opportunities/affirmative action regardless of race, color, age, religion, national origin, gender, sexual orientation, or disability.

The South Shore Vocational Technical High School encourages students to develop broad views of the options, which are open to make and females in school activities, courses, fields of study and occupations.

Every course and activity offered at the South Shore Vocational Technical High School is open to all students regardless of race, color, religion, national origin, age, sexual orientation, or disability.

Legal References

No School Announcements or Delayed Opening

Along with our automated telephone notification system, Twitter, Facebook, & ssvotech.org the following TV and radio stations will broadcast the No-School Notice or Delayed School Opening at intervals between 6:00 AM and 8:00 AM. Channels 4, 5, 7, 10 and Fox 25 and WATD (FM 95.9), in the event schools are cancelled in any one of our eight member towns, do not assume this means we will close as well. Listen for an announcement specifically for South Shore Vocational Technical High School. Do not call your police department, the school or radio station.

Bell Schedules

Regular Day Bell Schedule

Block Time Period
BLOCK 1 7:40 – 8:57 AM 1
2
BLOCK 2 9:01 – 10:17 AM 3
4
BLOCK 3 10:21 AM 5
10:21 – 10:46 AM Academic Lunch
10:50 – 11:15 AM Shop Lunch B
11:23 – 11:48 AM Shop Lunch C
11:56 – 12:21 PM Academic Lunch D
BLOCK 4 12:25 – 1:41 PM 7
8
Study 1:45 – 2:25 PM 9

1 Hour Delay Schedule

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Bell Time

 

Length
8:35 First Bell

 

8:40 Start of Block 1 Block 1 (50 Minutes)
9:32 End of Block 1
9:36 Start of Block 2 Block 2 (50 Minutes)
10:26 End of Block 2
10:30 Start of Block 3
Lunch A
Block 3 (82 Minutes)
10:55 End of Lunch A
Dism. to Lunch B
11:25 End of Lunch B
Dism. to Lunch C
11:52 End of Lunch C
Dism. to Lunch D
12:17 End of Block 2
End of Lunch D
12:21 Start of Block 4 Block 4 (80 Minutes)
1:41 End of Block 4
1:45 Start of Study Study (40 Minutes)
2:25 End of Study
2:30 Start of Detention Detention (55 Minutes)
3:25 End of Detention
4:00 Late Bus

 

2 Hour Delay Schedule

Bell Time

 

Length
9:35 First Bell

 

9:40 Start of Block 1 Block 1 (62 Minutes)
10:42 End of Block 1
10:46 Start of Block 3
Lunch A
Block 3 (55 Minutes)
11:11 End of Lunch A
Dism. to Lunch B
11:40 End of Lunch B
Dism. to Lunch D
12:10 End of Lunch D
Dism. to Lunch C
12:15 Start of Block 2
Start of Lunch C
Block 2 (63 Minutes)
12:40 End of Lunch D
1:18 End of Block 2
1:22 Start of Block 4 Block 4 (63 Minutes)
2:25 End of Block 4
2:30 Start of Detention Detention (55 Minutes)
3:25 End of Detention
4:00 Late Bus

 

3 Hour Delay Schedule

Bell Time

 

Length
10:35 First Bell

 

10:40 Start of Block 1 Block 1 (41 Minutes)
11:21 End of Block 1
11:25 Start of Block 3
Lunch A
Block 3 (54 Minutes)
11:50 End of Lunch A
Dism. to Lunch B
12:19 End of Lunch B
Dism. to Lunch D
12:48 End of Block 3
End of Lunch D
Dism. to Lunch C
12:52 Start of Block 2 Block 2 (44 Minutes)
1:17 End of Lunch C
1:36 End of Block 2
1:40 Start of Block 4 Block 4 (45 Minutes)
2:25 End of Block 4
2:30 Start of Detention Detention (55 Minutes)
3:25 End of Detention
4:00 Late Bus

 

Half Day Schedule

Bell Time

 

Length
7:35 First Bell

 

7:40 Start of Block 1 Block 1 (50 Minutes)
8:30 End of Block 1
8:34 Start of Block 2 Block 2 (46 Minutes)
9:20 End of Block 2
9:24 Start of Block 3 Block 3 (46 Minutes)
10:10 End of Block 3
10:14 Start of Block 4 Block 4 (46 Minutes)
11:00 End of Block 4

Students’ Expectations and Obligations

Our Students are active learners in meeting our school’s goals of excellence. The following outlines are expectations our students should have of their school and its staff. It also lists the responsibilities, which our students should have toward their school, its staff, and our community.

Students’ Expectations:

  • The best possible educational opportunities.
  • A staff which is sensitive and responsive to their individual needs.
  • Fair and Just treatment from other students and staff.

Students’ Obligations:

  • Diligence and sustained effort in their school work and activities through hard work and daily attendance.
  • Respect for themselves, other students, the staff, personal and school property.
  • Behavior which will be a credit to themselves, their family, their school, and community.

Students are expected to abide by all the provisions in the student handbook at all times.

Respectful Behavior

It is insisted that, at all times, students conduct themselves in a manner that respects the rights of other students and staff. These include:

  • The right, to a safe, non-threatening environment.
  • The right to courtesy and the use of respectful language at all times.
  • The right to protection of private property.
  • The right to have a clean environment.
  • The right to hear only acceptable language.

Respect includes such behaviors as following the directives of teachers, administrators, and staff; refraining from the use of inappropriate language, hateful speech, displaying hate symbols and making degrading remarks; also promoting a safe, healthy school environment. Because we seek to prepare students for a world in which respectful behavior is of high value, we seek to create a positive learning environment for all.

Disrespectful behavior diminishes us all, and those who ignore such behavior; are in fact, giving approval by their silence.

South Shore Vocational Technical High School strives to be the greenest school it can be. Students and staff are encouraged to recycle materials whenever and wherever possible.

In part due to South Shore’s two educations in one and the resulting limited amount of time we have for every course and the importance the South Shore community places on work ethic, students are expected to work from bell-to-bell and make the most of every learning opportunity afforded to them.

Safety is a priority for everyone in the South Shore community. If any student is aware of behavior that is dangerous to the general well-being of a single or multiple members of the school community it is their duty to report it to an adult in the building immediately.

Weapons Threats:

Students who are aware of a weapons threat against South Shore, our community or any other school can report them through the school app anonymously or at 1.866.SPEAK-UP. These methods are available 24 hours a day/7 days a week.

Activities/Events:

  1. School Sponsored Social Events
    1. Dance, concerts, plays and other school-sponsored events are held to enhance the social development of our students. To ensure the safety of students during these events, the following guidelines have been established.
      1. No middle school students or individuals 21 years of age or older are allowed to attend.
      2. Once a student leaves an event he/she must leave the grounds immediately. Student will not be allowed readmittance. No loitering will be tolerated.
  2. Regulation for All Events (Including Dances)
    1. The use of tobacco products, including electronic, are not allowed at any school sponsored event whether on or off campus. Any student using tobacco products at a school sponsored event is subject to disciplinary consequences including confiscation, detention and/or suspension.
    2. At the discretion of the school, reasonable searches including the use of a breathalyzer may be conducted at extracurricular school functions. In order to ensure that students have a safe and drug-free environment in which to enjoy themselves–administrators, advisors and/or chaperones may conduct searches at school functions if there is reason to believe the student is violating or has violated a law or school rule.
    3. Any student determined to by under the influence of, in possession of, or in the presence of alcohol or drugs including tobacco products will be subject to school disciplinary sanctions.
    4. Any student involved in violence and/or vandalism, as well as anyone who is non-compliant may be subject to school disciplinary action.

Academic Honesty:

Students are responsible for the honest completion and representation of their work. By placing their name on academic/vocational work, students certify the originality of all work not otherwise identified by appropriate acknowledgements.

Cheating is a form of academic honesty in which an individual undermines the integrity of an assignment or exam.

Any student who cheats on an assignment may receive a zero (0) for the assignment, and/or have to redo the assignment, and or be reprimanded under the school’s disciplinary code.

Plagiarism is the practice of taking someone else’s work or ideas and passing them off as one’s own.

Any student who plagiarizes all or part of an assignment may receive a zero (0) for the assignment, and/or have to redo the assignment and/or be reprimanded under the school’s disciplinary code.

  1. First offense: three (3) detention hours and contact home by the instructor.
  2. Second offense: In-School Suspension – The student may be asked to create a lesson for his or her class on what plagiarism is and how to avoid it. At the teacher’s discretion, the student will make a presentation to the class. Administration will contract the student’s parents.
  3. Third offense: A multi-day suspension and a parental meeting will be scheduled between the parents, student, teachers and administration.

Good Standing:

South Shore Vocational Technical High School recognizes that participation in activities is an important part of a student’s school experience. There are many academic expectations in addition to social activities that influence a student’s high school career. Wer support these social events as privileges for students who have demonstrated good attendance, academic achievement, and appropriate behavior throughout the school year.

Students who lose their good standing may be placed on Social Probation and may not attend social functions organized by the school; represent the school on sporting teams or other extracurricular groups such as drama and student council until such time as their good standing has been restored.

Intention of the Policy – The intention of the this policy is to allow all student to participate in the rich and diverse activities that are part of the educational experience at South Shore Vocational Technical High School. Those students who have not yet embraced the values of the South Shore philosophy and curriculum will be guided by the rewards and sanctions of the Good Standing Policy in appreciating those values, which are embedded in the life of the school. The policy is intended to educate and reward, not punish.

A student is considered in good standing when they have demonstrated:

  1. Good attendance
  2. Strong academic achievement
  3. Appropriate behavior in and out of the school

Any student found not to be in “Good Standing” may be placed on “Social Probation” for part or all of the school year.

Social Probation (Definition)

A student on social probation may be denied access to and participation in any school function including, but not limited to athletics, school organizations, dances including prom, graduation and awards ceremonies.

Attendance


GENERAL LAWS OF COMMONWEALTH OF MASSACHUSETTS
CH. 76, §.4, INDUCING ABSENCES; PENALTY

Whoever induces or attempts to induce a minor to absent himself unlawfully from school, or unlawfully employs him/her or harbors a minor who, while in school is in session, is absent Unlawfully there from, shall be punished by a fine of not more than two-hundred dollars


In the event of an absence, parents must call the guidance office at 781.871.4153 as soon as possible, preferably prior to 8:00 AM.

Absence of Legal Head of Household

When the legal head of household is going to be away and unable to sign student notes, it is necessary that the school be notified in writing in advance of this change. It is important that parents or guardians contact South Shore Hospital in advance of their being away so that medical attention can be given to the students in their charge when parents or guardians are unable to be present and unable to sign hospital permission slips in the event of an emergency.

Attendance Policy

Philosophy-Regular school attendance is an essential practice that students must continually demonstrate at South Shore Vocational Technical High School. Students need to attend school as much as possible, and absences should be rare. Students who attend school regularly will appreciate the need to be a reliable member of the workforce, and it will give them every opportunity to get the fullest academic and technical experience at South Shore Vocational Technical High School.

To that end, South Shore Vocational Technical High School’s attendance policy places high expectations for attendance. For students who show signs of inconsistent attendance for any reason, South Shore is committed to working with families proactively and swiftly to ensure that students are in school as much as possible, and that student learning is continuing outside of school in the event of unavoidable absences.

Attendance and its impact on earning course credit

At the commencement of each school year, parents/guardians will be sent a notice instructing them to call a designated telephone number at a designated time to inform that school of the student’s absence and the reason for such absence. The notice will also require such parent or guardian to furnish the school with a home, work or other emergency telephone number where they can be contacted during the school day. If the school does not receive a message from the parent/guardian by the designated time, then the school shall call the telephone number or numbers furnished to inquire about the student’s absence. Parents will be contacted within three (3) days of the student’s absence if the Parent(s) or guardian has not contacted the school regarding the absence. Students arriving late to school must report to the main office with their parent or with a signed parent note.

To earn credit in any course or program, a student at South Shore must:

  1. Earn a final grade of 65%
  2. Attend a minimum of 95% of the classes (excluding excused absences).

Exceptions to the 95% attendance rule
South Shore considers some absences to be excused within very limited circumstances.
Examples of excused absences include:

  1. Doctor/Medical Health Professional Visit:
    1. A doctor’s note must be submitted to the guidance office.
      1. Within 3 school days of the absence
      2. Notes not be turned in within this timeline will not be accepted and the absences will be deemed unexcused.
    2. Religious Holiday
      1. Not observed by the school district
    3. Funeral
    4. Court Appearance
      1. Students need to produce court documentation upon returning to school.
    5. Driver’s License/Permit Appointment (One per type)
      1. A half-day excused

The Office of the Assistant Principal will determine if the absence is excused. Note: In the event of a funeral or religious holiday, the parent will be the authority providing the note.

Procedures school will follow for multiple absences:

  1. When a student reaches the 3-day level of absence in shop or academics, notification to both the student and parents will be made through a standardized letter, notifying them of the possibility of action to deny credit.
  2. Parent(s)/guardian(s) will also be notified when a student has at least five days or more of unexcused absences in shop or academics. A meeting will be scheduled with the Principal (or his/her designee), the parent/guardian and the student to develop a plan of action to improve the student’s attendance.
    1. Parents/guardians are encouraged to communicate with the school to work collaboratively to correct the reasons the students is missing school.
    2. A contract will be written to aid the student in earning credits in the course(s) he or she has missed due to unexcused absences.
  3. If a contract is broken, the student, with a parent/guardian, can appeal and request a hearing with the Attendance Hearing Committee to review the student’s status.
  4. The Attendance Hearing Committee will review the student’s appeal and make a recommendation that could include: upholding the denial of credit, providing a makeup opportunity or placing the student on another contract.
  5. A student may file an appeal of the Attendance Hearing Committee’s decision with the Principal within ten (10) school days from the date of the letter informing the students of the decision of the Attendance Hearing Committee.
  6. A student may file an appeal of the Principal’s decision with the Superintendent within ten (10) school days from the date of the letter informing the student of the decision of the Principal.

Unexcused Absences

As a deterrent to unauthorized absences and in an effort to keep students on track, students whose attendance records reflect – 5 – or more unexcused absences will by assigned Saturday, half day, or vacation day detention(s) for each unexcused absence after the 5th.

Unexcused Tardies/Dismissals

South Shore is responsible for education our students in behaviors that will ensure their success in the future. One of the most important behaviors is punctuality, especially at your place of employment. Although South Shore Vocational Technical High School is not employing our students, we recognize that continual student tardiness and/or early dismissals only deprive them of a full educational experience. As an employer would not accept habitual tardiness or leaving early, neither does South Shore.

Students who are tardy will be allowed to bring purchase beverages into the building, including but not limited to coffee. Students will be made to dispose of any purchase beverages upon entering the building.

On the fourth unexcused tardy or unexcused dismissal in a semester, your will be subject to a detention hour. Parent(s) or guardian(s) will also be notified when a student has at least five (5) days in which the student has been tardy or unexcused dismissal and a meeting will be scheduled with the Principal (or his/her designee), the parent(s)/guardian(s) and the student to develop an action plan to improve the student’s attendance.

If unexcused tardies or dismissals continue you could be subject to Saturday or half-day three (3) hour detention. He/she may also be denied credit for the courses you miss.

If a student reaches 6 unexcused tardies or dismissals the student’s parking privileges may be suspended or revoked.

Further tardies and or unexcused dismissals may result in more severe penalties including, but not limited to vacation detention.

Loitering

Once a student has arrive on the school campus, whether by bus, car, or walking, he/she is to immediately enter the school building to prepare for the start of the day. Students are supervised between 7:00 AM and 2:25 PM.

  • Students arriving before 7:00 AM or staying after 2:25 PM, unless for a specific extracurricular/athletic event or with instructor, do so at their own liability.
  • No student is to be in the building or on school grounds after 2;25 PM dismissal, unless he/she has a legitimate reason, such as make-up work, detention, extracurricular activities, athletics or employment by the school, etc.
  • Students without legitimate reasons will be assigned to general detention.

Dress Code

Appropriate student dress reflects positively on the school community. Students should consider South Shore Vocational Technical High School as their place of employment and dress accordingly. Students are to be neat, well-groomed, and respectful to themselves and others at all times. Employers and community leaders are in the school often. What they see may affect a student’s opportunity at being employed.

Students found to be non-compliant with the school’s dress code will be given other clothing to wear for that day. Continued non-compliance may result in disciplinary action under the school’s discipline code.

The following was designed with the input from administration, staff, and the students of South Shore to ensure an appropriate learning environment for all.

All students:

  1. Hats, caps and hoods are not to be worn at any time once a student enters the school building.
    1. Hats and caps should be properly stored away in a lock or backpack.
      1. Detention is considered an extension of the school day and hats, caps and hoods are not permitted.
    2. Hats and caps being inappropriately worn will be confiscated and returned at a later time and detention may be assigned.
  2. Clothing must cover the torso and undergarments. No bare midriffs are permitted.
  3. Clothing and accessories should not contain messages which display violence, alcohol, drugs, illegal behavior, sexually explicit messages, vulgarity or of a hate speech nature.
  4. Bandanas are not to be worn or visible at all times.
  5. Accessories that may be used as a weapon are not acceptable and will be confiscated.

Shop Uniform Procedure

Shop uniforms are required every day a student is assigned to shop. Students are required to purchase their uniforms. Every student should have at least two sets of uniforms that match the colors for their department. This will make it possible for all students to be in a clean shop uniform when involved in all shop activities.

Uniforms shall be kept neat and clean. Dirty or damaged uniforms do not promote a healthy or safe shop environment. Uniforms shall be worn by outside crews on projects outside the school as well. Students not in proper uniform are subject to discipline.

Department Work Shirt Pants Footwear
Exploratory Navy Blue 100% cotton t-shirt 100% cotton blue jeans Work boots
Allied Health Medical Scrubs (as designated) No open toe shoes
Automotive RedKap Spruce Green #SP14SG work shirt Black crew neck sweatshirt (no graphics) Black sports hat (no graphics) Black Dickie Work pants Work boots
Carpentry (inside) Tan t-shirt In lieu of carpenter jeans students may wear white or brown Carhartt brand carpenter bibs. Style #R29 Work boots
Carpentry (outside) Jacket: Dickies black diamond quilted nylon #61242 Jeans: Dickies/Carhartt brand light brown relaxed fit carpenter jean #DU212 – a proper belt must be worn at all times. Work boots Hard hat – color to be determined by the instructor.
CIT Black polo shirt Work Pants No open toe shoes
Collision Repair Technology Black t-shirt Jeans 100% cotton blue Work boots
Cosmotology As designated No open toe shoes
Culinary Arts
Kitchen/Bakery
White Chef’s coat and hat (white or checkered) Checkered Black work safe shoes
Culinary Arts
Dining Room
White, long sleeve, button down dress shirt or blouse; man’s black tie Black pants or skirt Black work safe shoes
Electrical Red t-shirt Jeans 100% cotton blue Work boots
Graphics/DVC Navy blue polo shirt Work Pants No open toe shoes
Horticulture Jeans 100% cotton blue Work Boots
HVAC Dark blue 100% cotton Dark blue work pants (no jeans) Work boots
MET Maroon polo shirt Work pants Work boots
MFW Long Sleeve Jeans 100% cotton blue
Headgear in shop is appropriate only when it is consistent with shop safety standards and should not be worn outside of the shop.

Exploratory Uniforms

Freshmen students should wear a purchased blue t-shirt or the t-shirt provided to the students by South Shore Vocational Technical High School whenever they are in the shop setting. Shirts should have the students name on them. Students should have at least 2 shirts – a long sleeve and a short sleeve.

  • NOTE: Parents of 9th grade students should be aware that exploratory assignments in designated vocational programs require the wearing of work boots and long-sleeve shirts.
  • Students in the Culinary Arts program should wear a hat in the shop during exploratory.

Safety Glasses

Approved safety glasses are required for all students, staff and visitors in shops according to industry standards. Safety glasses are extremely strong but require careful usage to prevent lens abrasion and distortion of frames. It is necessary, therefore, to require that the student pay for safety glasses that lost or no longer safe for use. Cost for replacement is $4.00.

All students and staff are to wear safety glasses 100% of the time in all shops and on outside jobs regardless of the weather with the exception of:
Allied Health, Computer Information Technology, Cosmetology, Culinary Arts, Graphics/DVC

If students in the previous departments are involved with any of the items listed in the law below, they shall wear safety glasses at that time.


General Laws of Commonwealth of Massachusetts
SAFETY GLASSES: CH 71, S55C, Eye Protective Devices

Each teacher and pupil of any school, public or private, shall, while attending classes in industrial or vocational shops or laboratories in which caustic or explosive chemicals, hot liquids or solids, hot molten metals, or explosives are used in which welding fo any type, repair or servicing of vehicles, heat treatment or tempering of metals, or the milling, sawing, stamping or cutting of solid materials, or any similar dangerous process is taught, exposure to which may be a source of danger to the eyes, wear an industrial quality eye protective device, approved by the department of public health. Each visitor to any such classroom or laboratory shall be required to wear protective devices.


Food and beverages

Students are not allowed to purchase food and/or beverages during or in between classes.

  • The Cafeteria closes at 7:35 AM for breakfast service.
  • Students may consume food and/or beverages in classrooms at teacher’s discretion.
  • Students who are tardy for school cannot arrive with purchased beverages (coffee) & food.
  • No glass bottles are allowed at any time.
  • Food and beverages are allowed in shops only during shop break time, and only then if the instructor approves.

Media Release Opt-out

Occasionally, district staff and/or/ news gathering organizations may interview, record, photograph, videotape or use your child’s likeness and name for publicity or newsgathering purposes.

  1. South Shore Vocational-Technical High School adheres strictly to the regulations in the Family Educational Rights and Privacy Act (FERPA), which requires us to obtain your written consent prior to the disclosure of information from your child’s educational records.
  2. The law does all school district to release “directory information” without parental contact in certain school publications, such as a yearbook, honor roll, graduation program, or team rosters. Furthermore, directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can be disclosed to outside organizations without a parent’s prior written consent. Outside organizations include, but are not limited to, companies that manufacture class rings or publish yearbooks.
  3. Any school district receiving assistance under the Elementary & Secondary Education Act of 1965 is required to provide military recruiters three directory information categories: student names, addresses and phone number unless parents advise the school in writing that they do not want their student’s information releases.

If you wish your child not to participate in these publications, you must send a written request to the Principal stating such. A form can be found at ssvotech.org.

Electronic Equipment

Education is fundamentally about slowing down, paying attention to detail, and focusing on one task at a time. Cell phones can work against these habits and thusly disrupt the educational process.

As a result, all cell phones must be turned into a designated location at the beginning of each class.Failure to do so will result in appropriate and progressive discipline, as defined below. Students not wishing to participating the collection of cell phones should leave their phones in their cars or at home.

Students are required to follow teacher’s direction as to the volume and utilization of smart phones for educational endeavours in the classroom. Teachers may revoke a student’s right to use electronic devices at any time.

Detention of any variety is considered an extension of the school day and therefore, the use of any electronic device, including cell phones, during detention may result in confiscation and lost of credit for the detention hour.

Failure of a student to hand over their electronic device and its battery when asked to do so by a staff member will result in disciplinary action.

Anytime a student’s cell phone is confiscated it should be turned into an administrator or main office and can be picked up under the following criteria.

  • 1st offense: Students will have their phone/electronic device returned to them at the end of the school day.
  • 2nd offense: Students will have their phone/electronic device returned to them after they have served one (1) hour of general detention.
  • 3rd offense: Students will be required to turn their phone/electronic device into the main office prior to the start of the school day and can pick it up at the end of the day. Other consequences such as social probation and loss of parking privileges.

Inappropriate use of electronic, including school, devices can result in the loss of internet access and further discipline as warranted.

Students may use their phones in the common areas, the hallways & cafeteria during lunches, but they should not make or take phone calls. If a student needs to call a parent in an emergency they should contact their guidance counselor.

Parents should not text or call students during the school day. If a parent needs to get a message to a student, they should call the main office and/or guidance and the school can relay the message to the student.

The district is not responsible for lost, stolen or broken electronic equipment.

South Shore Regional School District Acceptable Use Policy 2018-2019

Introduction

The South Shore Regional School District recognizes that access to technology in school gives students greater opportunities to learn, engage, communicate, and develop skills that will prepare them for work, life and citizenship. We are committed to helping students develop 21st century technology and communication skills. To that end, we provide access to technologies for student and staff use.

This Acceptable Use Policy outlines the guidelines and behaviors that users are expected to follow when using school technologies or when using personally-owned devices on the school campus.

  • The South Shore Regional School District network is intended for educational purposes.
  • All activity over the network or using district technologies may be monitored and retained.
  • Access to online content via the network may be restricted in accordance with our policies and federal regulations, such as the Children’s Internet Protection Act (CIPA).
  • Students are expected to follow the same rules for good behavior and respectful conduct online as offline.
  • Misuse of school resources can result in disciplinary action.
  • South Shore Regional School District makes reasonable effort to ensure students safety and security online, but will not be held accountable for any harm that result from the use of school technologies.
  • Users of the district network or other technologies are expected to alert IT staff immediately of any concerns for safety and security.

Technologies Covered

South Shore Regional School District may provide internet access, desktop computers, mobile computers or devices, video-conferencing capabilities, online collaboration capabilities, message boards, email, and more.

As new technologies emerge, South Shore Regional School District will attempt to provide access to them. The policies outlined in this document are intended to cover all available technologies, not just those specifically listed.

Usage Policies

All technologies provided by the district are intended for educational purposes. All users are expected to use good judgement and to follow the specifics of this document as well as the spirit of it: be safe, appropriate, careful and kind; don’t try to get around technological protection measures; use good common sense; and ask if you don’t know.

Web Access

South Shore Regional School District provides its users with access to the Internet, including websites, resources, content, and online tools. That access will be restricted in compliance with CIPA regulations and school policies. Web Browsing may be monitored and web activity records may be retained indefinitely.

Users are expected to respect that the web filter is a safety precaution, and should not try to circumvent it when browsing the Web. if a site is blocked and a user believes it shouldn’t be, the user should follow district protocol and alert an IT staff member or submit the site for review.

Email

South Shore Regional School District may provide users with email accounts for the purpose of school-related communication. Availability and use may be restricted by on school policies. If users are provided with email accounts, they should be used with care. Users should not send personal information; should not attempt to open files or follow links from unknown or untrusted origin; should not use inappropriate language; and should only communicate with other people allowed by the district policy or the teacher.

Users are expected to communicate with the same appropriate, sage, mindful, courteous conduct online as offline. Email usage may be monitored and archived.

Staff must use their school-issued email account for all school related email communication. The use of personal email accounts for any school-related communication is strictly prohibited.

Social/Web 2.0/Collaborative Content

Recognizing the benefits collaboration brings to education, South Shore Regional School District may provide users with access to websites or tools to allow communication, collaboration,sharing, and messaging among users.

Users are expected to communicate with the same appropriate, sage, mindful, courteous conduct online as offline. Posts, chats, sharing, and messaging may be monitored. Users should be careful not to share personally-identifying information online.

Mobile Device Policy

South Shore Regional School District may provide users with mobile computers or other devices to promote learning outside of the classroom. Users should abide by the same acceptable use policies when using school devices of the school network as on the school network.

Users are expected to treat these devices with extreme care and caution; these are expensive devices that the school is entrusting to your care. Users may be financially accountable for any damage resulting from negligence or misuse. Use of any school-issued mobile devices off the school network may be monitored.

Personally-Owned Devices Policy

Student should keep personally-owned devices (including laptops, tablets, smartphones, and cell phones) turned off and properly stored during school hours–unless in the event of an emergency or as instructed by staff for educational purposes.

Because of security concerns, when personally-owned mobile devices are used on campus, they should not be used over the school network without express permission from IT staff. In some cases, a seperate network may be provided for personally-owned devices.

Security

Users are expected to take reasonable safeguards against the transmission of security threats over the school network. This includes not opening or distributing infected files or programs and not opening files or programs of unknown or untrusted origin.

If you believe a computer or mobile device you are using might be infected with a virus, please alert IT. Do not attempt to remove the virus yourself or download any programs to help remove the virus.

Downloads

Users should not download or attempt to download or run .exe programs over the school network or onto school resources without express permission from the IT staff.

You may be able to download other file types, such as images and videos. For the security of the network, download such files only from reputable sites, and only for educational purposes.

Netiquette

Users should always use the internet, network resources, and online sites in a courteous and respectful manner.

User should also recognize that among the valuable content online is unverified, incorrect, or inappropriate content. Users should use trusted sources when conducting research via the internet.

Users should also remember not to post anything online that they wouldn’t want parents, teachers, or future colleagues or employers to see. Once something is online, it’s out there and can sometimes be shared and spread in ways your never intended.

Plagiarism

Users should not plagiarize (or use as their own, without citing the original creator) content, including words and images, from the internet. Users should not take credit for things they didn’t create themselves, or misrepresent themselves as an author or creator of something found online. Research conducted via the internet should be appropriately cited, giving credit to the original author. (Please see Academic Honesty)

Internet Safety

  1. Users shall not post personal contact information on the Internet with district-owned devices. This includes name, age, gender, home address, or telephone number. This does not include posts make on the school’s learning management system.
  2. Users should not share personal photos, personal videos, or photos/videos of others that do not support the curriculum or that are inappropriate.
  3. Students shall not engage in instant messaging or social networking sites at any time during the school day except when such has been approved for classroom use.
  4. Students should inform district personnel of any threatening, derogatory, or obscene communication immediately.

Cyberbullying

The school policy forbids cyberbullying. For the purposes of this policy, “cyberbullying” shall mean using digital communication capabilities on any electronic device.

  1. Sending or posting cruel messages, images or videos.
  2. Threatening others
  3. Excluding or attempting to exclude others from activities or organizations.
  4. Starting or passing on rumors about others or the school system.
  5. Harassing or intimidating others.
  6. Sending angry, rude, or vulgar messages directed at a personal or persons privately or to an online group.
  7. Sending or posting harmful, untrue or cruel statements about a person to others.
  8. Pretending to be someone else and sending or posting material that makes that person look bad or places that person in potential danger.
  9. Sending or posting material about a person that contains sensitive, private, or embarrassing information, including forwarding private messages or images.
  10. Engaging in tricks to solicit embarrassing information that is then made public.

Examples of Acceptable Use

  • Use of technologies for school-related activities.
  • Follow the same guidelines for respectful, responsible behavior online that I am expected to follow offline.
  • Treat school resources carefully, and alert staff if there is any problem with their operation.
  • Encourage positive, constructive discussion if allowed to use communicate or collaborative technologies.
  • Alert a teacher or other staff member if I see threatening, inappropriate, or harmful content (images, messages and posts) online.
  • Use of school technologies at appropriate times, in approved ways, for educational pursuits.
  • Cite sources when using online sites and resources for research.
  • Recognize that use of school technologies is a privilege and treat is a such.
  • Be cautious to protect the safety of myself and others.
  • Help to protect the security of school resources.

This is not intended to be an exhausted list. Users should use their own good judgement when using school technologies.

Examples of Unacceptable Use:

I will not:

  • Use school technologies in a way that could be personally or physically harmful.
  • Attempt to find inappropriate images and content.
  • Engage in cyberbullying, harassment, or disrespectful conduct toward others.
  • Try to find ways to circumvent the school’s district safety measures and filtering tools.
  • Use school technologies to send spam or chain mail.
  • Plagiarize content I find online.
  • Post personally-identifying information, about myself and others.
  • Agree to meet someone I meet online in real life.
  • Use language online that would be unacceptable in the classroom.
  • Use of school technologies for illegal activities or to pursue information on such activities.
  • Attempt to hack or access sites, servers, or content that isn’t intended for my use.

This is not intended to be an exhausted list. Users should use their own good judgement when using school technologies.

Limitation of Liability

South Shore Regional School District will not be responsible for damage or harm to persons, files, data, or hardware.

While South Shore Regional School District employs filtering and other safety and security mechanisms, and attempts to ensure their proper function, it makes no guarantees as to their effectiveness.

South Shore Regional School District will not be responsible, financially or otherwise, for unauthorized transactions conducted over the school network.

Violations of this Acceptable Use Policy

The Director of Technology in cooperation with the building principal and/or the superintendent will review all alleged violations of the Acceptable Use Policy. Violations of this policy may result in termination of the user’s access to the school’s system/network, appropriate disciplinary action, and/or legal actions being taken. Appropriate law enforcement personnel will be notified it if is believed the network user has broken any local, state, or federal laws.

The South Shore Vocational Technical High School reserves its right to seek restitution form any users for costs incurred by the school, including legal fees, due to such user’s inappropriate use of technology.

Emergency Procedures

Fire, Building Evacuation

In each room there is a sign posted indicating the exit door in case of fire. Immediately at the sound of the alarm or announcement, students, aides and teachers shall leave the room and go directly to the exit designated for that room. Everyone is move to the designated areas and remain until recalled later. Teachers are to take attendance and report any missing students.

During an emergency situation students should follow instructions from their teachers. Students should also not use any electronic communication equipment. The school will try to keep staff and students as informed as possible about the event.

Students in an unsupervised area are to move to the nearest adult supervised area. Students should not try and return to their shop or classroom.

The following security codes apply:

  • “Active Armed Intruder in the Building”
    • Serious situation involving the general safety of the entire school building. Requires all staff and students to use their best judgement based upon the information provided to remain in the classrooms or shops and barricade or evacuate the campus.
  • “Perimeter Lockdown”
    • There is a need for heightened security form a possible external treat (e.g. robbery in the neighborhood). Everyone is brought into the building; ALL exterior doors are checked, locked, and monitored closely. Instruction continues and the daily routine proceeds as usual. For staff members off campus, an administrator will call you on your cell phone and direct you to remain off campus.
  • “Evacute”
    • This code may be used to alert either one section of the building or the entire building if needed. Fire drill procedures should be followed and further instructions will be provided from the staging areas.
  • “Stay Put”
    • Students and staff should ignore all passing bells and are not to enter general areas. Teaching can continue as needed.

Additionally, all students are trained in the procedures of the A.L.I.C.E. program–a preparedness program for a violent intruder.

Emergency Notification

During an emergency situation and with the approval of law enforcement, South Shore Vocational Technical High School will make every attempt to keep parents apprised of events as quickly as possible. The district will utilize an automated message services and the South Shore App as its means of communication between parents and the school.

Building Security

Student Responsibility

  • Students should never unlock or prop open doors.
  • Students aware of unauthorized persons in the building should report this to a staff member.
  • Students should not let individuals who are not staff or other students through security doors.

Security Cameras

The South Shore Regional School District alerts all parties that cameras and other surveillance equipment are in use in the school facilities, on school grounds and on buses to ensure the safety and monitoring of behavior. All bused include the following posted warning:


!WARNING!
This vehicle may be equipped with
a video system


Safety Rules

Safety is of the utmost importance in our school. Any unsafe action will be considered serious and discipline action will reflect the seriousness of the offense and may include detention, suspension or expulsion. Specific safety regulations within each shop area will be posted and explained to every student.

Student IDs

Students must have their school IDs on their person and show it upon request. Students will receive a new ID at the beginning of each school year. Student IDs can be used as part of our prepay lunch program. If needed, ID replacement will be provided at the cost of $2.00 per ID to the student.

Tools, Supplies and other Equipment

The school furnishes most tools used in the shops. The district is not responsible for lost, stolen or broken tools brought to school by students. Students should be aware of their tools and their location at all times and should not remove them from the shop into non-shop environments. Tools out of work zones can be considered weapons. When a tool is removed from the toolroom, the students to who it is charged is held responsible for its return or replacement.

Knives as tools

Students are NOT permitted to carry a knife to or from school, or possess a knife on their person, in their locker, or in their locker or car.

If a vocational program deems a knife a necessary tool for a student’s curriculum, a knife will be provided by, monitored and inventoried by the school.

Shop safety regulations must be strictly observed. Misconduct in these areas may result in serious injury. Violations of these regulations may result in an exclusion from the shop or expulsion from the school.

Cafeteria

South Shore Vocational Technical High School provides parents with Nutrikids*, a convenient, easy and secure online prepayment service to deposit money into your child’s school meal account at any time. This service also provides parents the ability to view your child’s account balance and food choices through the website myschoolbucks.com.

Students cannot overcharge their accounts.

  1. Parents/guardians should make sure their child has money in their account or in-hand to purchase food from the cafeteria.
    1. There are two (2) options for depositing funds for cafeteria purchases.
      1. Pay online: myschoolbucks.com
        1. The point of sales system charges a convenience fee per deposit transaction. By depositing $50.00 or more your child will be credited with one (1) free lunch to offset the cost of the convenience fee. Parents placing funds into multiple meal accounts will only be assessed one fee per deposit transaction. South Shore does not profit from the use of this site.
      2. Check: A check may brought to the cafeteria for deposit into your child’s individual account. Checks are made payable to “South Shore Regional School District.” Please make sure your child’s name is printed clearly on the check to ensure credit. Checks must be brought to the cafeteria prior to 10:00 AM.
    2. Balances remaining on the meal account at the end of the school year are not refundable, but may be carried over to the next school year or to another family member. Parents should plan accordingly.

The Cafeteria is open for breakfast until 7:35. Every effort will be made to make sure that bus routes will be adjusted so that arrival times allow students adequate access time to utilize the program. Student drivers should plan their arrival on campus to ensure they have adequate time to make use of the program.

Student Parking

Parking on school property is a privilege that can only be retained as long as space is available and all school rules are followed.

  1. No vehicles may be parked on school property during a regular school day without a legitimate parking sticker. (Exceptions may be made for vehicles being worked on in the Automotive or Collision Repair Technology Departments. Prior approval from the Vocational Coordinator is required.)
  2. Student’s parking stickers or spots can not be transferred from one student’s vehicle to another student vehicle.
  3. Student application for stickers will be issued to all students requesting the parking privilege as long as the student is in good standing and there are spots available. Students will be placed on a waiting list for an open spot.
  4. Student parking is limited to students assigned parking spots. Students parked in non-designated areas or spots not assigned to them may be fined $10 per infraction and/or have their vehicle towed.
  5. Students violating motor vehicle laws or acting in such a way to endanger the health or safety or themselves or other members of the school community will be ruled “off the lot” and will have their parking spot revoked. Their spot will be reissued to a student on the waiting list.
  6. Stickers should be placed in the appropriate location, on the driver’s side front windshield as not to obstruct the driver’s view.
  7. Vehicles are NOT to park along the state highway, town roads, or across the street from the school. (This is a request of our neighbors and law enforcement.)
  8. Students may have their parking privileges revoked as part of a disciplinary action unrelated to the operation of a motor vehicle, including, but not limited to the accumulation of 6 tardies or 6 dismissals in a semester.
    1. Students placed on social probation may reapply for a parking spot after their probation has ended. They may get another parking spot if one is available or they will go back on the waiting list.

Student Bus Transportation

Bus transportation will be furnished to all students attending this school whom reside in the South Shore Regional School District. (Abington, Cohasset, Hanover, Hanson, Norwell, Rockland, Scituate & Whitman)

Bus Schedules

Refer to the annual bus routes posted on the school website. An announced “delayed opening” for South Shore Vocational Technical High School will result in late bus pickup times consistent with the new starting time for that delay.

Routes on all buses may be adjusted throughout the school year to reflect student use of available transportation. Students and parents will be notified of changes made.

Bus stop times are approximate. Students should be at the stop 10 minutes on either side of their assigned times. Due to inclement weather or road conditions, drivers may alter routes for student safety.

School App: Student and parents should download the school app available in the App Store or Google Play for free. Bus delays and changes will be communicated by this means of communication.

Bus Use

Students wishing to take another bus route after school are allowed to do so as long as there is room on the bus. If the bus driver deems the bus to be overcrowded, all students who are not regularly assigned to that bus route will need to exit and make other arrangements to ge to their destination.

Late Bus Routes

The district provides late buses only for those student participating in school organized after school events or students who have been detained for detention. The late buses shall leave the school at approximately 4:00 PM and drop students at specific areas in each town. Consult the website for late route’ bus stops.

Any student who leaves school grounds is not eligible to take the transportation provided by the school.

Transportation Regulations

All students are subject to the provisions of the student handbook at all times. This includes when they are being transported by district transportation.

  • Not use profanity or vulgar language
  • Keep the bus clean
  • Cooperate with the driver and follow their instructions
  • Stay seated
  • Keep their heads and limbs inside the bus
  • Be aware that seats can be assigned at any time

Bus transportation is a privilege. Violations of the rules of this handbook connected to behavior on school buses must be reported to an administrator.

To refuse the directions of the bus driver, as with a teacher, is a direct act of insubordination and will be disciplined accordingly. Students who violate the rules of this handbook on a school bus may be subject to the same disciplinary consequences for violations occurring at the school. These consequences include, but are not limited to, detention, suspension, and the revocation of school bus privileges for a time deemed appropriate.

Extracurricular Activities

Recognizing the physical, mental and educational importance of related activities, the school will provide an athletic program and extracurricular activities which are integral components in the overall school environment.

Students must remain in good standing throughout the school year in order to be eligible. Suspensions and/or extensive detentions may result in the removal from activities by the Principal or his/her designee. Parents should encourage students to participate in the athletic programs as well as all other activities.

Year Long Activities

  • Art Club
  • Math Club
  • Outdoor Adventure
  • National Honor Society
  • Drama Club
  • Student Council
  • Equality Club

Fall Activities

  • Cheerleading
  • Football
  • Volleyball
  • Cross Country
  • Soccer

Winter Activities

  • Cheerleading
  • Basketball
  • Wrestling
  • Hockey

Spring Activities

  • Lacrosse
  • Softball
  • Baseball

Co-Curricular Activities

  • SkillsUSA
  • Business Professionals of America

Extracurricular Transportation & Supervision

South Shore will do its best to provide transportation for all extracurricular activity participants. Students who are finished with their activity should wait in the designated area. Students should not be in any other part of the building.

Coaches will remain in the school for 30 minutes after the end of the a sporting event for supervision. Any students being picked up must be done so during this time period.

Extracurricular Eligibility

Eligibility is checked periodically throughout the school year. In order to determine eligibility, the most previous grade report will be used to determine a student’s ability to join any team or activity. End-of-year grades for the previous school year will be used to determine a student’s eligibility to participate in a fall sport.

Students wishing to participate with their team or extra-curricular club or activity for the next grading report can do so under the following circumstances:

All students participating in an after school and/or weekend extracurricular event must be in school prior to 11:00 AM on the day of or the Friday before in order to be eligible to participate.

Category Grades Grading Report
1 All Grades 70 or Above Full participation
2 Any number of Ds (not in shop) Conditional Full Participation: Mandatory after-school help with teacher or HHC 2 days each week
3 1F (not in shop) No games for 20% of the season; All practices and meetings are allowed. Mandatory after-school help with teacher or HHC 2 days each week
4 2Fs (not in shop) Ineligible for the season/semester
5 D (in shop) No games for 20% of the season; All practices and meetings are allowed. Mandatory after-school help with shop teacher or HHC 1 day each week
6 F(in shop) Ineligible for the season/semester
*HHC = Homework Help Center

Students who stay with their teacher instead of the HHC must present a note signed by the teacher showing their attendance and what was accomplished.

Student-Athletes who fail to meet this obligation will be eligible for the next athletic contest.

Massachusetts State Law requires a yearly physical of all students participating in a sport. This physical may be done by the student’s own doctor or the by the school physician. Students will participate in a baseline Impact Concussion Study as part of their participation. Adherence to the rules of eligibility as prescribed by the Massachusetts Principals Association and Massachusetts Interscholastic Athletic Association (MIAA).

Students who are waiting for practice to begin should be in the homework help center or the locker room. Students should not be roaming the halls. School discipline is possible for students found “off limits.”

Library Media Center

Students have access to the library before school and during lunch Monday through Friday and after school Monday through Thursday. Please contact the library for current hours. Students need a pass from their instructor or the cafeteria staff to use the library during the day.

Circulation

  • Books can be borrowed for 4 weeks and renewed for an additional 2 weeks.
  • Special arrangements may be made to borrow materials for a longer period of time.
  • Reference books, magazines, and other library materials will be checked out to students at the discretion of the librarian.

Lost/Damaged and Overdue Materials

  • Students who do not return or pay overdue books within 10 school days of receiving an overdue notice may face consequences such as detention, loss of parking privileges and/or social probation.
  • Students are responsible for paying in full for lost or damaged materials.

Laptop and Printer Use

  • Library laptops and printers are reserved for academic and educational use. Students must follow the Acceptable Use Policy at all times and are responsible for the equipment they use.
  • Students may print schoolwork at no cost; however, careless or wasteful printing of pages will incur a cost of 10 cents a page for black and white or 20 cents a page for color. The librarian will make the determination in who is overprinting.
  • Several library laptops are available for overnight checkout at the district’s discretion.
    • Students must fill out a sign-out slip and obtain a their teacher’s signature as well.
    • For weekend or vacation check out, students must also obtain the permission and signature of administrator.

Guidance Services

The unique and challenging environment at South Shore Vocational Technical High School provides numerous opportunities for students to grow and learn. Through the combination of a hands-on technical education with a full college-prep academic curriculum, students are about to participate in a school environment unlike no other. The Office of Guidance and Admissions has developed its resource and curriculum to foster a product network between technical and academic based work with the anticipation that all students will be college- and career- ready upon graduation.

Admissions program, freshmen exploratory, shop placement, and continued academic and personal counseling services are the primary focus and goal of the Office of Guidance and Admissions. Students and parents should feel welcome to utilize the many high school and post-secondary planning resources available. Counselors can also be valuable resource for communication with faculty members.

Students wishing to speak to their guidance counselor should make an appointment through email.

Career & College Center

Health Services

The purpose of Health Services at South Shore Vocational Technical High School is to promote health and wellness so each student has the opportunity to achieve their maximum potential and academic success.

Health Services is in complete compliance with regulatory standards set by the Massachusetts Department of Public Health (DPH) and Education (DESE). A local area physician serves as a consultant and advisor to the health services staff.

Health Records

All incoming students must provide a physical exam performed by a healthcare provider within one year of entrance into school. Sports physicals are required annually for any student that participates in school-sponsored athletic activities. The student’s immunization history is also to be submitted to the Health Office prior to entry into school. Any student whose immunizations are not up-to-date per state regulations will be excluded from school.

Parents/guardians are asked to continually communicate all student health concerns, medications, changes in status and provide copies of medical reports to the school nurse

Illness and First Aid

Assessment of student illness or injury that occurs during school hours is a significant part of the school’s health services. Parents/Guardians are notified of any significant injuries or signs of illness that may require further observation, intervention or follow-up with the student’s healthcare provider. In the event of an emergency, the school nurse may contact local EMS services.

Administration of Medication in School

The following procedure for dispensing any prescribed or over the counter medication during school hours is the recommended procedure by the Massachusetts Department of Public Health (DPH) and has been approved by the School Committee.

  1. A written, signed and dated order by the prescribing physician. This must include the child’s diagnosis, necessity for the medication, the drug, dosage, route of administration, and time to be given.
  2. A written, signed and dated request by the parent or guardian authorizing the administration of medication to his/her child during the school hours as indicated by the physician.
  3. The medication should be delivered to the school by a responsible adult in a container labeled by the physician or pharmacist.
  4. All medications will be stored in a lock cabinet in the health room and be dispensed by the school nurse or physician.

Students are not allowed to transport medication to the Health Office. Students are only allowed to carry medication on their person or in their bags with written permission of the parent/guardian and in agreement with the school nurse.

Students with medication, prescription or otherwise that has not been cleared through the health office may be subject to discipline per the drug and alcohol regulations.

Emergency Protocol for Injuries

In the event of a student injury, the South Shore Regional School District will employ the following protocol:

  1. The injury will be triaged by the school nurse.
    1. The school will make every attempt to contact the student’s parents or guardians.
    2. If necessary, the Hanover Fire Department will be contacted and informed of the students injury and condition.
    3. The school will provide the fire department with the student’s pertinent personal data including medical history.
  2. If emergency services decides that a students needs to be immediately transported to the hospital.
    1. If a parent/guardian cannot be at South Shore Vocational Technical High School prior to the ambulance leaving the school, a school district employee will accompany the student to the hospital.

Accident Reports

Every accident, no matter how trivial, as having occurred on school property MUST BE REPORTED TO THE INSTRUCTOR. Reports of all accidents must be filled out immediately. This report must be signed by the designated persons.

Accident Insurance

The South Shore Regional School District provides Student Accident Insurance – School-time Plan – to all its students at no cost. Parents may purchase the 24-hour plan if they so desire.

All benefits under this program are payable in excess of all other collectible insurance and/or service plans, or other valid coverage. A CLAIM MUST BE FILED WITH OTHER INSURANCE SOURCES. The balance of unpaid eligible medical expense will then be paid by the student accident insurance plan.

Lockers

Each student will be supplied with one locker for general use. Students should not:

  1. Use another student’s locker
  2. Give the locker combination number to any other student
  3. No pictures or posters are allowed inside lockers. (Violation may result in 1 hour of detention per day until it is removed.)
  4. School lockers and desks are school property. Therefore, lockers and desks may be searched at any time for any reasons, and students have no expectation of privacy for the contents of their locker and desk.

Students are advised to keep all personal items in a locked locker. Students should not carry large items from classroom to classroom during the day. Large items need to be properly stored during the school day.

Lost and Found

Student’s names should be inside the cover of all books. All books and valuable items – watches, rings, wallets, pocketbooks, etc. that are found should be brought to the main office. All gym equipment should be brought to the gym office. The school is not responsible for lost or stolen items.

Any student who believes an item has been lost needs to make the main office aware. The student should have a signed pass from their teacher or go during their lunch to the main office. The student should make every attempt to describe the item in detail including any distinguishing marks. The district will make every attempt to locate the item, but the district is not responsible for lost or stolen items.

Passes

Any student who is out of the shop or classroom during school hours must have a pass from the teacher or office.

Failure to have a pass will case the student to receive discipline as a consequence. Students should not go to the main or guidance offices during passing time.

  • To go to the main office, students should report to his/her assigned location (including lunch) and obtain a pass from the instructor.
  • To go to guidance, students should send an email to their guidance counselor to set up and appointment.

Students must have a pass from their class or shop instructor to use the appropriate bathroom. Students should not bring any tools or other inappropriate items in lavatories.

Late Admittance to Class

Students must be ready to start shop or class when the bell rings. Teachers are required to send late students without passes to the office, at which time the office will issue the student a pass and an hour of general detention.

Student Evaluation

Guiding Principles for Student Assessment and Evaluation

  1. Assessment is an ongoing process to help guide further instruction and provide students with feedback. Assessments may or may not be graded. Evaluation involves a teacher’s professional judgement of student performance via formal report card grades.
  2. South Shore teachers set appropriate objectives with a coordinated program curriculum. Oftentimes, these objectives expect students to meet start or other 3rd party standards and teacher expectations of a skill or concept. Students can expect multiple ways and opportunities to meet standards.
  3. Students must be responsible for availing themselves of these opportunities within clearly defined timelines. Failure to make up work, revise work, complete practice work or homework will limit the amount of evidence a teacher can use to say conclusively that a student has met the course objectives.
  4. At the beginning of the course, students will be given teacher expectation sheets indicating each teacher’s grading practices, as well as guidelines for homework and makeup work deadlines.
  5. Rubrics, checklists and other written handouts will be used by teachers as much as practicable to ensure that students clearly understand how to meet or exceed teachers expectations.
  6. Report card grades primarily reflect an evaluation of students’ demonstrated achievement. Report card grades will be impacted negatively if students do not advantage of opportunities to demonstrate knowledge (e.g. turning in assignments on time, retaking assessments where possible and being in class or shop).
  7. Competency reports reflect students’ actual level of proficiency with various tasks.
  8. Work habits factor such as effort, attendance, behavior, and participation are essential prerequisites for students to make progress through the course curriculum, but these factors do not make up a majority of a student’s report card grades. A student’s work ethic is in important concept for students to develop. As such, South Shore teachers will provide regular feedback on predetermined work ethic qualities

Purpose of Grading

The primary reason for grading is to communicate achievement status in relation to course expectations and state standards.

  • Grading scales are precise, clear, fair and are based on multiple and varied tasks/assessments and summative assessments over time and accurately reflect student learning.
  • Teachers assess student progress using formative assessments and summative assessments. Formative assessments provide feedback will the student is learning. Summative assessments measure the level of student learning at the end of the instructional lessons.
  • Teachers will rate student performance against course/program standards and not in comparison to other students.
  • Teachers will provided timely feedback on all assigned tasks in and out of school, but not everything will be graded. Graded tasks will be sorted in two categories: Achievement and Work Habits. Teachers will specify the type of activities that will apply to each category in their expectation sheets.
  • Achievement grades are based on the most important course goals and include activities that require a student to demonstrate knowledge or skill for objectives in that specific course.
    • In the teacher’s rankbook, achievement grades will be tied to specific course strands or standards. Almost any type of activity can be an achievement grade, as long as it measures a student’s individual progress toward a standard.
    • In a classroom, achievement grades might include, but are not limited to:
      • Test and quizzes
      • Mid-year and Final exams
      • Continuation of an ongoing assignment applying taught skills and concepts
      • Demonstration of understanding or skill after instruction
      • Projects
      • Presentations
      • Final drafts of papers
      • Some homework assignments
    • In a shop setting, achievement grades are based upon a student’s demonstrated performance, typically observed by the instructor or evident in the final product.
  • Work Habit grades reflect activities that are important in the overall development of a good student and a good worker, but do not measure the actual technical or academic skill level of a student. In a shop setting, students may be graded on various work habits.
    • In a classroom, teachers may include the following examples of work habits as follows:
      • Practice of taught skills
      • Preparation for future work (introducing concept or skill)
      • Drafting or revising a composition
      • Preparation for a performance
      • Generating ideas for a class discussion or lab
      • Class discussion
      • Some homework that is an exercise reading comprehension (e.g. textbook reading and worksheet)
      • Some classwork or other class activity
  • In accordance with the Massachusetts Vocational Frameworks, and with current District expectations, instructors will assess the work habits and achievement of all students. Since work habits is especially important in a vocational setting, shop instructors will use a common style rubric to report on student work habits.

Types of Instruction

Since the purpose of the school is to prepare students for both the trade workforce and the furthering of their education, instruction marrys those two ideals. Students will be utilizing the most up-to-date equipment and technology in their academic and shop settings. Students will utilize skills and knowledge ascertained in their trade course toward completion of their academic course requirements and vice versa. All teachers, academic and shop, will insist on standards of spend, accuracy, safety, proper work habits and attitude. Instructors will utilize competency sheets to show student progress in mastery of skills.

Ways to Track Student Progress

Reporting student achievement and work baits is done via semester report cards, mid-semester progress reports, competency reports in vocational programs, and are visible through our online student information system at all times.

Determining Letter Grades

A letter grade is a reflection of the student’s demonstrated ability to meet the course objectives to that date. Every students implements a course curriculum with reasonable expectations and ample opportunities for students to learn and make progress.

Depending on the nature of the course, the effort and determination of the students, and the extra opportunities provided by the instructor, students may be able to improve upon previously issued grades if they show a clear improvement in course objectives. Such improvement may lead to an adjustment of previous grades. Any resulting changes are at the teacher’s discretion.

On the report card, teachers will report a single letter grade for each course. However, the single letter grade will be broken down into a separate achievement and work habits grade. Parents are strongly encouraged to look closely at the achievement and work habits grades separately, as it may reveal a strength or weakness that is hidden by the “combined” single letter grade.

  • All classroom based courses will determine letter grades so that 80% of the letter grade is based on the achievement grades, and 20% of the letter grade is based on work habits.
  • All shop course will determine letter grades so that no less than 50% of the letter grade is based on achievement grades, and not more than 50% of the letter grade is based upon work habits.

Letter grades are typically determined by averaging grades within the categories. However, since taking the average score make mask a student’s actual ability level or work habits, teachers may use another method for calculating the grade, including using the median, mode, or other body of evidence, including the teacher’s professional judgement to determine a student’s final grade. A teacher’s rankbook will collect evidence of student achievement, but will not necessarily determine the final grade.

Exploratory Grading Rubric

Exploratory grades and vocational shop placements are calculated in the following manner:

  1. Student Scoring
    1. Students will be ranked on a scale of 100 total possible points
    2. 100 points each rotation
    3. Average of all rotations will be calculated
    4. -1 point for each unexcused absence during the academic cycle
    5. -1 point for each hour of discipline recorded (1 hour per detention, 6 hours per suspension)
  2. Ranking Process
    1. Students exploratory scores will be complied and ranked as a list of the collective freshmen class.
    2. Score is the average of all rotations (100 points per each rotation possible)
    3. Attendance (Unexcused absences on the academic cycle and discipline points are deducted as calculated)
    4. Maximum cumulative score possible is 100 points
    5. Student MUST have scored a 65 or higher in their shop rotation in order to request that shop as their first choice
      1. The highest ranking student (out of 100 points) will be placed in their desired program proceeding down the list of student’s shop requests. If the shop is full (as determined by capacity) and a student (of a lower rank) has requested it, they will be moved to their second or subsequently requested shop placement. The student will be placed on a “waiting list.”

Determining Final Letter Grades

A final course grade is a reflection on the student’s achievement and work habits after having collected information on the student for the entire course.

In most cases, the final grade for a course is determined by taking the average of all the grades. However, since taking the average score may mask a student’s actual ability level or work habits at the end of the year, teachers may use another method for calculating the grade. Such an approach will not lower a student’s letter grade. It is important for parents and students to be aware of the course objectives that go into determining a student’s final grade. Such expectations will be published in the teacher’s expectation sheets, and will be with the approval of the Principal.

Grading Scale & GPA

The grading scale for all courses is based on a 4.0 GPA scale.

Standard Honors Letter Numerical Definition
4.0 4.3 A 90-100 Student exceeds/masters course objectives.
3.7 4.0 A-
3.3 3.7 B+ 80-89 Student meets/or is proficient in course objectives.
3.0 3.3 B
2.7 3.0 B-
2.3 2.7 C+ 65-79 Student is working toward/or has met the minimum of the course objectives.
2.0 2.3 C
1.7 2.0 C-
1.3 1.7 D
0.0 0.0 F 64-0 Student is failing to meet the course objectives.

Honor Roll

Honor Roll is determined by converting letter grades to a quality point equivalent. The sum of these equivalents divided by the number of credits attempted establishes the grade point average (GPA). A GPA of 3.7 or higher and no grade below a B- will be considered “High Honors.” A GPA 2.7 or high and no grade below a B- will be consider “Honors.” Physical Education will not be included in the computation of Grade Point Average. However, a failure in physical education will keep a student off the honor roll.

Class Rank Calculations

South Shore Vocational Technical High School will only identify the valedictorian and salutatorian from each class as well as students in the top 10% of the class for scholarship, financial assistance and other post-secondary endeavors.

Revising or Retaking Summative Assessments

Teachers will permit student revisions depending on the nature of the performance task, but teachers will set clear prerequisites. Should a student’s achievement improve as a result of the revision, the student will receive the most recent grade in the rankbook.

Teachers will provide every opportunity for students to revise or complete assignments; however, a lack of effort will impact the amount of evidence a teacher possesses to make a grade determination. Revision policies will be noted in expectation sheets.

Guidelines for Student Make-up Work due to Absences

While students may have excused absences, and excessive number of these absences may prevent a student from:

  1. Meeting course expectations and competencies
  2. Completing milestone projects
  3. Earning necessary hours toward licensure
  4. Missing off campus instruction
  5. Missing shop activities that can not be replicated after school

Consequently, lack of evidence in meeting competencies may result in a lowered grade or failing grade. (See Summer School section of handbook regarding minimum requirements to attend summer school and the limits of remediation for vocational courses)

Teachers will specify their makeup policy in their expectation sheets.

Missing classroom-based course (Academic or Related)

Students will be permitted to make up work for full credit within teacher designated time limits. Students may be required to complete alternative assignments/activities in place of a graded assignment/activity that cannot be replicated.

Missing shop classes

Regardless of whether a student absence is excused or unexcused, an excessive number of these absences may prevent the student from participating in shop activities and/or specialized off campus instruction that cannot be replicated after school. In some shops, absences, regardless of reason, may also limit the number of hours earned toward a trade license.

While reasonable efforts will be made to allow students to make up missed shop work, it may not always be possible. Consequently, a lack of evidence in meeting competencies may result in a lowered grade or a failing grade.

When a student is absent from a class on the day a project/assignment is due:

  1. Every effort should be made to turn in work through google classroom on its due date. At a minimum, all work assigned prior to an absence must be turned on on the day of the student’s return to school, regardless of whether there is a cycle change.
  2. Students absent on the day of a major written project must make every effort to submit missed work electronically. Teachers may request a parental note to confirm the student’s inability to submit the major assignment.
  3. Students who attend school, but are dismissed or suspended before a class in which an assignment is due are obligated to leave the assignment(s) for the teacher’s unless physically unable to do so.
  4. Students absent on the last day of a cycle are obligated to seek out their teacher(s) immediately upon return to school or through electronic means. Waiting until the next cycle to obtain make-up work may result in the teacher not providing it and a subsequent grade of zero (0) being earned.

Missing Work Due to Suspension

Students who miss class due to suspensions will be permitted to make-up work for full credit within reasonable teacher designated time limits. If students are given work to complete during the suspension, either in hard copy or through Google Classroom, the expectation is that it will be submitted to the teacher the next day after the completion of the suspension.

Missing Work Due to Truancy

Students who are deemed truant forfeit the right to turn in any assignments due and to make-up work from the time missed.

Incomplete Marks

Except in special cases or prolonged absences from school (which will be acted upon individually when necessary), arrangements to make up all incomplete marks are made on an individual basis between the student, teacher and administration following receipt of report cards. Students attending school regularly (under normal circumstances) should not have incomplete marks since all assignments are to be turned in when due.

If an incomplete is not made up satisfactorily within the allotted time, the incomplete will be changed to the actual grade earned. There is no question that a student’s grade will be affected by his/her attendance. Any allowed make-up work must be cleared up immediately after returning to school. The responsibility for making up work is on the student and he/she must check with his/her instructors. Exceptions are to be determined by the Office of the Assistance Principal.

Grade Splitting

On significant projects, the teacher may issue separate Achievement and Work Habit grades to account for the meeting the content and skill standards, while at the same time accounting for effort and meeting deadlines.

Late Work and Deadlines

As part of an effort to prepare students for the post-secondary world where they could have long- and short-term projects, academic and vocational instructors will establish timelines for the completion of various projects and tasks, and will set penalties for the submission of late work. Late work may adversely impact a Work Habits grade.

Deadlines for tasks may be extended at the teacher’s discretion.

Homework

Our academic and technical instructors require each student to devote considerable time to homework assignments. Homework is designed to review materials covered in class or to introduce upcoming work to be covered. Most homework requires some type of written component. Parents should check the homework for quality and completeness.

Homework may be considered a formative or summative assessment, depending on when the assignment is given during a unit of instruction and its relation to course expectations and standards.

Benchmark and Final Exams

Departments may utilize common benchmark assessments to measure student performance based upon course objectives. Finals will be given in all classroom based courses during the finals window at the end of the year. All shop based courses will have a final assessment which will be completed before/during the finals window. Students should prepare for these finals.

Interventions for At Risk Students

Students needing extra help should make arrangements to meet with their instructor after school at a time that is convenient to both. An appointment with a teacher should be made at least one (1) day in advance. Students should check their classroom expectation sheets to identify the regular day their teacher stays after school.

Students should also make use of the Homework Help Center after school, where classroom aides are available from 2:25 PM to 3:25 PM to aid any student who desires additional help.

Credit Recovery/Summer School

South Shore Vocational Technical High School will run summer school programs when there is enough interest in funds are available. When it does not run, students will be responsible to take course by other means. South Shore’s summer school will be made-up of classroom instruction with a teacher and/or a web-based learning program that may take place inside and/or outside the classroom. South Shore’s summer school is competency based. All assignments and summer school classes must be completed by August 15th. Upon successful completion of all elements of summer school that student will earn a minimum passing grade for the course.

Transcripts and Summer School Coursework

  • All South Shore’s summer school courses will be graded as pass/fail
  • Courses taken through other approved methods will also be noted as pass/fail, based on South Shore’s definition of passing
    • A student taking a course must earn a minimum grade of 70/C- in order for the course to be accepted
  • The final resulting GPA will be a D (1.0)

Vocational Remediation and Failure

A failure in a shop/technical program indicates a failure for the year. Students who fail their technical program receive no credit for the program and are required to repeat the entire vocational year. Students may be allowed to repeat in the current technical program when it is in their best interest and there is space available. There should be no expectation that a student will continue in the same program. The student’s year of graduation will be adjusted to show the 90 days of vocational education owed.

Promotion Requirements and Restrictions

Successful completion of all courses is required if the student is to continued toward graduation. In order to ensure promotion, all failed classes must be made up prior to continuing with a cohort class. Satisfactory make-up of all failed courses may be accomplished through successful completion of an approved summer school program or evening school program. If utilizing an online credit recovery during the school year, a plan and registration MUST be approved by the Office of the Assistant Principal.

  • In order to matriculate to the next grade, students must successfully complete course work in English, Math, Science, Social Studies, shop, related and wellness each year
    • A student who fails two (2) or more courses in a given year will not be promoted academically
    • A student may continue to progress through courses passed, however, the student’s year of graduation/cohort will be changed to reflected courses owed
  • Failing a shop year, will result in a mandatory parental meeting with the guidance department and will result in the repeating of the vocational-technical year
  • All students must take and pass Wellness each year
  • All students must earn their OSHA 10 card prior to co-op placement and/or graduation

Exceptions to these requirement may be made for students entering South Shore after their 9th grade.

Graduation Policy

Early Senior Release: In order to be eligible, the student must meet the following criteria:

  1. Complete all work in related, shop and academic areas
  2. Satisfy all financial and disciplinary obligations
  3. All students, when signing out, must complete a checkout sheet, which contains staff signatures, grades to date and indicates and financial/materials obligation
    1. All books and materials must be returned or bill paid
    2. The checkout sheet contains information on the student records and their right to a free appropriate public education

If a student has failed an academic subject, she/he will have to successfully complete a district approved summer or evening school before receiving their diploma. Participation in the graduation ceremony is privilege and dependent upon the student’s completing required coursework and being in “good standing.”

ServSafe or OSHA 10, General and Construction is a third party safety certification requirement for graduation. It is the student’s responsibility to make sure that their program’s instructor receives a printed Certification of Completion or a copy of their OSHA 10 card for their records. The student must also have a printed Certification of Completion or a copy of their OSHA 10 card for their career plan in order to be eligible for co-op.

Student Sign-out Procedure

The following procedure is to be followed when a student is signing out of the school (this is also included in the graduation procedure).

  1. The Principal or the designee will interview the student and their parent/guardian to determine the reason(s) for leaving and to assist students in planning and taking steps toward continuing their education and/or job placement.
  2. When a student is leaving the school prior to graduation, a parent/guardian must come into school in order to formally sign-out the student.
  3. In order to receive financial reimbursement, students must return books/materials by June 30th in the year of their graduation.

Student Council

Mission statement: Student Council allows students to become responsible leaders within our school community and to build traits of good citizenship.

Student Council will accomplish this mission by:

  • Promoting responsible leadership within our community
  • Assisting in the development, promotion, and management of school activities and charitable fundraisers
  • Encouraging and stimulating development of good citizenship among students
  • Practicing leadership through service
  • Working with the School Council and School Committee to help improve the school

School Council will consist of a president and vice-president for each grade level and one-student body president. Class president and vice-president will be chosen by majority vote of the student body in each grade level on a selected election date. The student body representative is appointed by administration. Other students may participate and help with events although not elected officers.

Eligibility: Student Council is open to any student. Students wishing to runf for class office must have and maintained good academic performance and “good standing” in the community. Candidates must obtain and complete the necessary paperwork by the appointed dates. Senior president and vice-president must have participated in at least one election prior to their senior year.

National Honor Society

Eligibility: Students who have maintained the following standards for two consecutive semesters, may be nominated for membership after the completion of their sophomore year.

  • GPA minimum of 3.5
  • Shop grade minimum of 85 each semester
  • Related grade(s) minimum of 80 each semester
  • Academic average of an 85, with not more than one(1) grade below 80 each semester
  • Good Citizenship
  • Demonstrate Leadership/Service

Eligibility for Membership upon Nomination National Honor Society Selection Committee bases their selection on the following criteria:
Leadership, Scholarship, Character and Service to the community.

The National Honor Society Selection Committee shall be comprised of one (1) each of the following: Shop and/or related teacher, Academic teacher, Guidance counselor and Administrator.

Maintenance of Membership

Members, who fail to maintain the GPA and grade criteria and/or personal conduct unbecoming the organization in any semester, will be placed on probation. Failure to meet the above standards during the semester of the probation will be reviewed by the admissions committee, which will make a recommendation to the Membership at regular or special chapter meeting. The member will be dropped from membership upon a 2/3 vote of those members present.

Reinstatement of Membership

A member may be reinstated after meeting the nomination criteria for entire semester. No additional fees will be charged to reinstated members.

Special Education and Section 504

Special Education: Under Massachusetts Special Education Laws/Regulations and IDEA and ESSA, a student may be eligible for special education if a special education team determines that the student has a qualified disability, is not making effective progress as a result of the disability, and requires specially designed instruction or related services in order to make effective progress. In all instances related to special education students, appropriate Massachusetts and Federal laws and regulations are followed.

A student may be referred for an evaluation by a parent or any person in a care giving or professional position concerned with the student’s development. Referrals for special education evaluations should be directed to the Director of Special Education. After an evaluation has been completed, a Team meeting (including the parents, evaluators, school personnel, and school personnel from a sending school district) shall be held. If the Team agrees the child is eligible for special education, an IEP is developed by the Team. Once the IEP is accepted and signed by the parent(s), the agreed upon services are provided. IEP’s are reviewed and updated at least annually until it is determined that special education or related services are no longer necessary. Parents who have any concerns regarding special education or the laws and regulations should contact the Director of Special Education for more detailed description of parental rights.

Section 504

Under the provisions of Section 504, a student may be entitled to the provision of related services, accommodations and other supports if the student has a disability that substantially impacts a major life function. Referrals for and questions related to Section 504 should be directed to the principal.

Special Education Observation Policy

Policy of the South Shore Vocational Technical High School regarding in-school observations by parents and their designees.

In accordance with Massachusetts special education law, the South Shore Vocational Technical High School permits parents and their designees (defined by law as a parent designated independent evaluators and educational consultants) to conduct in-school observations of the student’s current or proposed special education program.

When a parent or designee wishes to conduct such an observation, the following procedures shall be followed:

  1. The parent shall contact the Special Education Department and indicate the name of the person who will conduct the observation and the affiliation of that person to the child and/or parent.
  2. If the request for the observation comes from the observer and parent, the school will need to confirm with the parent the identity of the observer and ensure the parent consents to the observation. If the designee wishes to review any portion of the student’s records, the school must obtain written consent from the parent and a request from the observer at least ten (10) days prior to the observation in order to allow the designee to access the student’s record in accordance with the Massachusetts’ student record regulations.
  3. Upon notification of the request for the observation, the Principal will be informed of the request and the school will provide timely access to the student’s current or proposed educational program. The school will contact the parent and/or designee to schedule a mutually convenient time for the observation. Please be advised that there may be certain times of the year, such as when MCAS is being administered, that the school generally will not schedule observations due to the disruption the observation would cause during these particular time periods. If the observation is requested during one of these time periods the school will work with the observer to find another mutually agreeable time for the observation.
  4. The school will also discuss with the parent and/or designee in advance of the observation within a reasonable time allotment for the observation. The observer will be permitted to observe both academic and non-academic activities if requested. Observation times will be determined on an individual basis depending on the circumstances of the particular student and/or program to be observed.
  5. The school will also work with the classroom teacher and the observer to set up other specifics of the observation (including, but not limited to, placement of the observer in the classroom).
  6. The number of observers at any one time may be limited.
  7. If the observer develops a written report of his/her observations, the school asks that the observer provide the school with a copy of his or her report in advance of any follow-up Team meeting.
  8. South Shore Vocational Technical High School is responsible for ensuring for safety of students at all times. If, in the opinion of the school, the observation threatens to compromise the safety of the students in the observed program, the integrity of the program during observation, or if there is threat of disclosure by the observer of confidential or personally identifiable information he or she may obtain while observing the program, the school may impose reasonable limitations and restrictions on the observation. Any limitation and restrictions imposed pursuant to this paragraph will be done on a case by case basis.
  9. South Shore Vocational Technical High School may exercise its discretion to monitor all or parts of the observation for its appropriateness.
  10. South Shore Vocational Technical High School may exercise its discretion at any time to reschedule or terminate an observation in the event of a building emergency or a disruption that impacts the physical or emotional well-being of the children in the school or the program being observed

Work Based Learning Education

As the outcome of successful participation in a vocational program the students is expected to participate in a work-based learning opportunity.

The Cooperative Education Program is a continuation of the school program that provides a qualified junior at the start of the 2nd semester and senior students with a vocational occupational employment opportunity in an industrial setting. The Cooperative Education program is based upon a cooperative agreement between the school, the students and the employer to provide vocational technical instruction to the student in the workplace. The work engaged must be directly related to the vocation in which the student has been trained and cooperating employers agree to provide additional training as specified by the school. The employer reports student performance to the school on a regular basis and students are paid for their work.

Cooperative Education is extended to students based on their academic and vocational technical skills and attitudes.

Hiring decisions are made by the employer and they may terminate at anytime.

Advantages of Cooperative Education

  • Co-op relates classroom study to the world of work
  • Co-op increases the effectiveness and relevance
  • Co-op fosters a respect for work, thus building respect for the American free enterprise system
  • Co-op provides a local source of skilled workers
  • Co-op improves the personnel selection process by using actual on-the-job performance as a basis for permanent hiring decisions
  • Co-op is an effective relationship between local industry, the community and the school
  • Co-op provides a smooth and direct pathway from school to work

Co-op is reserved of those students who, in the opinion of South Shore, can benefit more from co-op than from further instruction in the shop. The decision to encourage or permit cooperative work experience is made by each individual vocational-technical program area and may change year to year. Unusual student circumstances or worksite opportunities may also be judged individually be department instructors and the co-op team.

Any student permitted to participate in the co-op program must comply with the guidelines listed below. Any deviation with involve input by the program instructors, academic teachers and the co-op team.

If the situation arises where a student is denied eligibility, an individualized contract may be developed whereby the student may become eligible for co-op after meeting all the criteria by a date to be determined in the contract.

Students

  1. Quality & Eligibility
    1. Member of the senior class or a junior in the second semester with a minimum of two (2) years in a single shop. (Cosmetology students upon completion of 1000 quality hours and submission of paperwork to the Board of Registration.)
    2. Recommendation by the co-op team
    3. Determined eligible by the co-op team
      1. Up-to-date career plan
      2. Current resume
      3. Evidence of a digital portfolio
      4. OSHA 10/Servsafe credential
      5. Passed MCAS (English, Math and Science)
      6. Be a student in “Good Standing” as defined in the student handbook
      7. B- or better in shop and related classes
      8. No grades less than a C- in the academic subjects
      9. Have met the attendance requirements
  2. Maintenance of eligibility
    1. Student must maintain a student in “Good Standing” status
      1. Student must maintain an acceptable disciplinary record. (No suspensions)
    2. Shop and related classes must maintain a B- or better
    3. Academic grades must maintain a C- or better
    4. Absences must meet the minimum school standard for attendance
    5. A student must return all appropriate paperwork, time cards, weekly work reports and/or evaluations to school within two weeks or the co-op placement may be suspended
    6. Students participating in the Cooperative Education Program are expected to be at their job site during prescribed hours. Co-op students are not allowed on school grounds while classes are in session unless that have an appointment with a staff member or need to drop off co-op paperwork
    7. Students are required to call the school prior to 8:30 AM to report an absence during the shop cycle
    8. Students cannot work their co-op employment during their academic cycle
    9. Students who may become laid off or cannot fulfill the minimum number of hours as indicated on the co-op agreement during their co-op cycle, will immediately report to the school and notify the co-op team
    10. An employer may request termination at any time
  3. Junior year eligibility
    1. At the beginning of the second semester, members of the junior class who are at least 16 years old with a minimum of 1 1/2 years in a single shop program, may seek eligibility determination by the co-op team. Students seeking eligibility must have maintained a B in shop and related classes and a 75 average in their academic courses, as well as meeting the criteria listed above.
  4. Work station
    1. Qualifications
      1. Employee (co-op student) must be covered by Workman’s Compensation Insurance
      2. A safety visit and CORI check will be done
      3. Safety standards and training must be maintained
      4. Employer is expected to provide training and maintain the minimum number of hours as indicated on the co-op agreement
      5. Employer’s personnel used as instructors must meet the qualifying status of journeyman in their particular trades or occupations; and meet the standards of a CORI check
      6. The employer is expected to pay wages comparable to those paid other person doing similar work in the same establishment and no less than minimum wage
      7. The hours and working conditions shall conform to those established by law
      8. The employer of designee will complete the evaluation sheet at the end fo each co-op cycle

Principles of Student Discipline

Consequences for violations of the provisions of this handbook are described throughout the handbook.

The South Shore Regional School District will contact law enforcement officials when the district has reason to believe, or suspect that a crime has been committed. The law enforcement official(s) will decide if a crime has been committed and the subsequent course of action beyond any school discipline.

Memorandum of Understanding

The South Shore Regional School District and the Hanover Police Department (transferrable to other departments.)

This document represents the formalized working relationship between the South Shore Vocational Technical High School and the Hanover Police Department (“Police”), collectively “the parties,” of the community and its children. The parties agree that joint cooperation and a common desire to promote a safe, orderly, and secure school environment conducive to learning will best serve the school community.

In furtherance of the above goals the Parties agree as follow:

  1. Scope of the Agreement
    1. This Agreement concerns the sharing of information and resources concerning incidents of threats, violence, or any other behavior or incidents that pose a threat to the safety and well-being of students and employees of the school.
  2. Designation of Contact Persons
    1. The Parties agree that the Superintendent shall act as a primary point of Police contact for the exchange of information and resources. Further, the Superintendent and principal shall be the primary points of contact for the school. The school and police may designate those individuals who shall assume such responsibilities in the designated as primary or secondary points of contact shale be authorized to receive information from either party.
  3. Interagency Cooperation and Information Sharing
    1. The Parties recognize that establishing this agreement will best enable each to communicate and share information and resources concerning incidents of threats, violence, or any other behavior or incidents that pose a substantial threat to the safety and well-being of students and employees of the school. The Parties agree that the sharing of such information and resources to the extent permitted by relevant laws and regulations are vital to providing a safe, orderly, and secure environment for the children.
  4. Administration of the Agreement
    1. This agreement shall be in effect as of the date the agreement is signed by the Parties. Any party signatory to this agreement may terminate participation upon thirty (30) day notice to all other signatories. Modification of the agreement shall be made only by written document setting for the modifications, signed by all consenting parties. The Parties acknowledge that this agreement does not preclude or preempt the Parties from individually entering into agreements with other entities regarding the sharing of information. Any such agreements shall not nullify the force and effect of the agreement.

Insubordination

A student’s refusal to obey a direct order from member of the staff is considered insubordination and may result in a suspension up to nine (9) days depending on the circumstances.

Due Process

In providing for “Due Process” the administration reviews the complaint, talks to the student to be sure that all sides of the story understood, gathers available evidence and renders a decision for action as per the student handbook. Parents are notified in discipline cases that require suspension. Students who face suspension for more than ten (10) day or expulsion from school will be entitled to a due process hearing with the Principal.

Student’s Right to Appeal

A student who believes he/she has been wrongly accused or treated unjustly by a teacher has the right to appeal to administration. This appeal may be carried upward from the teacher to the appropriate Vocational Coordinator and Principal. Such appeals will be heard be the administration and a decision will be rendered after a conference with the student and instructor or other parties involved.

Types of Discipline

Detention

Definition: Retention of the student, after regular school hours for one hour (transportation provided to in-district students only). Detentions issued by the instructor for a classroom infraction or behavior detrimental to the learning process as viewed by the instructor, will be served with that instructor.

Detentions issued for an infraction committed in a “general area” will be served in “general detention.” Detentions will begin 5 minutes after the end of the day dismissal bell.

Non-Serving of Detention Hours

Students who fail to serve hours during the week in regular detention sessions will make up their time during SATURDAY DETENTION or in-school suspension. These detentions eliminate the skipped detentions only; the student is still required to serve the original detention hours.

Saturday & In-Service Detention

Saturday & In-Service Detention is an opportunity for students to serve missed detention hours in large chunks and/or may be assigned by administration for actions deemed to warrant such discipline included, but not limited to attendance issues.

Failure to meet the requirements of a Saturday or In-Service Detention will result in additional disciplinary action including in-school or out-of-school suspension.

Exclusion

Excluding the student from a specific class, classes, or the school for a specified limited period of time.

Suspension

Prior to the student’s removal from school, the administration must provide both the student and parent written notice of the charges and an opportunity for internal hearing. An exception to the advance parental notice and hearing for a short-term Emergency Removal if the student’s continued presence was deemed to pose a danger to persons or property or to cause material disruption to the order of the school.

In-School Suspension (ISS)

Whenever possible, suspension will be served in a supervised area that is designed for this purpose. School work must be done and work accomplished. Close contact is kept with student’s teachers to make the experience productive and meaningful.

Procedures Regarding Suspension and Expulsion Written Complaint

Upon a student’s violation of the rules of this handbook, a staff person must file a formal description to administration.

Discipline of Special Education Students Under IDEA 2004
20 U.S.C.§ 1415(K) AND 34 CFR §§ 300.530.300.356

Discipline of Special Education Students

This chart should be read in conjunction with discipline procedures in state law, M.G.L. c.71 §§ 37H & 37H 1/2, and district-wide and school-wide student codes of conducts.

  • Protections of IDEA apply to students who have been found eligible for special education and to students from whom the school is deemed to have knowledge that the child might have a disability (i.e. students who have not yet been found eligible but the school had a basis of knowledge of a disability, including students who have been referred for initial evaluation. 34 CFR § 300.354
  • Beginning on the 11th school day of a student’s disciplinary removal during the school year, and if removal is a change in placement, the student must be provided free appropriate public education (FAPE) services during the period of removal to allow him/her to continue to participate in the general education and progress toward IEP goals, even if in a different setting. 34 CFR § 300.530(b) & (d)
  • If the conduct that the student is being disciplined for involves “special circumstances” of weapons, illegal drugs, controlled substances, or seriously bodily injury, school personnel may remove the student to an interim alternative educational setting (IAES) for up to 45 school days, regardless of the manifestation determination. 34 CFR § 300.530(g). The IEP team must determine the IAES.
  • Although the following flowchart lays out the steps that a school district must take when disciplining a student with a disability, it is important to remember that at any point the parent and school district can agree to change a student’s placement for disciplinary reasons. Agreements should be made in writing, and signed by school personnel and the parent.

Appeals Process for Disciplinary Decisions for Students with Disabilities

Under IDEA 2004: 20 U.S.C. § 1415(k) and 34 CFR § 300.532-300.533

Who may file an appeal of a disciplinary decision?

  • A parent of a child with a disability who disagrees with any decision regarding the child’s disciplinary placement, or the manifestation determination, may appeal the decision by requesting a hearing at the Bureau of Special Education Appeals (BSEA). Reasons for appeal may include, but are not limited to, disagreement with the student’s removal to an interim alternative educational setting (IAES), disagreement regarding the manifestation determination, disagreement regarding the determination of whether the removal is a change of placement, disagreement regarding the educational services the student receives during the period of removal, and disagreement regarding the functional behavioral assessment and/or implementation of a behavioral intervention plan. 34 CFR §§ 300.530-300.531
  • An LEA that believes that maintaining the student’s current placement is substantially likely to result in injury to the child or others may file a request for a hearing with BSEA.

A student for whom the district is deemed to have knowledge of a disability – A child who has not yet been determined to be eligible for special education and related services may assert the disciplinary protections under IDEA if the school had a basis of knowledge that the child is the child with a disability before the behavior that precipitated the disciplinary action occurred. The school is deemed to have knowledge if:

  1. The child’s parent expressed concern in writing to administrative or supervisory personnel of the school or district that the child is in need of special education or related services
  2. The parent of the child had requested a special education evaluation, or
  3. The child’s teacher or other school or district personnel expressed specific concerns to the Director of Special Education or to other supervisory personnel about a pattern of behavior demonstrated by the child

The school district is not deemed to have knowledge of a disability if:

  1. The parent has not allowed any evaluation or has refused special education and related services, or
  2. The child has been evaluated and determined not to be a child with a disability. 34 CFR § 300.354

Change of Placement

A change of placement because of a disciplinary removal occurs if a child with a disability is removed from his/her current educational for more than ten (10) consecutive school days, or the child is subjected to a series of removals that constitutes a pattern because:

  1. The removals total more than ten (10) school days in a school year
  2. The child’s behavior is substantially similar to previous incidents that resulted in the series of removals, and
  3. Additional factors such as the length of each removal, the total amount of time the child has been removed, and the proximity of the removals to one another constitute a pattern. 300 CFR § 300.536

Current Placement

The placement from which the student was removed for disciplinary reasons.

Interim Alternative Educational Setting (IAES)

An IAES is a disciplinary placement that is not the same as the child’s current placement as defined in his/her IEP.

Manifestation Determination

The determination made by the district, the parent, and the relevant members of the student’s Team, after review of all the relevant information in the student’s file including the IEP, teacher observations, and relevant information provided by the parents, whether

  1. The conduct in question was caused by or had a direct and substantial relationship to the child’s disability; or
  2. The conduct in question was the direct result of the district’s failure to implement the student’s IEP. 34 CFR § 300.530(c)

Special Circumstances

Where the disciplinary conduct is a “special circumstance,” school personnel may removed a students to an IAES for note more than 45 school days, regardless of the results of the manifestation determination. Special circumstances exist if the student:

  1. Carries a weapon to or possesses a weapon at school, on school premises, or to or at a school function under the jurisdiction of a State or local educational agency (district); or
  2. Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while at school, on school premises, or at a school function under the jurisdiction of a State or local educational agency: or
  3. Carries a weapon to or possesses a weapon at school, on school premises, or to or at a school function under the jurisdiction of a State or local educational agency (district); or
  4. Inflicts serious bodily injury upon another person while at school, on school premises, or at a school function under the jurisdiction of a State or local educational agency. 34 CFR § 300.530(g)

Serious Bodily Injury

As defined in 18 U.S.C. § 930, a bodily injury that involves a substantial risk of death, extreme physical pain, protracted and obvious disfigurement, or protracted loss or impairment of the function of a bodily member, organ, or mental faculty. 34 CFR § 300.530 (i)(3).

Carrying Dangerous Weapons

MGL c.269 §10(j)

Whoever, not being a law enforcement officer, and notwithstanding any license obtained by him under the provisions of chapter one hundred and forty, carries on his person a fireaum as herein defined, loaded or unloaded or other dangerous weapon in any building or on the grounds of any elementary or secondary, college or university shall be punished by a fine of not more than one thousand dollars or by imprisonment for not more than one year, or both. For the purpose of this paragraph, “firearm” shall mean any pistol, revolver, rifle or smoothbore arm form which a shot, bullet or pellet can be discharged by whatever means.

Dangerous Weapons, Controlled Substances & Assaults on Educational Staff

Massachusetts General Laws Chapter 71, section 37H requires that all student handbooks contain the following provisions.

  1. Any student who is found on school premises or at a 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 by chapter ninety-four C, including, but not limited to, marijuana, cocaine, and heroin, may be subject to expulsion from the school or school district by the principal.
  2. 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.
  3. Any student who is charged with a violation of either paragraph (1) or (2) 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 discretion, decided to suspend rather than expel a student who has been determined by the principal to have violated either paragraph (1) or (2).
  4. 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 (10) days from the date of expulsion in which to notify the superintendent of his 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.
  5. Any school district that suspends or expels a student under this section shall continue to provide educational services to the student during the period of suspension or expulsion under section 21 of chapter 76.

Students should note that the definition of “assault” includes not only harmful or offensive contact, but also threatening such contact.

Additionally, students should be aware that the federal Gun Free Schools Act mandates that any student who brings a firearm to school be expelled for a minimum of one (1) year, with exceptions granted only by the Superintendent. Under this act, a firearm includes not only a gun but also an explosive device.

Felony Complaints or Convictions

Massachusetts General Laws Chapter 71, section 37H 1/2 provides that:

  1. Upon the issuance of a criminal complaint charging a student with a felony or upon the issuance of a felony delinquency complaint against a student, the principal or headmaster of a school in which the student is enrolled may suspend such student for a period of time determined appropriate by said principal or headmaster. If said principal or headmaster determines that the student’s continued presence in school would have a substantial detrimental effect on the general welfare of the school. The student shall receive written notification of the charges and the reasons for such suspension prior to such suspension taking effect. The student shall also receive written notification of his right to appeal and the process for appealing such suspension; provided, however, that such suspension shall remain in effect prior to any appeal hearing conducted by the superintendent.
    1. The student shall have the right to appeal the suspension to the superintendent. The student shall notify the superintendent in writing of his request for an appeal no later than five calendar days following the effective date of the suspension. The superintendent shall hold a hearing with the student and the student’s parents or guardian within three calendar days of the student’s request to appeal. At the hearing, the student shall have the right present oral and written testimony on his behalf, and shall have the right to counsel. The superintendent shall have the authority to overturn or alter the decision of he principal or headmaster, including recommending an alternative education program for the student. The superintendent shall render a decision on the appeal within five calendar days of the hearing. Such a decision shall be the final decision of the city, town, or regional school district with regard to the suspension.
  2. Upon a student being convicted of a felony or upon an adjudication or admission in court of quit with respect to such a felony or felony delinquency, the principal or headmaster of a school in which the student is enrolled may expel said student if such principal or headmaster determines that the student’s continued presence in school would have a substantial detrimental effect on the general welfare of the school. The student shall receive written notification of the charges and reasons for such expulsion prior to such expulsion taking effect. The student shall also receive written notification of his right to appeal and the process for appealing such expulsion; provided, however, that the expulsion shall remain in effect prior to any appeal hearing conducted by the superintendent.
    1. The student shall have the right to appeal the expulsion to the superintendent. The student shall notify the superintendent, in writing, of his/her request for an appeal no later than five (5) calendar days following the effective date of the expulsion. The superintendent shall hold a hearing with the student and the student’s parent or guardian within three (3) calendar days of the expulsion. At the hearing, the student shall have the right to present oral and written testimony on his behalf, and shall have the right to counsel. The superintendent shall have the authority to overturn or alter the decision of he principal or headmaster, including recommending an alternative education program for the student. The superintendent shall render a decision on the appeal within five calendar days of the hearing. Such a decision shall be the final decision of the city, town, or regional school district with regard to the suspension.
  3. Any school district that suspends or expels a student under this section shall continue to provide educational services to the student during the period of suspension or expulsion under section 21 of chapter 76. If the student moves to another district during the period of suspension or expulsion, the new district of residence shall either admit the student to the school or provide educational service to the student in an education service place, under section 21 of chapter 76.

Procedural Due Process

A student will not be excluded from school without being afforded appropriate due process as set forth below. If, however, a student’s continued presence in school poses a danger to persons or property, or materially and substantially disrupts the order of the school, and , in the administrator’s judgement there is no alternative available to alleviate the danger or disruption, a student who is charged with a disciplinary offense may be removed temporarily from school before receiving due process pursuant to an Emergency Removal (see below for more information.)

In-School Suspension – An In-school suspension is a removal of a student from regular classroom activities, but not from the school premises. The procedure for an in-school suspension of no more than ten (10) school days (consecutive or cumulatively for multiple infractions during the school year) will be as follows:

  1. The administrator will inform the student of the disciplinary offense charged, the basis for the charge, and provide the student opportunity to respond. If the administrator determines that the student committed the disciplinary offense, the administrator will inform the student of the length of the student’s in-school suspension, which may not exceed ten (10) days, cumulatively or consecutively, in a school year.
  2. On the same day as the in-school suspension decision, the administrator will make reasonable efforts to notify the parent orally of the disciplinary offense, the reasons for concluding that the student committed the infraction, and the length of the in-school suspension. The administrator will also invite the parent to a meeting to discuss the student’s academic performance and behavior, strategies for student engagement, and possible responses to the behavior. Such a meeting will be scheduled on the day of the suspension if possible, and if not, as soon thereafter as possible. If the administrator is unable to reach that parent after making and documenting at least two (2) attempts to do so, such attempts will constitute reasonable efforts for purposes of orally informing the parent of the in-school suspension.
  3. The administrator will send written notice to the student and parent about the in-school suspension, including reason and the length of the in-school suspension, and inviting the parent to a meeting with the principal for the purposes set forth above, if such a meeting has not already occured. The administrator will deliver such notice on the day of the suspension by hand-delivery, certified mail, first-class mail, email to an address provided by the parent for school communications, or by other method of delivery agreed to by the administrator and the parent.

An in-school suspension of more than ten (10) consecutive days in a school year will be subject to the procedures for long-term suspension.

The Principal may remove a student from privileges, such as extracurricular activities and attendance as school-sponsored events, based upon the student’s misconduct. Such a removal is not subject to such due process procedures.

Short term, Out-of-School Suspension

Except in the case of an Emergency Removal (see below), prior to imposing a short term out-of-school suspension (10 days or less in a school year) for conduct not covered by M.G. L. c. 71 §37H and 37H 1/2, an administrator will provide the student and his/her parent oral and written notice and an opportunity to participate in an informal hearing.

  1. Notice: The written notice to the student and the parent will be in English and in the primary language of the home if other than English, or other means of communication where appropriate and will include the following:
    1. The disciplinary offense
    2. The basis for the charge
    3. The potential consequences, including the potential length of the student’s suspension
    4. The opportunity for the student to heave a hearing with the administrator concerning the proposed suspension, including the opportunity to dispute the charges and to present the student’s explanation of the alleged incident, and for the parent to attend the hearing
    5. The date, time, and location of the hearing
    6. The right of the student and the student’s parent to interpreter services at the hearing if needed to participate
    7. Written notice to the parent may be made by hand delivery, first-class mail, certified mail, email to an address provided by the parent for school communications, and or other method of delivery agreed upon by the school and the parent
  2. Efforts to Involve Parent: The administrator will make reasonable efforts to notify the parent of the opportunity to attend the hearing. To conduct a hearing without a parent present, the administrator must be able to document reasonable efforts to include the parent. The administrator is presumed to have made reasonable efforts if the administrator has sent written notice and has documented at least two (2) attempts to contact the parent in the manner specified by the parent for emergency notification.
  3. Format of the Hearing: The administrator will discuss the disciplinary offense, the basis for the charge, and any other pertinent information. The students also will have an opportunity to present information, including mitigating facts, that the administrator should consider in determining whether other remedies and consequences may be appropriate. The administrator will provide the parent, if present, an opportunity to discuss the student’s conduct and other information, including mitigating circumstances, that the administrator should consider in determining the consequences for the student.
  4. Decision: The administrator will provide written notice to the student and the parent of his/her determination and the reasons for it, and, it the student is suspended, the type and duration of suspension and the opportunity to make up assignments and such other school work as needed to make academic progress during the period of removal. The notice of determination may be in the form of an update to the original written notice of hearing.

Long Term Suspension

Except in the case of an Emergency Removal, prior to imposing a long-term suspension (more than ten (10) days of suspension, whether in-school or out-of-school, whether consecutive or cumulative for multiple offenses during a school year), an administrator will follow the procedures for the short-term suspension plus additional procedures as follows:

  1. Notice: The notice will include all the components for a short-term suspension in Section C above, plus the following:
    1. In advance of the hearing, the opportunity to review the student’s record and the documents upon which the administrator may rely in making a determination to suspend the student or not;
    2. The right to be represented by counsel or a lay person of the student’s choice, at the student’s/parent’s expense;
    3. The right to produce witnesses on his or her behalf and to present the student’s explanation of the alleged incident, but the student may not be compelled to do so.
    4. The right to cross-examine witnesses presented by the school district;
    5. The right to request that the hearing by recorded by the administrator, and a copy of the audio recording provided to the student or parent upon request; and
    6. The right to appeal the administrator’s decision to impose long-term suspension to the superintendent.
  2. Format of Hearing: The Hearing will afford the rights set forth in the notice above. The administrator will also provide the parent, if present, an opportunity to discuss the student’s conduct and offer information, including mitigating circumstances, that the administrator should consider in determining consequences for the student.
  3. Decision: Based upon the evidence, the administrator will determine whether the student committed the disciplinary offense, and, if so, after considering mitigating circumstances and alternatives to long-term suspension. The administrator will send the written determination to the student and the parent by hand-delivery, certified mail, first-class mail, email to an address provided by the parent for school communications, or an other method of delivery agreed to by the school and the parent. If the administrator decides to suspend the student on a long-term basis, the written determination will:
    1. Identify the disciplinary offense, the date on which the hearing took place, and the participants at the hearing;
    2. Set out the key facts and conclusions reached
    3. Identify the length and effective date of the suspension, as well as a date of return to school;
    4. Include notice of the student’s opportunity to receive education services to make academic progress during the period of removal from school (if more than 10 cumulative days);
    5. Inform the student of the right to appeal the administrator’s decision to the superintendent or designee. Notice of the right of appeal will be in English or the primary language of the home if other than English, or other means of communication where appropriate, and will include the following information stated in plain language:
      1. The process for appealing the decision, including that the student or parent must fill a written notice of appeal with the superintendent within five (5) calendar days of the effective day of the long-term suspension; provide that within five (5) calendar days, the student or parent may request and receive from the superintendent an extension of time for filing written notice up to seven (7) additional calendar days; and that
      2. The long-term suspension will remain in effect unless and until the superintendent decides to reverse the administrator’s determination on appeal.

No long-term Suspension will extend beyond the end of the school year in which the suspension is imposed.

Expulsion

Students are subject to expulsion (i.e. permanent exclusion) by the Principal for the conduct listed below. (See also, M.G.L. ch 71, §37H)

  • Possession of a dangerous weapon*
  • Possession of a controlled substance (such as marijuana, cocaine, or prescription drugs not authorized by the school nurse
  • Assault on teachers, administrative staff or other educational personnel

*This includes not only knives and guns, explosive devices and realistic replicas of such weapons/devices, but also other objects used to assault another person or to otherwise create a dangerous situation, such as a baseball bat, a pair of scissors, matches or lighter. While such objects would not always constitute “dangerous weapons”, administrators and educational professionals will review the circumstances of each case and make a reasonable determination about whether a particular object in a student’s possession constitutes a dangerous weapon in the school setting. Any illegal weapon will be turned over to the Police Department. Any student who brings a firearm to school must be expelled for a minimum of one (1) school year, with exceptions granted only by the superintendent. (The definition of a firearm includes but is not limited to guns (including a starter gun), bombs, grenades, rockets, missiles, mines and similar devices.)

Students are subject to long-term suspension/expulsion by the Principal when charged/convicted of a felony based upon the standards and procedures set forth in M.G.L. c71. §37H 1/2.

Any student who is removed from school for a disciplinary offense under M.G.L. c 71 §37H or §37H1/2 for more than ten (10) consecutive days will have an opportunity to receive educational services and make academic progress during the period of removal under a school-wide education service plan, and will be so informed at the time of the suspension/expulsion.

Procedures Applicable to Conduct Covered by M.G.L. 71, §37H and §37H1/2

When considering the exclusion of a student from school for possession of a dangerous weapon, possession of a controlled substance (such as marijuana, cocaine, or prescription drugs not authorized by the school nurse), or assault on teachers, an administrator may place a student on a short-term suspension (ten (10) days or less) based upon an informal hearing, to be followed be a formal hearing before the Principal within that period of suspension to determine whether to take additional disciplinary action, up to and including expulsion from school.

  1. The informal hearing will be in the form of a conference between the student and the principal or designee. At this conference, the student:
    1. Shall be informed of the reason for the conference,
    2. Shall be given the opportunity to present his or her side of the story, and
    3. Shall be given a decision on the suspension. If the administrator deems delay of the hearing necessary to avoid danger or substantial disruption, this process may occur immediately after, rather that before, the suspension.
  2. Prior to putting a suspension into effect, the principal or designee shall make a reasonable effort to telephone and inform the student’s parent or guardian of the impending suspension; this school include attempts to contact the parents or guardians at home and at work. Parents may contact that school for additional information regarding the suspension.
  3. A letter will be mailed to the parent/guardian of the suspended student stating:
    1. The reason for the suspension
    2. A statement of the effective date and duration of the suspension
    3. A statement regarding whether or not the Principal will schedule a formal hearing to consider further discipline, up to and including expulsion from school in accordance with M.G.L. c 71, §37H
    4. When considering a suspension/expulsion of a student charged with/convicted of a felony, the Principal will use standards and procedures set forth in M.G.L. c71. §37H1/2. In addition, prior to initiating such procedures, the Principal may meet informally with the student and/or his parents to review the charge and the applicable standards if the Principal deems appropriate.

Exception for Emergency Removal

Notwithstanding the provisions for short or long-term suspension set forth above, a student who is charged with a disciplinary offense may be removed temporarily from school if the continued presence of the student poses a danger to persons or property, or materially and substantially disrupts the order of the school, and, in the administrator’s judgement, there is no alternative available to alleviate the danger or disruption.

The administrator will immediately notify the superintendent in writing of the removal and the reason for it, and describe the danger (or disruption) by the student.

The temporary removal will not exceed two (2) school days following the day of the emergency removal, during which time the administrator will provide the following, as applicable to the length of the suspension:

  • Make immediate and reasonable effort to orally notify the student and the student’s parent of the emergency removal, the reason for the need for emergency removal, and other applicable matters;
  • Provide written notice to the student and parent as provided in Section C or D above, as applicable;
  • Provide the student an opportunity for a hearing with the administrator, as applicable, and the parent an opportunity to attend the hearing, before the expiration of the two (2) school days, unless and extension of time for the hearing is otherwise agreed to by the administrator, student, and parent.
  • Render a decision orally on the same day as the hearing, and in writing no later that the following school day.

An administrator may not remove a student from school on an emergency basis for a disciplinary offense until adequate provisions have been made for the student’s safety and transportation.

Appeal to the Superintendent

If a decision by an administrator, following the parent meeting, results in a suspension of a student for more than ten (10) cumulative school days for the school year, the student may appeal the decision to the superintendent. In order to do so the students or parent must file a notice of appeal with the superintendent with five (5) calendar days with a seven (7) day postponement option. The superintend must hold the hearing with three (3) school days of the student’s request, unless the students or parents request an extension of up to seven (7) additional calendar days. If the appeal is not filed with the time frame, the superintendent may deny the appeal, or may allow the appeal at his or her discretion, for good cause.

The following apply:

  • The superintendent will make a good faith effort to include the parent in the hearing. The superintendent will be presumed to have made a good faith effort if he or she has made the efforts to find a day and time for the hearing that would allow the parent and superintendent to participate. The superintendent will send written notice to the parent of the date, time, and location of the hearing.
  • The superintendent will conduct a hearing to determine whether the student committed the disciplinary offense of which the student is accused, and if so, what the consequences will be. The superintendent will arrange for an audio recording of the hearing, a copy of which will be provided to the student or parent upon request. The superintendent will inform all participants before the hearing that an audio record will be made of the hearing and a copy will be provided to the student and parent upon request.
  • The student will have all the right afforded in the student at the administrator;s hearing for long-term suspension as described in section D.
  • The superintendent will issue a written decision within five (5) calendar days of the hearing which meets the requirements for a long-term suspension as described in section D about. If the superintendent determines that the student committed the disciplinary offense, the superintendent may impose the same or lesser consequences than the administrator, but not impose a suspension greater than that imposed by the administrator’s decision.

The decision of the superintendent constitutes the final decision of the school district.

Student Record/Information Form

Every student must have a Student Record/Information form, which is kept on file in the school office. In many cases, this the only way of knowing where a parent is if needed. Each form should be carefully filled in and kept up-to-date. If there is a change of telephone number or address, the school should be notified immediately. Be sure the person designated has given their permission to be contacted.

Student Records

  1. General Provisions
    1. The student record contains all information concerning a student that is kept by the school district and which personally identifies the student; it consists of the temporary record and the transcript. For purposes of these procedures, custodial parent refers to a divorced or separated parent who has physical custody of the child, and the non-custodial parent is the parent who does not have physical custody of the child. Non-custodial parents may not be eligible to access their child’s student record, or may have to follow certain procedures to access the student record. See section C below.
    2. The rights outlined below may be exercised by the custodial parent(s)/guardian(s) for a student under the age of 14 years, or jointly by the student and custodial parent(s)/guardian(s) of a child over the age of 14 years. A student over the age of 14 is called “an eligible student.” A student 18 years of older may, in writing, deny his custodial parent(s)/non-custodial parent(s) access to his/her student student record, with the exception of transcripts, reports cards and/or progress reports.
    3. Each eligible student and custodial parent/guardian, except as limited herein for certain parents, has the right to see the student record for that student within ten (10) days of submitting a written request to see the records. Copies of any records may be obtained upon request and shall be provided within ten (10) days of the request. The District may charge for the cost of reproducing copies.
    4. The student’s record is available to authorized school personnel who work directly with the student, or administrative/clerical personnel who need to have access to records in order to carry out their responsibilities. The term “authorized school personnel” includes, but is not limited to, administrators, teachers, counselors, therapists, paraprofessionals, administrative office staff and clerical support. Authorized school personnel included in those employed by the District or under contract with the District as an independent contractor. Authorized school personnel do not need permission to see student records.
    5. No information in the student’s record is available to anyone outside the school system without written permission form the eligible student and/or guardian, unless the requesting party is listed as an exception as provided by the Student Records regulations. Exceptions to the requirement of written permission include, but are not limited to, a probation officer, court order, subpoena, where health or safety requires the disclosure of student information/records or upon transfer to another school district. However, eligible students and/or parents/guardians will generally be notified before these records are released. A written release must be signed to have any part of the school record sent outside the school. This includes, but is not limited to prospective employers, another technical school, and colleges.
    6. An eligible student and parent/guardian have the right to request to add relevant information to the student’s record as well as the right to request removal of information believed to be untrue or incorrect.
  2. Directory Information Notice
    1. The South Shore Regional School District has designated certain information contained in the educational records of 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.
    2. The following information regarding students is considered directory information:
      1. Name
      2. Address
      3. Telephone Number
      4. Date and Place of birth
      5. Major field of study
      6. Participation in officially recognized activities and sports
      7. Weight and height of members of athletic teams
      8. Dates of attendance
      9. Degrees, honors and awards received
      10. Post-high school plans of the student
    3. Directory information may be disclosed for any purpose in the discretion of the school system, without the consent of a parent or 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; such as refusal must be in writing and made annually. In that case, this information will not be disclosed except with the consent of a parent or student, or as otherwise allowed by FERPA or 603 CMR 23.00 et seq. You are hereby notified pursuant to this notification, the school system will provide directory information to military recruiters unless the parent or eligible student specifically directs otherwise, as required by the No Child Left Behind Act.
    4. Any parent or student refusing to have any or all of the designated directory information disclosed must file a written notification to the effect with the principal on or before the 15th day of each September.
    5. In the event that a refusal is not filed, it is assumed that neither the parent of a student or eligible student objects to the release of the directory information designated.
  3. Rights of Certain Divorced or Separated Parents
    1. It is necessary for divorce parents to submit a copy of the custody agreement or order, and any subsequent changes made thereto, to the school so that school personnel may identify which of the parents has physical custody o the child. The non-custodial parent may access his/her child’s record unless:
      1. The parent has been denied legal custody or has been ordered to supervised visitation, based on a threat to the safety of the student, and the threat is specifically noted in the order pertaining to custody or supervised visitation, or
      2. The parent has been denied visitation, or
      3. The parent;s access to the student or to the custodial parent has been restricted by a temporary or permanent protective order., unless the protective order (or subsequent order modifying the protective order) specifically allows access to the information contained in the student record, or
      4. There is an order of a probate or family court judge which prohibits the distribution of student records to the parent.
    2. The school shall place in the student’s record any documents indicating that a non-custodial parent;s access to the student’s record is limited or restricted to 603 CMR 23.07 (50)(a)
    3. Non-custodial Parent Access: In the case of a non-custodial parent who is eligible to access the student record, i.e., does not fit any of the four (4) categories under 1-4 above, the non-custodial parent must submit a written request for the student record to the school principal. Upon receipt of the request, the principal and/or his/her designee shall immediately notify the custodial parent by certified or first-class mail, in English and the primary language of the custodial parent, that it will provide non-custodial parent with access after 21 days, unless the custodial parent provides the principal with documentation that the non-custodial parent is not eligible to obtain access as set forth under 1-4 above.
    4. When the student record is released to the non-custodial parent, the school will delete all electronic and postal address and telephone number information relating to either work or home locations of the custodial parent from the student records provided to non-custodial parents. In addition, such records will be marked to indicate that they shall not be used to enroll that student in another school.
  4. Amending Your Child’s Record
    1. 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.
    2. A parent has the right to request in writing deletion or correction of any information contained in the student’s record, except for information which was inserted into the record of the 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, of the IEP rejected, after the completion of the special education appeal process. Any deletion or amendment, shall be made in accordance with the procedure described below:
      1. If a parent is of the opinion that adding the information is not sufficient to explain, clarify or correct objectionable material in the student’s record, the parent shall present the objection in writing and/or have the right to have a conference with the principal and his/her designee to make the objections known.
      2. The principal or his/her designee shall within one week after the conference or receipt of the rejection, if no conference was requested, render to such parent a decision in writing, stating the reason or reasons for the decision. If the decision is in favor of the parent, the principal or his/her designee shall promptly take such steps as may be necessary to put the decision into effect.
      3. In the principal’s decision is not satisfactory to the parent, the parent may file an appeal to the Superintendent. Such appeal shall be in writing and submitted to the Superintendent within five (5) business days of receipt of the principal’s decision. The Superintendent shall render a written decision on the appeal within two (2) weeks of the receipt of the written appeal.
      4. If the Superintendent’s decision is not satisfactory to the parent, the parent may appeal to the School Committee by filing a written appeal within five (5) business days of the receipt of the Superintendent’s decision. The School Committee shall conduct a hearing as required on the appeal as required by 603 CMR §23.09(4).
  5. Notice on Transfer to Other Schools
    1. Pursuant to 603 CMR 23.07(g), notice is hereby given to parents and eligible students that South Shore Vocational Technical High School forwards complete school records of a transferring student to schools in which students seek or intends to enroll. Such transfer of records takes place without consent of parent or eligible student.
  6. Destruction of Records
    1. Notice is hereby given that the temporary record of a student will be destroyed no later than seven (7) years after that student transfers, graduates or withdraws from the school system. When the student transfers, graduates or withdraws from the school system, and if eligible student or the parent/guardian want the temporary record, they must request, in writing, prior to the last day of school, that the documents be provided to them. No additional notice, other than this notice in the handbook, will be provided to the student or his/her parent/guardian of such destruction.
    2. In addition, each year, the principal and/or teachers and/or other service providers may destroy the following documents that are considered part of the temporary record:
      1. disciplinary records (other than documentation of suspension/expulsion/exclusions);
      2. Any notes from the parent/guardian or other documents concerning absences, early dismissals, late arrivals, as well as examples of student work;
      3. If the eligible student of the parent/guardian want those records, they must request, in writing, prior to the last day of school that the documents be provided to them. No additional notice, other than this notice in the handbook, will be provided to the student or his/her parent/guardian of such destruction.
  7. Display/Publication of Student Work
    1. Notice is hereby given that there will be occasions when student work is seen and is on display within the school, for example, at open houses, exhibits, fairs, on bulletin boards, etc. unless a parent/guardian informs the school in writing no later than September 15t of each school year, the school will assume that this publication/display of the student student work is acceptable to the parent/guardian.

Complaint Procedure

In addition to the appeal procedure, about, a parent.guardian/eligible student may file a complaint with the Family Policy Compliance Office (FPCO) of federal Department of Education. The FPCO has the authority to interpret and decide issues involving student records under FERPA. FPCO’s address is:

Family Policy Compliance Office
U.S. Department of Educatio
400 Maryland Avenue
Washington, D.C. 20202-5920

Any school district receiving assistance under the Elementary and Secondary Education Act of 1995 is required to provide military recruiters, as well as institutions of higher learning, with three directory information categories: student names, addresses and phone numbers, unless the parents advise the school in writing that they do not want their student’s information released. If you do not want your student’s information released please inform the school in writing by September 15th.

Notifications of Rights Under the Protection of Pupil Rights Amendment (PPRA)
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 the student is required to submit to a survey that concerns one or more of the following protected areas (protected information survey”) if the survey is funded in whole or in part by a program of the U.S. Department of Education (ED)
    • Political affiliations or beliefs of the student or student’s parent
    • Mental of psychological problems of the student or the student’s family
    • Sex behavior or attitudes
    • Illegal, anti-social, self-incriminating, or demeaning behavior
    • Critical appraisals of others with whom respondents have close relationships
    • Legally recognized privileged relationships, such as with lawyers, doctors, or ministers
    • Religious practices, affiliations, or beliefs of the student or the parent
    • Income, other than as required by law to determine program eligibility
  • Receive notice and an opportunity to opt a student out of:
    • Any other protects 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, scoliosis screenings, or any physical exam or screening permitted or required by state law
    • Activities involving collection, disclosure, or use of personal information obtained from students for marketing or to sell or otherwise distribute the information to others
  • Inspect, upon request and before administration or use:
    • Protected information surveys or parents
    • Instruments used to collect personal information from students for any of the above marketing, sales, or other distribution purposes; and/or
    • Instructional material used as part of the educational curriculum

Bullying Prevention and Intervention Plan

Table of Contents

  1. Leadership
  2. Training and Professional Development
  3. Access to Resources and Services
  4. Academic and Non-Academic Activities
  5. Policies and Procedures for Reporting and Responding to Bullying and Retaliation
  6. Collaboration with Families
  7. Prohibition Against Bullying and Retaliation
  8. Definitions
  9. Relationship to Other Laws

Appendix A: Bullying Prevention and Intervention Form

Overview of Plan

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

The Bullying Prevention and Intervention Plan (“Plan”) is a comprehensive approach to addressing bullying and cyberbullying, and the school is 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, cyberbullying, and retaliation. The principal is responsible for the implementation and oversight of the Plan.

We will not tolerate any unlawful or disruptive behavior, including any form of bullying, cyberbullying, or retaliation in our school buildings, on school grounds, or in school-related activities. We will investigate promptly all reports and complaints of bullying, cyberbullying, and retaliation, and take prompt action to end that behavior and restore the 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.

Leadership

Public Involvement
South Shore Vocational Technical high School’s Bullying Prevention and Intervention Plan has been designed after soliciting input from the greater school community, including the School Council, parents, teachers and students. The school utilized current opinions on bullying issues, as well as the results of a bullying survey conducted by School Council.

Needs Assessment
The school will review its plan at least annually through the office of the principal to ensure that the plan’s tenets are based on current data and that its resources and strategies are current and effective. All community stakeholders will be consulted in the revision of the plan, but the School Council will schedule it as an annual agenda item and will advise the principal with needs assessments instruments.

Planning and Oversight

The Principal is responsible for:

  1. Planning for the ongoing professional development that is required by law;
  2. Leading the parent or family engagement efforts and drafting parent information materials;
  3. Reviewing and updating the Plan each year;
  4. Recommending policies and protocols to the superintendent and designating key staff to be in charge of implementation of them; and
  5. Making the determination as to whether an investigated allegation of bullying or retaliation warrants the involvement of law enforcement;

The Assistant Principals and the Vocational Coordinators are primarily responsible for:

  1. Receiving reports on bullying;
  2. Collecting and analyzing building and/or school-wide data on bullying to assess the present problem and to measure improved outcomes;
  3. Creating a process for recording and tracking incident reports, and for assessing information related to targets and aggressors; and
  4. Amending student handbooks.

The Guidance Office is responsible for:

  1. Planning supports that respond to the needs of targets and aggressors; and
  2. Choosing and implementing the curricula that the school or district will use.

Training and Professional Development

Annual Staff Training on the Plan: Annual training for all staff on the Plan will include staff duties under the Plan, an overview of the steps that the principal or designee will follow upon receipt of a report of bullying or retaliation, and an overview of the bullying prevention curricula.

Ongoing Professional Development: 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:

  1. Developmentally (or age) appropriate strategies to prevent bullying;
  2. Developmentally (or age) appropriate strategies for immediate, effective interventions to stop bullying incidents;
  3. Information regarding the complex interaction and power differential that can take place between and among aggressor, target, and witnesses to bullying;
  4. Research findings on bullying, including information about specific categories of students who have been shown to be particularly at risk for bullying the school environment;
  5. Internet safety issues as they related to cyberbullying; and
  6. Addressing ways to prevent and respond to bullying or retaliation for students with disabilities that must be considered when developing a student’s Individualized Education Program (IEP). This will include a particular focus on the needs of students with autism or students whose disability affects social skills development.

Written Notice to Staff: The school will provide all staff with an annual written notice of the Plan in the employee handbook.

Access to Resources and Services

Current Staffing and Programs that Support the Creation of a Positive School Environment

  1. Office of Guidance and Admissions – Director of Special Education, Katherine Berry. Services are provided to assist our students to become success citizens. Services include Guidance, Special Education, School Nurse, Title 1 assistance and 504 Accommodations.
    1. Guidance Department
      1. Staff:
        1. Todd Zahurak, Counselor
        2. Amy Dow, Counselor, Admissions
        3. Joseph Madera, Counselor
        4. Michelle Craig, Adjustment Counselor
        5. Deirdre L’Italien, Administrative Assistant
      2. Services provided:
        1. Recruitment, admissions and orientation for students interested in attending South Shore Vocational Technical High School;
        2. Guidance curriculum for all students – career decision making, career planning, academic counseling, post-secondary school planning and application process, job seeking and keeping skills, etc.;
        3. Student monitoring and counseling;
        4. Student support activities, and groups;
        5. Identification and referral to outside services as needed; and
        6. Scheduling and attendance monitoring
    2. Special Education
      1. The purpose of the Special Education Department is to provide educational support to meet the student’s needs as identified on the IEP.
      2. Staff:
        1. Katherine Berry, Director of Special Education
        2. Instructors: Gerald Bova, Erin Brennan, Andrea Doherty, Suzanne Mathisen, Michael Mahoney, and Jessica Mathews.
        3. Instructional Aides: Colleen Anderson, Lisa Bellantoni, Roland Bessette, Jack Dempsey, Rachel Haines, Janine Mitchell, TJ Petruzelli, and Meghan Swartz
        4. Administrative Asst.: Deirdre L’Italien
      3. Services
        1. Monitoring of student progress;
        2. Support for instructors;
        3. Psychological and educational evaluation and counseling;
        4. Speech and language evaluation and therapy; and
        5. Other specialities as needed
    3. School Nurse
      1. Staff
        1. Colette Worrall
      2. Services
        1. Coordinate programs for the health and safety of our students
    4. Title 1
      1. Staff
        1. Matt Doyle, Lin Hutchinson
      2. Services
        1. The Title 1 program provides support at all grade levels to assist students to meet the expectations and the learning standards of the Massachusetts Curriculum Frameworks. Students are identified as Title 1 eligible based upon their standardized test results, their MCAS results and their academic achievement.
    5. Section 504
      1. Services
        1. Section 504 of the Rehabilitation Act of 1973 is designed to insure access of disabled persons to education and other major life activities.
  2. Student Support Team
    1. Staff
      1. Principal, Asst. Principal, Vocational Coordinators, School Nurse, Director of Special Education, and the guidance and adjustment counselor(s). (Note: School psychologist will consult with the team.)
      2. Services
      3. The support team identifies students at risk and to develop interventions for those students. These interventions may include outside referrals for services, safety plan development for the student(s), and/or counseling or other support services for the individual student.
  3. Positive Postcards
    1. This is a program that was developed by staff to recognize students who have modeled “positive behaviors” toward others. Positive postcards are mailed to these students recognizing their behaviors.

Counseling and other Services

  1. Resources:
    1. Linguistic and cultural appropriate Community Service Agencies.
      1. We utilize various CSAs by providing referral information to our students and families. As a regional district it is our goal to identify CSAs that provide services to our 8 member towns.
    2. Development of individual student Safety Plans
      1. The development of individual safety plans may include the Asst. Principal and the Student Support Team. (see above.)
    3. Social Skills programs that presently exist, include male and female social groups for special education students with identified social disabilities
    4. Behavioral Intervention Plans have been written by the IEP team when the student’s disability is emotional and accommodations are necessary.

Disabled Student

  1. IEP development includes social skills development when appropriate. Social Skills program that presently exist include male and female social groups for special education students with the identified social disabilities. Behavioral Intervention plans have been written by the IEP team when the student’s disability is emotional and accommodations are necessary

Referral to Outside Services

  1. Referral protocol to outside service for students and families:
    1. Typically, once a student’s needs are identified, those needs are brought forward to the Student Support Team or directly to the Director of Special Education and/or Principal. The identified needs and the referral are documented. The school requests follow-up information and open communication from the referred agency. When this occurs, the information is presented to the Student Support Team so that the team may develop appropriate follow through services in the school building

Academic and Non-Academic Activities

  1. Specific Bullying Prevention Approaches:
    1. Bullying prevention programs will be informed by current research which, among other things, emphasizes the following approaches:
      1. Empowering students to take action by knowing what to do when they witness other students engaged in acts of bullying or retaliation, including seeking adult assistance;
      2. Helping students understand the dynamics of bullying and cyberbullying, including the power imbalance;
      3. Emphasizing cyber safety, including safe and appropriate use of electronic communication technologies;
      4. Enhancing students’ skills for engaging in healthy relationships and respectful communications; and
      5. Engaging students in a safe, supportive school environment that is respectful of diversity and difference.
    2. Initiatives will also teach students about the student-related sections of the Bullying Prevention and Intervention Plans. The school will review the bullying plan each September.

General Teaching Approaches that Support Bullying Prevention Efforts:

  1. The following approaches are integral to establishing a safe and supportive school environment. These underscore the importance of our bullying intervention and prevention initiatives.
    1. Setting clear expectations for students and establishing school and classroom routines;
    2. Creating safe school and classroom environments for all students, including for students with disabilities, lesbian, gay, bisexual, transgender students, and homeless students
    3. Using appropriate and positive responses and reinforcements, even when students require discipline;
    4. Using positive postcards;
    5. Encouraging adults to develop positive relationships with students;
      Modeling, teaching, and rewarding pro-social, healthy, and respectful behaviors;
    6. 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;
    7. Using the internet safely; and
    8. Supporting students’ interest and participation in non-academic and extracurricular activities, particularly in their area of strength.

Policies and Procedures for Reporting and Responding to Bullying and Retaliation

South Shore Vocational Technical High School has in place policies and procedures for ensuring that a member of the school community – students, parents and staff – know how South Shore Vocational Technical High School will respond to incidents of bullying. South Shore Vocational Technical High School’s Bullying Prevention and Intervention Plan details procedures for staff reporting of incidents, processes for communicating to students and families, how reports can be made (including anonymous reports),, and the procedures to be followed once a report has been made.

Reporting Bullying or Retaliation:

  1. Reports of bullying or retaliation may be made by staff, students, parents or guardians, or others, and may be oral or written. Oral reports will be transcribed to South Shore Vocational Technical High School’s Bullying incident report form. All district employees are mandated to report immediately to administration any instance of bullying or retaliation the staff member becomes aware of or witnesses. Reports made by students, parents or guardians, or other individuals who are not district personnel, may be made anonymously. South Shore Vocational Technical High School’s bullying Prevention and Intervention Plan contains a variety of reporting resources available to the school community, a dedicated voicemail bos (#479), website and email access to the Bullying Incident Reporting Form. South Shore Vocational Technical High School will:
    1. Include a copy of the Bullying Incident Reporting From in the beginning of the year packers sent to all students or as part of the Student-Parent Handbook;
    2. Make it available in the school’s main office, guidance, nurse’s office, and
    3. Post it at ssvotech.org.

The Bullying Incident Reporting Form will be made available in the most prevalent language of origin of students and parents or guardians.

Reporting by Staff

  1. A district employee will report immediately to administration when he/she witnesses or becomes aware of conduct that may be bullying or retaliation. The requirement to report to administration does not limit the employee from responding to the incident consistent with the district policies and procedures for behavior management and discipline.

Reporting by Students, Parents, or Guardians, and Others

  1. South Shore Vocational Technical High School expects students, parents ur guardians, and others who witness or become aware of an instance of bullying or retaliation involving a student to report it to the principal or designee. Reports may be made anonymously, but no disciplinary action will be taken against an alleged aggressor solely on the basis of an anonymous report. Students, parents or guardians, and other may request assistance from a district employee to complete the written report. Students will be provided practical, safe, private and age-appropriate ways to discuss an incident of bullying with a district employee, or with the principal or designee.

Responding to a Report of Bullying or Retaliation

  • Safety
    1. Before fully investigating the allegations of bullying or retaliation, the principal or designee will take steps to assess the need to restore a sense of public safety to the alleged target and/or to protect the alleged target from possible further incidents. Response to promote safety may include, but not be limited to:
      1. creating a personal safety plan;
      2. Pre-determined seating arrangements for the target and/or the aggressor in the classroom, at lunch, or on the bus:
      3. Identifying a staff member who will act as a “safe person” for the target; and
      4. May include altering the aggressor’s schedule and access to the target.

The principal or designee will implement appropriate strategies for protecting from bullying or retaliation a student who has reported bullying or retaliation; a student who has witnessed bullying or retaliation; a student who provides information during an investigation; or a student who has reliable information about a reported act of bullying or retaliation.

  • Obligations to Parents or Guardians
    1. Notice to parent or guardian
      1. Upon the district’s determination that bullying has occurred, the principal or designee will promptly notify the parents or guardians of the target, and the aggressor of the findings and of the procedures for responding to it. South Shore Vocational Technical High School may contact parents or guardians prior to or as part of an investigation.
    2. Notice to another school or district
      1. If the reported incident involves student(s) from another school, South Shore Vocational Technical High School will promptly notify by telephone the principal or designee of the other school(s) of the incident so that each school may take appropriate action. All communications will be in accordance with state and federal privacy laws and regulations, and 603 CMR 49.00
    3. Notice to Law Enforcement
      1. At any point after receiving a report of bullying or retaliation, including after the investigation, if the South Shore Vocational Technical High School has a reasonable basis to believe that criminal charges may be purchased against the aggressor, the principal or his designee will notify the local law enforcement agency. Notice will be consistent with the requirements of 603 CMR 49.00 and the district’s Memorandum of Understanding with the local law enforcement agency.
    4. In making this determination, the principal will, consistent with the South Shore Vocational Technical High School’s Bullying Prevention and Intervention Plan, consult with other individuals the principal or his designee deems appropriate
  • Investigation
    1. South Shore Vocational Technical High School will investigate promptly all reports of bullying or retaliation and, in doing so, will consider all available information known, including the nature of the allegation(s) and the ages of the students involved.
      1. During the investigation the principal or designee will, among other things, interview students, staff, witnesses parents or guardians, and others necessary. The principal or designee will remind the alleged aggressor, target, and witness that retaliation is strictly prohibited and will result in disciplinary action.
      2. Interview may be conducted by the principal or designee in consultation with a guidance counselor as appropriate. To the extent practical, and given his/her obligation to investigate and address the matter, the principal or designee will maintain confidentiality during the investigation process. The principal or designee will maintain a written record of the investigation.
      3. Procedures for investing reports of bullying and retaliation will be consistent with district practices for investigations. If necessary, the principal or designee will consult with legal counsel about the investigation.
      4. If the alleged aggressor is a staff member, notice will be made to that individual in accordance with district policies and procedures, including in accordance with any applicable collective bargaining agreements. The individual will be updated periodically during the investigation and, upon its completion, shall be informed of the results, including whether the allegations were found to be factual, whether a violation of this policy was found, whether disciplinary action has or shall be taken, and whether or what steps will be take to prevent retaliation or further acts of bullying.
  • Determinations
    1. The principal or designee will make a determination based upon all of the facts and circumstances. If, after the investigation, bullying or retaliation is substantiated, the principal or designee will take steps reasonably calculated to prevent recurrence and to ensure that the target is not restricted in participating in school or benefitting from school activities. The principal or designee will:
      1. Determine what remedial action is required, if any, and
      2. Determine what responsive actions and/or disciplinary action is necessary.
    2. Depending upon the circumstance, the principal or designee may choose to consult with the student’s teacher(s) and/or guidance counselor, and the target;s or aggressor’s parent or guardians, to identify any underlying social or emotional issue(s) that may have contributed to the bullying behavior and to assess the level of need for additional social skills development.

Responses to Bullying
South Shore Vocational Technical High School’s Bullying Prevention and Intervention Plan details strategies for building student’s skills, and other individualized interventions that the district may take in response to remediate or prevent further bullying or retaliation.

  1. Upon the principal or designee determining that bullying or retaliation has occured, South Shore Vocational Technical high School will utilize a range of responses that balance the need for accountability with the need to teach appropriate behavior. Skill-building approaches the principal or designee may consider include:
    1. Offering individualized or small group skill-building sessions based upon the school’s anti-bullying curricula;
    2. Provide relevant educational activities for students, in consultation with guidance counselors and other appropriate school personnel:
    3. Implementing academic and non-academic positive behavioral supports to help students understand prosocial ways to achieve their goals;
    4. Meeting with parents or guardians to engage parental support and to reinforce the bullying curricula and social skills building activities at home;
    5. Adopting behavioral plans to include a focus on developing specific social skills; and
    6. Making a referral for evaluation
  2. Taking Disciplinary Action
    1. If the principal or designee decides that disciplinary action is appropriate, the disciplinary action will be determined on the basis of the facts found by the principal or designee during the investigation, including the nature of of the conduct, the age of the student(s) involved, and the need to balance accountability while teaching appropriate behavior. Discipling will be consistent with the South Shore Vocational Technical High School’s Bullying Prevention and Intervention Plan and with the district’s code of conduct. Discipline procedures for students with disabilities follow the guidelines set forth in the federal Individuals with Disabilities Education Act (IDEA).
    2. If the principal or designee determines that a student knowingly made a false allegation of bullying or retaliation, that student may be subject to disciplinary action.
    3. Disciplinary actions for employees who are found to have committed an act of bullying or retaliation shall be in accordance with state law, any applicable Collective Bargaining Agreements, and South Shore Regional School District’s policies and procedures.
  3. Promoting Safety for the Target and others
    1. The principal or designee will consider adjustments, if any, are needed in the school environment to enhance the target’s sense of safety and that of others. One strategy that the principal or designee may use is to increase adult supervision at transition times and in locations where bullying is known to have occurred or is likely to occur.
    2. Within a reasonable period of time following the determination and the ordering of remedial and/or disciplinary action, the principal or designee will contact the target to determine whether there has been a recurrence of the prohibited conduct and whether additional supportive measures are needed. If so, the principal or designee will work with appropriate school staff to implement them immediately.

Response to Bullying
South Shore Vocational Technical High School’s Bullying Prevention and Intervention Plan details strategies for building student’s skills, and other individualized interventions that the district may take in response to remediate or prevent further bullying or retaliation.

  1. Upon the principal or designee determining that bullying or retaliation has occured, South Shore Vocational Technical high School will utilize a range of responses that balance the need for accountability with the need to teach appropriate behavior. Skill-building approaches the principal or designee may consider include:
    1. Offering individualized or small group skill-building sessions based upon the school’s anti-bullying curricula;
    2. Provide relevant educational activities for students, in consultation with guidance counselors and other appropriate school personnel:
    3. Implementing academic and non-academic positive behavioral supports to help students understand prosocial ways to achieve their goals;
    4. Meeting with parents or guardians to engage parental support and to reinforce the bullying curricula and social skills building activities at home;
    5. Adopting behavioral plans to include a focus on developing specific social skills; and
    6. Making a referral for evaluation
  2. Taking Disciplinary Action
    1. If the principal or designee decides that disciplinary action is appropriate, the disciplinary action will be determined on the basis of the facts found by the principal or designee during the investigation, including the nature of of the conduct, the age of the student(s) involved, and the need to balance accountability while teaching appropriate behavior. Discipling will be consistent with the South Shore Vocational Technical High School’s Bullying Prevention and Intervention Plan and with the district’s code of conduct. Discipline procedures for students with disabilities follow the guidelines set forth in the federal Individuals with Disabilities Education Act (IDEA).
    2. If the principal or designee determines that a student knowingly made a false allegation of bullying or retaliation, that student may be subject to disciplinary action.
    3. Disciplinary actions for employees who are found to have committed an act of bullying or retaliation shall be in accordance with state law, any applicable Collective Bargaining Agreements, and South Shore Regional School District’s policies and procedures.
  3. Promoting Safety for the Target and others
    1. The principal or designee will consider adjustments, if any, are needed in the school environment to enhance the target’s sense of safety and that of others. One strategy that the principal or designee may use is to increase adult supervision at transition times and in locations where bullying is known to have occurred or is likely to occur.
    2. Within a reasonable period of time following the determination and the ordering of remedial and/or disciplinary action, the principal or designee will contact the target to determine whether there has been a recurrence of the prohibited conduct and whether additional supportive measures are needed. If so, the principal or designee will work with appropriate school staff to implement them immediately.

Collaboration with Families
South Shore Vocational Technical High School makes every effort to collaborate with students’ families in order to increase the capacity of the school to prevent and respond to bullying.

  1. Parent Education and Resources
    1. South Shore Vocational Technical High School offers educational programs for parents and guardians that are focused on the parental components of the anti-bullying and social competency curricula used by the school. The programs will be offered in collaboration with the Parents’ Association, School Council, Special Education Department, or similar organizations.
  2. Notification Requirements
    1. Each year South Shore Vocational Technical High School will inform parents or guardians of enrolled students about anti-bullying curricula being utilized. This notification includes information about the dynamics of bullying, including cyberbullying and online safety. The school will send written notification each year about the student-related sections of the plan and the school’s Internet Use Policy. All notices to parents will be made in hardcopy and electronic formats, and will be available in the language(s) most prevalent among the parents or guardians. The school will post the plan and relevant information on the website.

Prohibition Against Bullying and Retaliation

    1. On school grounds and property immediately adjacent to school grounds, at a school-sponsored or school-related activity, function, or program whether on or off school grounds, at a school bus stop, on a school bus or other vehicle owned, leased, or used by the school; or through the use of technology or an electric device owned, leased, or used by a school district or school.
    2. At a location, activity, function or program that is not school-related or through the use of technology or electronic device that is not owned, leased, or used by a school district or school, if the act creates a hostile environment at school for the target or witness, infringe on their rights at school, or materially and substantially disrupt the education process or the orderly operation of a school.
    3. Retaliation against a person who reports bullying, provides information during the investigation of bullying, or witnesses or has reliable information about bullying is also prohibited.

As stated in M.G.L. c71, §37O, nothing in the plan requires the district or school to staff any non-school related activities, functions, or programs.

Definitions

Agressor/Perpetrator

  1. A student or member of a school staff including, but not limited to, an educator, administrator, school nurse, cafeteria worker, custodian, bus driver, athletic coach, advisor to an extracurricular activity or paraprofessional of a written, verbal or electronic expression or paraprofessional who engages in bullying or retaliation.

Bullying

  1. As defined by M.G.L. c71, §37O, the repeated use by one or more students or a number of school staff including, but not limited to, an educator, administrator, school nurse, cafeteria worker, custodian, bus driver, athletic coach, advisor to an extracurricular activity or paraprofessional of a written, verbal or electronic expression or a physical act or gesture or any combination thereof, directed at a victim that:.
    1. Causes physical or emotional harm to the target or damage to the target’s property;
    2. Places the target in reasonable fear of harm to himself or herself or to damage to his or her property;
    3. Creates a hostile environment at school for the target;
    4. Infringes on the rights of the target at school; and
    5. Materially or substantially disrupts the education process or the orderly operation of a school.

Cyberbullying

  1. Is bullying through the use of technology or electronic devices such as telephones, cell phones, computers, and the internet. It includes, but is not limited to, email, instant messages, and internet postings. See M.G.L. c71 §37O for the legal definition of cyberbullying.

Hostile Environment

  1. As defined in M.G.L. c71, §37O, is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule or insult that is sufficiently severe or pervasive to alter the conditions of a student’s education.

Retaliation

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

Staff

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

Target

  1. Is a student against whom bullying, cyberbullying, or retaliation has been perpetrated.

Relationship to Other Laws

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

In addition, nothing in this Plan is designed or intended to limit the authority of the school or district to take disciplinary action or other action under M.G.L. c71 §37H, 37H1/2, 37H3/4, other applicable laws, or local school or district policies in response to violent, harmful, or disruptive behavior, regardless of whether the Plan covers the behavior.

Harassment Regulations

Definition:

  1. Harassment is the ongoing act of intentionally abusing the dignity of the other person, through insulting or degrading personal remarks or conduct. Harassment is described by the victim. The individual’s feelings and reactions determine whether a behavior is inappropriate or that harassment has taken place

Types of Harassment

  1. Sexual
    1. Sexual harassment consists of unwelcome sexual advances, requests for sexual favors and other verbal and physical conduct of a sexual nature when such conduct reasonably interferes with school performance or creates an intimidating, hostile or offensive educational environment.
  2. Racial
    1. The act of abusing the dignity of another person through insulting or degrading personal remarks or conduct, on the basis of his or her racial background.
  3. Religious
    1. The act of abusing the dignity of another person through insulting or degrading personal remarks or conduct, on the basis of his or her religious background.
  4. Handicap
    1. The act of abusing the dignity of another person through insulting or degrading personal remarks or conduct, on the basis of his or her apparent or hidden handicap.
  5. Age
    1. The act of abusing the dignity of another person through insulting or degrading personal remarks or conduct, on the basis of his or her age.
  6. National Origin
    1. The act of abusing the dignity of another person through insulting or degrading personal remarks or conduct, on the basis of his or her country of birth
  7. Gender
    1. The act of abusing the dignity of another person through insulting or degrading personal remarks or conduct, on the basis of his or her gender.

Ranges of behavior, which may be considered a form of harassment may include, but not limited to:

  1. Assault, physical contact, verbal contact, inappropriate touching, intentionally impeding movement, continuing comments, gestures, staring, remarks made in private or in front of others, intimidation/isolation, unwanted phone contact, or written communications of as suggestive or derogatory nature;
  2. Continuing to express sexual interest after being informed that the interest is unwelcomed (reciprocal attraction between peers is not considered sexual harassment.)
  3. Displaying lewd or sexually explicit photographs or materials.

Why it is important the we address the issue of harassment:

Harassment is viewed as a form of discrimination. (Reference Chapter 622, Title IX and Section 504)

  1. Harassment is a violation of an individual’s right to privacy and personal dignity. Anyone who engages in harassment violates school policy. Student conduct on school grounds and during school activities that is considered offensive by others violates school policy and will result in disciplinary proceedings, and or implementation of the “Procedures for Dealing with Harassment.”

Direct or Indirect Effects on the Victim

  1. It is an experience that interferes with a person’s access to the education of their choice, or job performance, therefore seriously threatens their future occupation.
  2. The experience may cause embarrassment, fear, anger, feelings or powerlessness, loss of self-confidence, feelings of being a burden to protect oneself, and lowered self-image. These feelings can and do interfere with a person’s educational endeavors, his or her social needs, and activities.

General Guidelines

  1. Problems and complaints regarding discrimination and harassment should be resolved in a prompt and equitable manner. When possible, such problems and complaints should be resolved in an informal manner. Students who need help or wish to talk about harassment should see a school counselor, the school nurse, the school psychologist or school administrator immediately. Staff who observes conduct which violates this policy are to report the conduct to one of the above designated personnel.
  2. The complaint procedure may be indicated even if other appeal and adjudication have been provided by state law or other specific school guidelines and/or policies.
  3. Retaliation in any form for the filing of a complaint or reporting of harassment is prohibited and will result in serious disciplinary action.

Responsibility

The Office of the Assistant Principal (Coordinator of Title IX or Chapter 622) shall be responsible for the implementation of this policy. Faculty and staff who need assistance in the interpretation of execution of the policy should contact either the Principal.

Procedure for Dealing with Harassment (Student to Student)

  1. Any individual subjected to harassment may, if he or she choose, confront the alleged harasser informally in order to resolve the complaint on a personal level;
  2. In the complainant (student) does not want to deal directly with the alleged harasser (student) or if the matter is not resolved informally, the complainant should immediately report the conduct to a counselor, the school nurse, the school psychologist or a school administrator. Any staff member who receives a complaint verbally or in writing concerning harassment must notify the school principal within two (2) days.
  3. Every report of harassment must be taken seriously. It must be responded to immediately. In appropriate circumstances, the person receiving the report may offer to the complainant the option to sit down with the alleged harasser and the complainant together or the alleged harasser alone to work out an informal resolution. This is determined by the complainant.
  4. If the complainant does not agree to meet with the alleged harasser, the complainant can choose one of the following options:
    1. To write a letter to the alleged harasser listing the following:
      1. An exact description of the behavior, including when and where it happened;
      2. A description of how the behavior made the complainant feel (embarrassed, humiliated, angry, etc.)
      3. A request that the behavior stop because it is harassment and is against the law;
      4. A promise that if the behavior stops, nothing further will be saud and no further action will be taken; and
      5. Notification that if the behavior does not stop, the writer will request a formal investigation.
      6. The person receiving the complaint (counselor, school nurse, the school psychologist, or school administrator) should assist the complainant in drafting in the letter. The letter should be signed and dated by the complainant. The complainant or the person assisting the complainant should be deliver a copy of the letter to the alleged harasser and retain in his/her life
    2. To notify the Harassment Committee in writing. This statement should be forward to the Office of the Assistant Principal (Coordinator or Title IX & Chapter 622) who convene the committee. This committee will consist of the four complaint managers–two female and two male–including guidance counselors and faculty members will be identified to the student body and faculty as the rough for an informal grievance.
      1. The duties of the complaint managers will be to investigate the incident(s) and to decide upon a resolution to the complaint. This resolution will be decided upon within five (5) school days following the receipt of the complaint. The investigation will include review of the relevant documents and interviewing the complainant; the alleged harasser; and such other person(s) named by the complainant or the alleged harasser who may have witness or have information pertaining to the incident. An opportunity for all parties to be heard will be provided.
      2. Resolutions will take the following forms:
        1. Educational;
        2. Counseling;
        3. confrontation/reconciliation;
        4. Disciplinary action on the recommendation of complaint managers/disciplinarians;
        5. Recommendation for formal grievance process; and
        6. Dismissal of the complaint.
  5. Under certain circumstance, harassment may constitute child abuse under M.G.L. Chapter 119, §51A. Public school staff, who are mandated reporters, will report suspected child abuse to the Department of Social Services according to school policy and procedure.
  6. Retaliation in any form for the filing of a complaint, the reporting of discrimination including harassment, or for participating in an investigation is prohibited. Retaliation includes, but is not limited to, and form of intimidation, reprisal or harassment. If it occurs, it can be considered grounds for removal from the educational setting for a student. Any allegations of reprisal will be subject to the same kind of investigation and disciplinary actions as are described in the Harassment Regulations.

Formal Process

In the case of serious of repeated incidents of harassment or other cases requiring formal investigation, a school administrator shall be implement the following:

  1. Ensure that the complainant and the alleged harasser have the right to representation if he/she desires to requests at all discussions regarding the case;
  2. Keep the investigation group as small as possible to protect the rights of both parties and to prevent the investigation from becoming overly publicized and protect the complainant from retaliation.
  3. Complete the investigation promptly within ten (10) school days from the date it is reported; the alleged harasser and such other person(s) named by the complainant or the alleged harasser who may have witnesses or have information pertaining to the incident. An opportunity for all parties to be heard will be provided.
  4. Within five (5) work days of the completion of the investigation, conclude whether a violation of the policy has occurred or not; complete the written investigation form and send copies of the report to:
    1. The Office of the Assistant Principal;
    2. The Superintendent of Schools; and
    3. The complainant and the alleged harasser.
  5. If the complaint is not supported, carefully explain the decision to the complainant and alleged harasser. Unresolved investigations will be reported as such.
  6. If the complainant is supported, take such action is is necessary to change the behavior of the harasser, alleviate the complainant’s concerns and prevent further harassment.
  7. If the conduct involves a violation of law, report the matter immediately to the appropriate authorities.

Appeal Procedure

The appeal process will commence at the level of the above at which the initial complaint began.

Level I

  1. The complainant or alleged harasser has the right to appeal the decision of the school administrator to Principal in writing within (2) school days after the decision is formally made. The principal will respond to the grievant with ten (10) school days.

Level II

  1. The grievant may appeal in writing to the Superintendent within two (2) school days of the receipt of the decision of the principa. The Superintendent will respond in writing within ten (10) school days to the grievant.

Level III

  1. The grievant may appeal in writing the decision of the Superintendent-Director to the School Committee within two (2) days of the receipt of the decision. The School Committee will meet within twenty-five (25) school days to review and consider the complaint. The Committee will respond to the complainant in writing within (1) school days following that meeting.

The Existence of Chapter 622 and Its Implications

This law, Chapter 622 of the General Laws, Acts of 1971, is referred to as “An Act to Prohibit Discrimination in the Public Schools.” The law reads as follows:

  1. No person shall be excluded from or discriminated against in admission to a public school of any town, or in obtaining the advantages, privileges and course of study of such public school on account of race, color, sex, gender identity, religion, national origin or sexual orientation. M.G.L. c 76. 5(2011)

This law makes it clear that all aspects of public school education must be fully open and available to members of both sexes, and/or minority groups. No school may exclude a child from any course, activity, service or resource in the public school on account of race, color, sex, religion, national origin or sexual orientation of such child.

Title IX Regulation

Title IX is that portion of the education amendments of 1972 which forbids discrimination on the basis of sex in educational programs. The South Shore Regional school District Committee has a adopted a policy of compliance with the Title IX and Chapter 622 regulations. Any person that feels discriminated against may contact the Title IX Coordinator–the Office of the Assistant Principal or the:

U.S. Department of Education
Office of Civil Rights, Region 1
John W. McCormack Building
5 Post Office Square, Suite 900
Boston, MA, 02109-3921
617.289.0111
www.ed.gov/pubs

Title IX and/or Chapter 622 or Section 504 Grievance Procedure

Definitions

  1. As used in this agreement, a grievance shall mean a written complaint by a student or employee who feels discriminated against according to the standards set up in Title IX and/or Chapter 622 and/or Sec. 504 of the Rehabilitation Act of 1973.

Adjustment of Grievance

  1. Any person grieving Title IX, Chapter 622 or Sec. 504 may initiate and process grievances under the following internal procedure; or may report their grievance directly to the Director o the Regional Office for Civil Rights.
    1. Any person, with or without his representative, may, in writing, present a grievance to the Superintendent-Director through the Title IX, Chapter 622 or Sec. 504 Coordinator – the Office of the Principal.
    2. Within ten (10) school days of such presentation of a grievance, the person, the Coordinator and the Superintendent-Director of the school shall confer on the grievance with a view to arriving at a mutually satisfactory resolution to the complaint. At the conference, the person may present that grievance personally or he/she may be represented, but when the person has representation, he must also be present. Whenever a grievance is presented to the Superintendent-Director through the coordinator by the person personally, the Superintendent-Director shall give the representative the opportunity to be present and state the view of the grieved person. The Superintendent-Director shall communicate his decision in writing to the aggrieved person and to any representative who participated in this step, through the Title IX/Chapter 622/Sec. 504 Coordinator, within ten (10) school days of the conference.
    3. A grievance, not satisfactory resolved at the preceding level, must be presented to the School Committee within fifteen (15) school days of receipt of the Superintendent-Director’s answer. The School Committee or its designated representative and the grieved person shall meet to discuss the grievance within twenty-five (25) school days at a time mutually agreed upon. Representative participation in such meeting will be on the same basis as in #2 above. The School Committee will give its written answer to the grievance within ten (10) school days following the conclusion of the meeting.
    4. A grievance not satisfactory resolved resolved at the preceding level may be appealed to:
      Bureau of Equal Education Opportunity
      Commonwealth of Massachusetts
      Department of Education
      and/or
      U.S. Office of Civil Rights
      Department of Education, 8th Floor
      5 Post Office Square
      Boston, MA 02109-3921
      617.289.0111
      Fax: 617.289.0150
      ocr.boston@ed.gov

Hazing Regulations

Every employee of the South Shore Regional School District shall be issued a copy of Section 17, 18 and 19 of Chapter 269 of the General Laws of the Commonwealth as amended by Chapter 536 of the Acts of 1985 and referred to as “An Act Prohibiting the Practice of Hazing” as part of their original pre-employment package of paperwork. (This includes forms for tax purposes, etc.) A copy of the Commonwealth of Massachusetts Anti-Hazing law is contained in this handbook as part of the State Regulations section.

A reporting form shall be designed and used to report violations of the state anti-hazing law. Copies of this form are available from the Principal’s Office. Three copies of the form are to be fully filled out and signed. They go to the following people and/or departments:

  1. Principal’s Office
  2. Police Department
  3. Person filing the report

All coaches and student group advisors shall meet with each group that they are responsible for. They are to go over the reasons for the law and explain the punishment for the crime of hazing as spelled out in the law. They are to put into writing the names of those attending the meeting along with the meeting date. The signed copy shall be turned into the Office of the Principal within five (5) days after holding the meeting. This document shall become part of the yearly state report that is mandated by this law.

Students violating this law are subject to anywhere from five (5) days of school suspension up to school committee expulsion, depending on the severity of the violation.

MGL c.296, §17:

Whoever is the principle organizer or participant in the crime of hazing as defined herein shall be punished by a fine of not more than one (1) thousand dollars or by imprisonment in a house of correction for not more than one hundred days or by both such fine and imprisonment

The term “hazing” as used in this section and in sections eighteen (18) and nineteen (19), shall mean any conduct or method of initiation into any student organization, whether public or private property, which willfully or recklessly endangers the physical or mental health of any student or other person. Such conduct shall include whipping, beating, branding, forced calisthenics, exposure to weather, forced consumption of any food, liquor, beverage, drug or other substance, or any other brutal treatment or force physical activity which is likely to adversely affect the physical health or safety of any such student or other person, to extreme mental stress, including extended deprivation of sleep or rest or extended isolation.

Notwithstanding any other provisions of this section to the contrary, consent shall not be available as a defense to prosecution under this action.
M.G.L. c. 269, §18

Whoever knows that another person is the victim of hazing as defined in section seventeen (17) and is at the scene of such crime shall, to the extent that such person can do so without danger to peril to himself or others, report such crime to an appropriate law enforcement official as soon as reasonably practicable. Whoever fails to report such crime shall be punished by a fine of not more than five hundred dollars ($500.00).

M.G.L. c 269, §19

Each institution of secondary education and each public and private institution of post-secondary education shall issue to every student group, student tea, or student organization which is part of such institution or is recognized by the institution or permitted by the institution to use its name or facilities or is know by the institution to exist as an unaffiliated group, student team or student organizations, a copy of this section and sections seventeen (17) and eighteen (18); provided, however, that an institution’s compliance with this section’s requirements that an institution issue copies of this section and sections seventeen (17) and eighteen (18) to unaffiliated student groups, teams or organizations shall not constitute evidence of the institution’s recognition or endorsement of said unaffiliated student groups, teams or organizations.

Each such group, team or organization shall distribute a copy of this section and sections seventeen (17) and eighteen (18) to each of its members, plebes, pledges, or applicants for membership. It shall be the duty of each such group, team or organization, acting through its designated officer, to deliver annually, to the institution and attested acknowledgement stating that such a group, team or organization has received a copy of this section and said sections seventeen (17) and eighteen (18), and that such group, team or organization understands and agrees to comply with the provisions of this section and sections seventeen (17) and eighteen (18).

Each institution of secondary education and each public or private institution of post-secondary education shall, at least annually, before or at the start of enrollment, deliver to each person who enrolls as a full-time student in such institution a copy of this section and sections seventeen (17) and eighteen (18).

Each institution of secondary education and each public or private institution of post-secondary education shall file, at least annually, a report with the board of higher education and in the case of secondary institutions, the board of education, certifying that such institution has complied with its responsibility to inform student groups, teams or organizations and to notify each full-time student enrolled by it of the provisions of this section and sections seventeen (17) and eighteen (18).and also certifying that said institution has adopted a disciplinary policy with regard to organizers and participants of hazing, and that such policy has been set forth with appropriate emphasis in the student handbook or similar means of communicating the institution’s policies to its students. The board of higher education and, in the case of secondary institutions, the board of education shall promulgate regulations governing the content and frequency of such reports, and shall forthwith report to the attorney general any such institution which fails to make such a report.

McKinney-Vento Homeless Education Assistance Act

Purpose:

The goal of the McKinney-Vento Homeless Education Assistance Act is to ensure that each homeless child or youth has equal access to the same free, appropriate public education, a public preschool education, as provided to other children and youths. South Shore Vocational Technical High School shall ensure that every effort is made to comply with this legislation.

The Office of the Assistant Principal of the South Shore Regional School District, 781.878.8822, has been designated as the employee responsible for coordinating the South Shore Regional School District’s efforts to implement this policy.


General Laws of Commonwealth of Massachusetts
Ch 76, §5. Place for Attendance; Violations; Discrimination

Each person shall have the right to attend the public schools of the town where he actually resides, subject to the following section. No school committee is required to enroll a person who does not actually reside in the town unless said enrollment is authorized by law or by the school committee. Any person who violates or assists in the violation of this provision may be required to remit full restitution to the town of the improperly attended public schools. No person shall be excluded from or discriminated against in admission to a public school of any town, or in obtaining the advantages, privileges and courses of study of such a public school on account of race, color, sex, gender identity, religion, national origin or sexual orientation.

Appendix


Bullying Intervention and Reporting Form