AHS Handbook 22-23

ASHLAND HIGH SCHOOL

2022-2023

Parent & Student Handbook

Ashland Clockers

Setting New Standards of Academic Excellence

Ashland High School

65 East Union Street

Ashland, MA 01721

Phone: (508) 881-0177

Absentee Phone: (508) 881-0177

Fax: (508) 881-0186

School Hours: 8:20 am - 2:45 pm

James Adams

Superintendent

Kelley St. Coeur

Principal

Erin Lachapelle

Dean of Students

Class of 2024 & 2026

Meaghan Sullivan

Dean of Students

Class of 2023 & 2025

School Committee

Laurie Tosti: Chair

Marc Terry: Vice-Chair

Christina Fitanides:Secretary

Paul Kendall: Member

Erin Williams: Member

The information in this handbook is current as of its September 2022 publication.

Ashland Public Schools reviews and revises its policies and curriculum on a regular

basis to meet local and state guidelines.

A Message from Ms. St. Coeur

Dear students, parents, and community,

Welcome to the 2022-2023 school year at Ashland High School. We are once again

starting the year saying “last year was a tough one” but we are excited to return to

normalcy. We are starting the year with a focus on resetting expectations and goals,

academically, behaviorally, and emotionally. We will continue to work together to

provide a safe, supportive environment for our entire learning community. On behalf

of all members of the Ashland High School faculty and staff, I welcome you to the

start of another great year. At AHS we believe that all of our students can reach their

potential as learners and will contribute positively to the Ashland community. An

important part of student success is understanding the vision for our graduate, the

core values as well as expectations of our school. This handbook provides a

guideline for student expectations. Students who live our values of respect,

responsibility, integrity, involvement, and achievement on a consistent basis, and

learn from their mistakes when they make them, have a successful experience at

Ashland High School. Recognizing the positive accomplishments of all students and

adults of the community, while also enforcing appropriate consequences when

necessary, is a priority and we believe it is how we learn. Please review this

handbook as a family, including each appendix, and familiarize yourself with our

expectations. If we are all working together in a manner that is reﬂective of our

values, this will be a wonderful school year.

Thank you!

Kelley St. Coeur

Principal

Table of Contents

Ashland Public Schools Mission Statement 5

ACADEMICS 5

Ashland High School’s Educational Principles 5

Ashland High School Vision Statement 6

Ashland High School Mission Statement 6

Core Values 6

Expectations for Students 6

Academic Expectations 6

Social Expectations 6

Expectations for School and Community 7

Academic Ethics 7

Vision of The Graduate 8

Appendix A - Academics 8

GENERAL INFORMATION 8

Translation of the Parent/Student Handbook 8

No-school Announcements 9

Calendar of Events 9

Handbook Scope and Limitations 9

Security Camera Policy 10

Statement of Non-Discrimination 10

FERPA 10

DISTRICT POLICIES 11

CODE OF CONDUCT AND PROGRESSIVE DISCIPLINE PLAN 11

Appendix B - Discipline 12

PROCEDURES FOR DISCIPLINING STUDENTS WITH DISABILITIES 13

Case-by-case determination 13

Procedures for suspension(s) not exceeding 10 school days 13

Procedures for suspension of students with a disability when suspension

exceeds 10 school days 14

Special circumstances for exclusion 14

MGL Chapter 71, Section 37H, 37H ½, & 37 ¾ 15

Section 37H 15

Section 37H1/2 16

Section 37H3/4 17

Bullying Prevention Plan 18

SCHOOL ATTENDANCE 20

Exceptions 21

Absence: Calling In 21

Attendance to Class: Class Skips 21

Skipping Consequences 22

Dismissals from School 22

Tardiness to School 22

Appendix C - Attendance 23

TRANSPORTATION POLICY AND PROCEDURES 24

Bus Rules 24

Parking 24

Appendix D - Transportation 24

PARENT INFORMATION 25

Ashland High School Regulations 25

Extra-curricular Activities Consent and Release 25

Accreditation Statement 26

Organization and Communication/ Flow of Communication 26

Department Liaisons 27

School Site Council 27

HEALTH SERVICES 27

Illness 27

Fever 28

Strep Throat 28

Head Lice 28

Medication 29

Health Record (Physical Exams and Immunizations) 29

State Mandated Requirements (Physical Exams and Screenings) 29

Management of Life-Threatening Allergies 30

Chronic Illness Policy 30

Ashland Public Schools Mission

Statement

Our mission is to provide a safe, engaging, and inclusive learning environment,

empowering every student to acquire and develop the necessary skills and

knowledge to become active, caring, and passionate life-long learners and citizens in

an evolving and diverse world.

To accomplish this mission, Ashland Public Schools:

● Will improve student achievement for all students while closing the

achievement gaps for our students of color, low-income status, ethnicity,

English language learners and students with disabilities through targeted

instruction and curriculum.

● Will ensure student success by supporting students, faculty, staff, and parents

to develop strategies, skills, and tools necessary to maintain a healthy

physical and mental well-being.

● Will create a district environment based on collaboration, respect, and open

lines of communication through partnerships with parents, businesses, and

the entire Ashland community.

● Will support educators in their continual effort to improve instruction and

student achievement through targeted professional development, focusing on

best practices, use of data, productive collaboration, and sensitivity to the

needs of every student.

ACADEMICS

Ashland High School’s Educational Principles

All students can learn.

All students learn in different ways and at different rates.

All students deserve and need positive support and respect.

Students learn best when they are active participants in the process and should be

encouraged to take risks.

Learning occurs best in a safe, nurturing, and challenging environment.

The school community values differences and appreciates diversity.

The school community fosters honesty, integrity, and a strong sense of ethics.

The commitment to education is a shared community responsibility.

Ashland High School Vision Statement

The Ashland Public Schools will provide a challenging education for all students

through a common core of knowledge and values in a nurturing and safe

environment. All members of the school community will respect the uniqueness and

worth of each other, show passion for learning, be technologically current, and have

global awareness.

Ashland High School Mission Statement

Ashland High School provides a safe, supportive learning environment by

empowering individuals to be respectful, responsible, and active partners as they

develop life-long learning skills.

Core Values

Respect

Integrity

Responsibility

Involvement

Achievement

Expectations for Students

Academic Expectations

Through an interactive curriculum, students at Ashland High School will be able to:

• Read and process information eﬃciently.

• Listen, speak, and write effectively.

• Possess the skills to reﬂect productively upon their performance.

• Think critically, analytically, and creatively.

• Understand and appreciate the ﬁne and practical arts.

• Problem-solve both individually and as a member of a group.

• Utilize modern technology to effectively communicate and research

information.

Social Expectations

Students at Ashland High School will demonstrate:

• Respect for individual differences.

• A commitment to being organized, responsible, productive, and punctual.

• Responsibility for their own behavior.

• A commitment to school through shared decision-making.

• A commitment to community involvement.

• An ability to resolve conﬂicts without resorting to the use of violence.

Expectations for School and Community

Ashland High School’s faculty and staff, as well as the community of Ashland, will

provide:

• An atmosphere that promotes and encourages academic achievement,

widespread participation in the arts and athletics, and the completion of a

high school education.

• A clean, safe, and well-equipped educational facility.

• A productive and supportive learning environment.

• Teaching strategies that address student learning styles.

• A learning environment exhibiting a variety of on-going assessment methods.

• Access to community resources and services within the school setting.

• An opportunity to explore career and educational pathways.

• A partnership between the school and family to improve daily attendance.

We acknowledge that this mission statement must be reviewed regularly by the

administration, faculty, school councils, and the student council.

Academic Ethics

Ashland High School strives to provide a program of academic excellence and the

opportunities for each individual student to excel. In keeping with this goal, a high

standard of academic ethics must also be maintained. Students will therefore learn

to value and demonstrate ethical behavior, will be better prepared to deal with such

expectations outside the school environment, and will be assured that the integrity

and value of their academic achievements will not be diminished.

The Code of Academic Ethics elicits the following responsibilities of the groups

listed:

Responsibilities of students:

● To maintain a personal standard of academic ethics.

● To clearly understand the instructions, classroom management, and rules and

expectations of their individual teachers.

● To in no way participate or give the appearance of contributing to any

cheating, copying, or plagiarizing.

Responsibilities of teachers:

● To clearly communicate their classroom management policies and

expectations.

● To expect and maintain a high standard of academic ethics.

● To deal with any breaches of academic ethics.

Vision of The Graduate

It’s Your Time:

Civic responsibility

Lifelong learning

Ownership of actions

Critical and creative thinking

Kindness and empathy

Effective communication and time management

Resilience

Staying positive

Appendix A - Academics

Please reference Appendix A- Academics for more detailed policy information.

GENERAL INFORMATION

Translation of the Parent/Student Handbook

https://docs.google.com/document/d/1n0SD8i2fV4N93FrwdpF8eJ6jRARfhe2W2B5

KaeDJmy4/edit

Please call the main oﬃce at the school if you would like a copy of this document

translated into a language other than English.

Por favor llame a la oﬁcina principal en la escuela si desea una copia de este

documento sea traducido a otro idioma que no sea Inglés.

Por favor, ligue para o escritório principal da escola, se você quiser uma cópia deste

documento traduzido em uma língua diferente do Inglês.

ﻰﺟرﯾلﺎﺻﺗﻻاﻰﻠﻋبﺗﻛﻣﻟاﻲﺳﯾﺋرﻟاﻲﻓﺔﺳردﻣﻟااذإتﻧﻛدﯾرﺗﺔﺧﺳﻧنﻣهذھﺔﻘﯾﺛوﻟاﺔﻣﺟرﺗﻣﻰﻟإﺔﻐﻟرﯾﻏﺔﻐﻠﻟا

ﺔﯾزﯾﻠﻛﻧﻻا.

Gelieve telefonisch contact op het hoofdkantoor op de school als u graag een kopie

van dit document vertaald in een andere taal dan het Engels.

만일 당신이 그 문서의 사본을 영어가 아닌 다른 언어로 번역하려는 학교에 메인

사무실로 전화 주시기 바랍니다.

No-school Announcements

No-school announcements are posted to the following live media outlets:

RADIO STATIONS WBZ, WRKO, WCVB

TELEVISION CHANNELS 4, 5, and 7, and Ashland Cable Channel 10.

In the event of extreme weather conditions, no-school and/or early dismissal

announcements will be broadcast over the same stations. Please do not call the

police or ﬁre departments.

Connect Ed: The district employs an emergency phone system which allows the

district to communicate with families in an effective and eﬃcient manner. This

system is used when school is canceled, delayed, or dismissed early. It is also used

if an emergency situation arises.

Calendar of Events

Please check the Ashland Public Schools website for school and district information

and updates: APS Website

Click here for the APS Calendar

Click here for the AHS Calendar

Handbook Scope and Limitations

The school and administration reserve the right to establish fair and reasonable

rules and regulations for circumstances that may require actions that are not

covered in this handbook. In all cases, rules, regulations and possible consequences

shall be as consistent as possible with previously established rules, regulations, and

consequences for similar incidents. Matters omitted from this handbook should not

be interpreted as a limitation to the scope of the school’s responsibility and,

therefore, the school’s authority in dealing with any type of infraction that may not be

in the best interest of the safety and welfare of our students.

These rules and policies apply to any student who is on school property, who is in

attendance at school, who is attending any school sponsored activity, or whose

conduct at any time or place directly interferes with the operations, discipline, or

general welfare of the school, students, and staff.

All students are responsible for adhering to the current rules

and regulations set forth by the state of Massachusetts.

Security Camera Policy

Ashland High School uses security cameras to ensure the health, welfare and safety

of all students, staff and visitors, to deter theft, vandalism and other negative

behavior, to safeguard district buildings, grounds and equipment, and to monitor

unauthorized individuals in or on school property. Consistent with School

Committee Policy ECAF, students identiﬁed on security cameras in violation of

District policies will be subject to disciplinary action. Access to security camera

footage is limited in accordance with School Committee policy and state and federal

laws and regulations.

Statement of Non-Discrimination

Massachusetts state law prohibits discrimination against students in public schools,

including protection against discrimination based on sexual orientation. It states:

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 public school on account of race, color, sex, gender identity, religion, national

origin or sexual orientation.

The Ashland Public Schools offer all courses of study, extra-curricular activities, and

school services without regard of race, color, sex, gender identity, religion, national

origin, or sexual orientation. In addition, the School Department adheres to the

federal requirements provided under Title VI, Title IX and Section 504.

Ashland Public Schools do not discriminate on the basis of race, color, sex, religion,

national origin, sexual orientation, gender identity, or handicap in admission to,

access to, treatment in, or employment in its programs and activities.

The administrators identiﬁed at the link below have been designated to handle

inquiries regarding the nondiscrimination policies: Civil Rights Links/District

Coordinator Information

FERPA

Schools must notify parents and eligible students annually of their rights under

FERPA. The actual means of notiﬁcation (special letter, inclusion in a PTA bulletin,

student handbook, or newspaper article) is left to the discretion of each school.

FERPA Information

DISTRICT POLICIES

The School Committee “shall have the power to establish educational goals and

policies for the schools in the district consistent with the requirements of law and

statewide goals and standards established by the Board of Education (M.G.L. c71,

§37).” The Ashland Public Schools School Committee maintains policies to ensure

the school district operates in an effective and eﬃcient manner. Review of School

Committee Policy is on-going throughout each school year. It is the responsibility of

each individual to monitor the Ashland Public School’s website for the most current

policies. Policies printed within this handbook were current at the time of printing.

Please click this link to access the Ashland Public School’s Policy Manual.

If you have any questions regarding current School Committee policies, please

contact the Oﬃce of the Superintendent of Schools at 508-881-0150.

CODE OF CONDUCT AND PROGRESSIVE

DISCIPLINE PLAN

Students in the Ashland Public Schools are expected to treat all members of the

school community with dignity and respect. The school community is deﬁned as all

those people who work or interact in the school. Students, teachers, administrators,

guidance counselors, custodians, secretaries, cafeteria workers, parent volunteers,

and school visitors are part of this community.

Each person in the school must have the opportunity to grow personally, socially, and

intellectually, as well as the opportunity to exercise his/her rights in a positive and

constructive way. Thus, all members of the school community have the

responsibility to conduct themselves in a way that demonstrates a respect for all

individuals, their rights, and property.

Each student will be responsible for providing a positive and healthy environment for

others by maintaining order, self-discipline, and consideration for the rights and

property of others. Each student will bear the responsibility for his or her own

conduct whenever students are:

● In school

● On school property

● At school sanctioned events, including athletic games

● On school buses or other school sponsored transportation

● In communication (text or social media) with a school team or club

Behaviors that take place outside of the above mentioned are not under the

disciplinary purview of AHS administration. However, when AHS administration is

informed of incidents that take place outside of the above mentioned places they

will work to support and educate students with regard to how their behaviors outside

of school negatively impacts themselves or others.

The Say Something Anonymous Reporting System allows students or parents to

submit secure, anonymous safety concerns to help someone who may hurt

themselves or others. Students and parents can submit a tip anonymously when

they are concerned about a student's safety. If the tip is not coded as “life safety” by

the call center AHS administration will not see the tips after 10pm on a weekday or

at all on the weekend. Say Something should not be used to report concerns about a

house party. If there are concerns about student safety at a party you should call

911.

Students can expect that teachers will have speciﬁc expectations, both behavioral

and academic, for their individual classes. Click here for our PBIS matrix of

expectations. When a student does not adhere to the disciplinary policy, the teacher

will discipline the student accordingly. A teacher may have the student remain after

school, have the student report before school, and/or communicate with the

parent/guardian on the phone, via email, or through the mail.

If the student's behavior does not improve, the teacher may invite the

parent/guardian in for a conference. If the student's behavior continues to be a

problem or if there should be a serious breach of conduct, the teacher will write a

behavior referral and forward it to a dean of students.

Minor infractions usually result in detention(s). Major infractions could result in

suspension or other severe disciplinary action.

Ashland High School’s rules and regulations are based on a system of progressive

discipline. This means that an administrator has the discretion to signiﬁcantly

increase the penalties in the cases of second and third offenses for any of the

above listed infractions.

Appendix B - Discipline

Please reference Appendix B- Discipline for more detailed information.

PROCEDURES FOR DISCIPLINING

STUDENTS WITH DISABILITIES

In general, all students are expected to meet the requirements for behavior as set

forth in the student handbook and the school’s code of conduct. In accordance with

Chapter 71B of the Massachusetts General Laws and with federal law IDEA 2004:

Section 615 (k), and with Section 504 of the Rehabilitation Act of 1973: 29 U.S.C.

Section 794 (A), the school may suspend or remove your child from his or her

current placement, with certain procedures to be followed for intended removals of

more than 10 school days. Special provisions are outlined below for students with a

documented disability who have an Individualized Education Program (IEP) or a

Section 504 Plan.

Case-by-case determination

School personnel may consider any unique circumstances on a case-by-case basis

when determining whether to order a change in placement for a student with a

disability who, after disciplinary actions, has been found to have violated the school

code of conduct. (IDEA Regulations: 34 CFR Part 300, M.G.L. c71, §§ 37H, 37H½,

37H 3/4)

Procedures for suspension(s) not exceeding 10 school

days

Any student with a disability may be suspended for up to ten (10) days during a

school year. Disciplinary decisions are the same as for students without disabilities.

Special circumstances exist if your child: possesses, uses, sells, or solicits illegal

drugs on school grounds or at a school-sponsored event; carries a weapon to school

or a school-sponsored event; or inﬂicts serious bodily harm upon another person at

school or a school-sponsored event. Under these circumstances, the principal may

place your child in an interim alternate educational setting (IAES) for up to 45 school

days. Your child may remain in this IAES for a period of time not to exceed 45 school

days. Thereafter, your child will return to the previously agreed-upon placement

unless a hearing oﬃcer has ordered another placement or you and the school agree

to another placement.

Procedures for suspension of students with a disability

when suspension exceeds 10 school days

If your child is suspended for more than 10 school days in a school year, this

removal is considered a change of placement. A change of placement invokes

certain procedural protections under federal special education law and Section 504.

Prior to any removal that constitutes a change of placement, the school will convene

a team meeting to develop a plan for conducting a functional behavioral assessment

(FBA) that will be used as the basis for developing speciﬁc strategies to address

your child’s problematic behavior.

Prior to any removal that constitutes a change in placement, the school must inform

you that the law requires the school district to consider whether or not the behavior

that forms the basis of the disciplinary action is related to your child’s disability. This

consideration is called a manifestation determination. Parents have a right to

participate in this process. All relevant information will be considered including the

IEP or Section 504 plan, teacher observations, and evaluations reports.

At a manifestation determination meeting, the team will consider:

• Did the student’s disability cause or have a direct and substantial relationship

to the conduct in question?

• Was the conduct a direct result of the district’s failure to implement the IEP?

If the manifestation determination decision is that the disciplinary action was related

to the disability, then your child may not be removed from the current educational

placement (unless under special circumstances). The team will review the IEP or

Section 504 Plan and any behavioral intervention plans.

If the manifestation determination decision is that the disciplinary action was not

related to the disability, then the school may suspend or otherwise discipline your

child according to the school’s code of conduct. For students with IEPs, during the

period of time of removal from school that exceeds 10 school days, the school

district must provide educational services that allow your child to continue to make

educational progress. For students with Section 504 plans, there is no automatic

right to receive educational services beyond the 10th school day of suspension.

Special circumstances for exclusion

Special circumstances exist if your child: possesses, uses, sells, or solicits illegal

drugs on school grounds or at a school-sponsored event; carries a weapon to school

or a school-sponsored event; or inﬂicts serious bodily harm upon another person at

school or a school-sponsored event. Under these circumstances, the principal may

place your child in an interim alternative educational setting (IAES) for up to 45

school days. Your child may remain in this IAES for a period of time not to exceed

45 school days. Thereafter, your child will return to the previously agreed-upon

placement unless a hearing oﬃcer has ordered another placement, or you and the

school agree to another placement. For students with Section 504 Plans, there is no

automatic right to receive educational services beyond the 10

school day of

suspension.

School personnel will provide Parent’s Notice of Procedural Safeguards (Special

Education) or Notice of Parent and Student Rights under Section 504 for students

with disabilities prior to any suspension exceeding 10 school days in one school

year. These notices will provide an explanation of the process should there be

disagreement regarding the manifestation determination or any placement decision.

Parent, guardian, and/or student may petition the Bureau of Special Education

Appeals for a hearing or the Oﬃce of Civil Rights (Section 504). Until issues are

resolved, the student remains in his or her current placement.

MGL Chapter 71, Section 37H, 37H ½, &

37 ¾

Section 37H

Notwithstanding any general or special law to the contrary, all student handbooks

shall contain the following provisions:

(a) Any student who is found on school premises or at school-sponsored or

school-related events, including athletic games, in possession of a dangerous

weapon, including, but not limited to, a gun or a knife; or a controlled substance as

deﬁned in chapter 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.

(b) Any student who assaults a principal, assistant principal, teacher, teacher's aide

or other educational staff on school premises or at school-sponsored or

school-related events, including athletic games, may be subject to expulsion from

the school or school district by the principal.

(c) Any student who is charged with a violation of either paragraph (a) or (b) shall

be notiﬁed in writing of an opportunity for a hearing; provided, however, that the

student may have representation, along with the opportunity to present evidence and

witnesses at said hearing before the principal.

After said hearing, a principal may, in his discretion, decide to suspend rather than

expel a student who has been determined by the principal to have violated either

paragraph (a) or (b).

(d) Any student who has been expelled from a school district pursuant to these

provisions shall have the right to appeal to the superintendent. The expelled student

shall have ten days from the date of the expulsion in which to notify the

superintendent of his 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.

Section 37H1/2

Notwithstanding the provisions of section eighty-four and sections sixteen and

seventeen of chapter seventy-six:

(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.

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 parent or

guardian within three calendar days of the student's request for an appeal. 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 the principal or headmaster, including

recommending an alternate educational 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 guilt 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.

The student shall have the right to appeal the expulsion 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 expulsion. The

superintendent shall hold a hearing with the student and the student's parent or

guardian within three 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 the principal or headmaster, including recommending an

alternate educational program for the student. The superintendent shall render a

decision on the appeal within ﬁve calendar days of the hearing. Such decision shall

be the ﬁnal decision of the city, town or regional school district with regard to the

expulsion.

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 its schools or provide educational

services to the student under an education service plan, under section 21 of chapter

76.

Section 37H3/4

a) This section shall govern the suspension and expulsion of students enrolled in a

public school in the commonwealth who are not charged with a violation of

subsections (a) or (b) of section 37H or with a felony under section 37H1/2.

(b) Any principal, headmaster, superintendent or other person acting as a

decision-maker at a student meeting or hearing, when deciding the consequences

for the student, shall exercise discretion; consider ways to re-engage the student in

the learning process; and avoid using expulsion as a consequence until other

remedies and consequences have been employed.

of a school in which the student is enrolled, or a designee, shall provide, to the

student and to the parent or guardian of the student, notice of the charges and the

reason for the suspension or expulsion in English and in the primary language

spoken in the home of the student. The student shall receive the written notiﬁcation

and shall have the opportunity to meet with the principal or headmaster, or a

designee, to discuss the charges and reasons for the suspension or expulsion prior

to the suspension or expulsion taking effect. The principal or headmaster, or a

designee, shall ensure that the parent or guardian of the student is included in the

meeting, provided that such meeting may take place without the parent or guardian

only if the principal or headmaster, or a designee, can document reasonable efforts

to include the parent or guardian in that meeting. The department shall promulgate

rules and regulations that address a principal’s duties under this subsection and

procedures for including parents in student exclusion meetings, hearings or

interviews under this subsection.

(d) If a decision is made to suspend or expel the student after the meeting, the

principal or headmaster, or a designee, shall update the notiﬁcation for the

suspension or expulsion to reﬂect the meeting with the student. If a student has

been suspended or expelled for more than 10 school days for a single infraction or

for more than 10 school days cumulatively for multiple infractions in any school year,

the student and the parent or guardian of the student shall also receive, at the time

of the suspension or expulsion decision, written notiﬁcation of a right to appeal and

the process for appealing the suspension or expulsion in English and in the primary

language spoken in the home of the student; provided, however, that the suspension

or expulsion shall remain in effect prior to any appeal hearing. The principal or

headmaster or a designee shall notify the superintendent in writing, including, but

not limited to, by electronic means, of any out-of-school suspension imposed on a

student enrolled in kindergarten through grade 3 prior to such suspension taking

effect. That notiﬁcation shall describe the student’s alleged misconduct and the

reasons for suspending the student out-of-school. For the purposes of this section,

the term “out-of-school suspension” shall mean a disciplinary action imposed by

school oﬃcials to remove a student from participation in school activities for 1 day

or more.

(e) A student who has been suspended or expelled from school for more than 10

school days for a single infraction or for more than 10 school days cumulatively for

multiple infractions in any school year shall have the right to appeal the suspension

or expulsion to the superintendent. The student or a parent or guardian of the

student shall notify the superintendent in writing of a request for an appeal not later

than 5 calendar days following the effective date of the suspension or expulsion;

provided, that a student and a parent or guardian of the student may request, and if

so requested, shall be granted an extension of up to 7 calendar days. The

superintendent or a designee shall hold a hearing with the student and the parent or

guardian of the student within 3 school days of the student’s request for an appeal;

provided that a student or a parent or guardian of the student may request and, if so

requested, shall be granted an extension of up to 7 calendar days; provided further,

that the superintendent, or a designee, may proceed with a hearing without a parent

or guardian of the student if the superintendent, or a designee, makes a good faith

effort to include the parent or guardian. At the hearing, the student shall have the

right to present oral and written testimony, cross-examine witnesses and shall have

the right to counsel. The superintendent shall render a decision on the appeal in

writing within 5 calendar days of the hearing. That decision shall be the ﬁnal

decision of the school district with regard to the suspension or expulsion.

(f) No student shall be suspended or expelled from a school or school district for a

time period that exceeds 90 school days, beginning the ﬁrst day the student is

removed from an assigned school building.

Bullying Prevention Plan

Please see the entire Ashland Public Schools Bullying Prevention and Intervention

Plan.

Bullying, pursuant to M.G.L. c. 71, §37O, means the repeated use by one or more

students or by a member of a school staff including, but not limited to, an educator,

administrator, school nurse, cafeteria worker, custodian, bus driver, athletic coach,

advisor to an extracurricular activity, or paraprofessional of a written, oral, or

electronic expression or a physical act or gesture or any combination thereof,

directed at a target that:

• causes physical or emotional harm to the target or damage to the target's

property;

• places the target in reasonable fear of harm to himself or herself or damage

to his or her property;

• creates a hostile environment at school for the target;

• infringes on the rights of the target at school; or

• materially and substantially disrupts the education process or the orderly

operation of a school.

Bullying shall include cyberbullying. Cyberbullying means bullying through the use of

technology or any electronic communication, which includes but is not limited to,

any transfer of signs, signals, writing, images, sounds, data, or intelligence of any

nature transmitted in whole or in part by a: wire, radio, electromagnetic,

photo-electronic or photo-optical system, including but not limited to: electronic mail,

internet communications, instant messaging, or facsimile communications.

It is important for all members of the community to understand that conﬂict is not

automatically synonymous with bullying. Arguing, bantering back and forth, ignoring,

roughhousing, and ﬁghting, while potentially serious forms of conﬂict, are not

necessarily instances of bullying. Bullying is characterized by intention, repetition,

and power imbalance. Not every conﬂict meets these criteria.

Ashland students are expected to behave in a friendly and respectful manner. Our

goal is to maintain a positive environment, which promotes learning and contributes

to each child's social, emotional, academic, and physical development.

It is the responsibility of the building principal or his/her designee to make clear to

students and staff that bullying, cyberbullying, retaliation, or harassment in the

school building, on school grounds, on our school buses or school sanctioned

transportation, or at school sponsored functions will not be tolerated. The principal

or his/her designee shall be responsible for the implementation of bullying

prevention and intervention procedures, including investigating all charges of

bullying, cyberbullying, and retaliation. Please refer to Appendix A which includes a

district-wide process, forms, and procedures to support the reporting, response, and

investigation of bullying.

Reporting bullying or retaliation: Ashland Public School staff members are required

to immediately report to the principal or designee any instance of bullying or

retaliation the staff member witnesses or becomes aware of.

Retaliation is any form of intimidation, reprisal, or harassment directed against a

student who reports bullying, provides information during an investigation of

bullying, or witnesses or has reliable information about bullying.

Reports of bullying or retaliation may be made by staff, students, parents, guardians,

or others. This can be in oral or written form, face to face, via telephone, or by email

when he/she witnesses or becomes aware of conduct that may be bullying or

retaliation.

SCHOOL ATTENDANCE

The faculty and administration of Ashland High School are committed to offering a

quality education to their students. School attendance is crucial to learning and will

be closely monitored. Classroom participation and student/teacher interaction are

fundamentally important reasons for good school attendance.

Please refer to the School Committee Policy on Student Absences and Excuses for

Attendance for more details.

Please call the attendance line at 508- 881-0177 if your child is going to be absent.

For guidelines regarding illness and school attendance, please follow this link: APS

Health Services

The following policies have been adopted to maximize student attendance in school

and in class:

● Upon arrival at school, students are to report directly to the cafeteria/clock

area.

● All students are expected to be in class on time. A student who is tardy to

class will be admitted to class. If the student has an acceptable note or pass

from a staff member, the tardiness will be excused. Otherwise, a student will

be assigned detention with the teacher.

● A student who is enrolled in a course is expected to be present each time

class is in session.

● No student should be absent more than the maximum limits. Students who

exceed these limits may incur loss of credit. Year-long courses have a limit of

15 missed classes per year; loss of credit is incurred at the 16th missed

class. Semester courses have a limit of 8 missed classes per semester, loss

of credit is incurred at the 9th missed class. Any student changing classes

during the marking period will have his or her total accumulation of absences

in the former class carried over to the new class.

● Parents/guardians shall be notiﬁed of student absences in accordance with

state law.

● Students deemed truant may be referred to the Attendance Review Panel. G.L.

c. 76, § 2 deﬁnes truancy as unexcused absences totaling more than seven

(7) full days or fourteen (14) half days in a six (6) month period, and G.L. c.

119, § 21 deﬁnes habitual truancy as willful failure to attend school for more

than eight (8) full days in a quarter.

● Extenuating issues may be referred to the Attendance Review Panel.

Exceptions

Some missed classes are for legitimate reasons and do not count in calculating the

maximum limit. Family vacations during school time are not excused absences. The

following circumstances are considered legitimate:

● Absence due to illness or medical appointment, when conﬁrmed in writing by

a doctor.

● Death in the family, when conﬁrmed in writing by parent/guardian.

● Observance of religious holidays, when conﬁrmed in writing by

parent/guardian.

● Pre-approved, school sponsored ﬁeld trips.

● Class meetings approved by the administration.

● College conferences and visitations (maximum of three per year), which have

received prior approval from the administration and are supported by notes

from parent/guardian.

● Other school-related and administration-approved meetings or functions.

● Court subpoenas.

● Registry of Motor Vehicle appointments (i.e., learner's permit or road test).

● Extenuating circumstances as deemed by the Attendance Review Panel

and/or administration.

Absence: Calling In

Parents/guardians must call the school (508-881-0177) as soon as possible to

parent/guardian does not notify the oﬃce by the close of school the following day,

the student will automatically be deemed truant and will incur the appropriate

consequences for truancy. A call must be made within this time frame for each day

of absence. The responsibility for this procedure is that of the parent/guardian and

the student. No exceptions will be made to this rule.

Attendance to Class: Class Skips

● Once a student arrives at school for the day they may not leave the school

grounds, and if they do, the classes that they miss will be considered a skip.

An exception to this is if a student with senior or NHS privileges reports for a

morning meeting and has a ﬁrst period study, they may leave the building

before the ﬁrst block class begins.

● Coming to school more than halfway through the ﬁrst block without a parent

calling you in as tardy or without an excused reason is considered a class

skip. The only exception is a ﬁrst block study if the student has senior or NHS

privileges.

Skipping Consequences

● First skip from class: Teacher puts in iPass discipline referral. 1 hour oﬃce

detention assigned by Dean. Parents will be emailed and teachers will be

copied on email. A zero will be given for the class cut and no opportunity to

make up the work due or completed in class the day of the skip.

● Second skip from same class: Teacher puts in iPass discipline referral. 2

hour extended detention assigned by Dean. Parents will be emailed and

teachers will be copied on email. A zero will be given for the class cut with no

opportunity to make up the work due or completed in class the day of the

skip.

● Third and subsequent skip from same class: Teacher puts in iPass discipline

referral. Third and subsequent class skips will result in more severe

consequences including multiple extended detentions and/or suspension.

Three skips from the same class will potentially result in loss of graduation

credit for that class. A parent/guardian, student, and administrator conference

will be scheduled. The student will receive a zero for any work missed.

Dismissals from School

If a student knows they are being dismissed they should bring a note to the main

oﬃce in the morning, and they will receive a dismissal pass. At the time of dismissal

they will be allowed to leave the building, and parents can wait in their car. If a

student does not bring a handwritten note in the morning, parents must sign out a

student in the main oﬃce upon departure. No student will be dismissed without a

parent or guardian’s signature unless that student is a senior and is exercising his or

her senior privilege to be dismissed during a last-period study. Those seniors

exercising this privilege must ﬁle the appropriate documentation and must sign out

in the main oﬃce. Members of the junior class who are members of the National

Honor Society may also exercise this right. Dismissals for medical reasons must be

cleared through the nurse who will contact a parent/guardian.

Tardiness to School

Students who are not present at the start of 1st period will be considered tardy.

Students who are tardy to the same class three times will have those tardies

considered as one absence. Students not physically present in class by 8:20 A.M.

are tardy and must report immediately to the main oﬃce for a tardy slip. Upon tardy

arrival to school, after being issued a late pass to class from the main oﬃce,

students will be allotted a three minute passing time to arrive at their regularly

scheduled class. If the tardy is excused, an excused tardy pass must be presented

to the teacher(s) of each class missed. If a full class is missed, the student must

present the teacher with the pass the following day in order to get credit for work

that was due. Students may NOT use car problems as an excuse for lateness.

Excused tardies are limited to the following (extenuating circumstances may be

discussed with the student’s dean):

● Documented medical/dental appointment

● Documented legal/registry appointments

● Funerals

● Religious observances

Students who arrive at school after the scheduled start time will be issued one tardy

tally.

Students are allowed ﬁve (5) unexcused tardy tallies per semester.

At the 6th tally, a 1 hour detention will be assigned

At the 9th tally, a 2 hour detention will be assigned

At the 12th tally, a 3 hour detention will be assigned

If a student reaches 15 tallies an individualized attendance contract will be created

with the Dean, student, and parent/guardian. Alternatives to consequences issued

to students for arriving late to school may be discussed with a dean in an effort to

improve upon frequent tardiness offenses, such as community service projects or

personalized educational projects/opportunities.

Parents and coaches/club advisors will be emailed to advise of the assigned oﬃce

detention. Practices, games, rehearsals, and club meetings are not an excuse to not

attend detention.

Students who are tardy must still turn in work due for the class missed that day.

Students are also responsible for work assigned that day in class even if they were

not present. Students may turn in assignments to the oﬃce to be placed in a

teacher’s mailbox.

Students missing class are expected to follow the same policy as an unexcused

absence for making up missed work.

Appendix C - Attendance

Please reference Appendix C- Attendance for more detailed information.

TRANSPORTATION POLICY AND

PROCEDURES

Bus Rules

The following bus rules apply to all school related trips, including ﬁeld trips, class

trips, late runs, athletic trips, and daily transportation.

While on the bus, students should keep hands and heads inside the bus at all times.

Loud talking and laughing divert the driver's attention, making safe driving diﬃcult.

Horseplay, inappropriate language, smoking, playing music, and getting out of one's

seat while the bus is in motion are not permitted at any time.

Parking

The student privilege of parking cars at the high school shall be restricted to

students who have paid the annual parking fee. The parking rate shall be set

annually by the School Committee upon recommendation of the superintendent.

Student Parking Agreement

● Parking passes shall be issued through the principal’s oﬃce and must be

displayed on the rear view mirror.

● Current bus passes may be placed in the driver side window for temporary

parking privileges.

● Current bus passes may be turned in to the high school oﬃce in exchange for

parking pass, and the student should no longer be riding the school bus.

● Parking passes may be revoked in accordance with guidelines established by

the principal and speciﬁed in the student handbook. Guidelines will include

reasons a parking pass may be revoked and the necessary process for

reinstatement.

Appendix D - Transportation

Please reference Appendix D- Transportation for more detailed policy information.

PARENT INFORMATION

Ashland High School Regulations

Ashland High School is an accredited, comprehensive high school that includes

grades 9 through 12. The Ashland Public Schools are committed to equal

employment and educational opportunity for all employees and applicants, students,

parents, and members of the school community, including those parties who

contract to perform work for the Ashland Public Schools, without regard to race,

color, religion, sex, gender identity, national origin, age, sexual orientation, or

disability in all aspects of employment and education. The members of the school

community, including administration, faculty, staff, students, and volunteers working

in the school, while they work and study, are subject to school authorities. The

policies and procedures contained in this handbook are the result of a cooperative

effort on the part of the students, faculty, parents, a school committee designee, and

administration. Explanations and/or suggestions about policies should be referred to

the principal or a dean of students.

Ashland High School is operated under the Constitution of the United States of

America, the Constitution of the Commonwealth of Massachusetts, and the

regulations of the School Committee. The following rules and regulations are

established to provide for the safety and rights of each individual. These rules apply

to all school sponsored activities. Our basic rule is to respect the rights of others at

all times.

Extra-curricular Activities Consent and Release

Students participating in voluntary extra-curricular activities, including but not limited

to intramural or interscholastic athletics, are required to return a signed release of

liability to the administrator/supervisor of the event/activity prior to engaging in the

activity, event, or, in the case of athletics/sports, to the Athletic Director prior to the

commencement of the speciﬁc athletic/sport’s season recognized by the

Massachusetts Interscholastic Athletic Association (“MIAA”). As these activities are

voluntary, the student’s participation in an event, activity, or athletic/sports season is

conditioned upon receipt of the signed and returned release of liability form.

Massachusetts law permits use of such releases for school-related voluntary

extra-curricular activities, including but not limited to athletics/sports. Release forms

will be distributed by the Athletic Director and/or by the administrator overseeing

activities.

The student’s participation in any extra-curricular activity, including but not limited to

intra-mural or interscholastic athletics/sports of any nature, is conditioned on

compliance with all applicable laws, district policies (including but not limited to

policies relative to student conduct and discipline, bullying, hazing, harassment, and

discrimination), all MIAA policies, and district values and behavioral expectations. In

the interest of student safety and compliance with these laws, policies, values, and

expectations, coaches and/or other school staff will routinely monitor

locker/dressing/changing room activities. Such monitoring may include physical

presence by coaches or other staff in locker/dressing/changing rooms. While

monitoring students in locker/dressing/changing rooms, all coaches and staff will

give appropriate consideration to student privacy. Students seeking increased

privacy when changing clothes/uniforms may utilize individual stalls and/or privacy

curtains or screens where available, and are encouraged to address any privacy

related concerns with the coach or building principal/designee.

Accreditation Statement

Ashland High School is accredited by the New England Association of Schools and

Colleges, Inc. (NEASC), a non-governmental, nationally recognized organization

whose aﬃliated institutions include elementary schools through collegiate

institutions offering post-graduate instruction.

Accreditation of an institution by the NEASC indicates that it meets or exceeds

criteria for the assessment of institutional quality periodically applied through a peer

group review process. An accredited school or college is one which has available

the necessary resources to achieve its stated purposes through appropriate

educational programs, is substantially doing so, and gives reasonable evidence that

it will continue to do so in the foreseeable future. Institutional integrity is also

addressed through accreditation.

Accreditation by the NEASC is not partial, but applies to the institution as a whole.

As such, it is not a guarantee of the quality of every course or program offered, or to

the quality of opportunities available to students who attend the institution.

Inquiries regarding the status of an institution's accreditation by the NEASC should

be directed to the NEASC, 209 Burlington Road, Bedford, Massachusetts 01730,

(781) 271-0022.

Organization and Communication/ Flow of

Communication

The ﬁrst level for communicating a concern is to contact the speciﬁc teacher. Should

the matter require additional attention, the courteous and proper sequence for

contact is the following:

Second level: Department liaison

Third: Guidance counselor

Fourth: Grade level dean of students

Fifth: Principal

Sixth: Superintendent

Seventh: Ashland School Committee

Department Liaisons

English: Aleisha Egan

Mathematics: Michael Shennett

Science: Colleen Sherman

Social Studies: Janet Twomey

Uniﬁed Arts: Chad McGowan

World Languages: Lisa Dunn

Guidance: Cory McGann

Special Education Team Chairperson: Joshua Sanford

School Site Council

The School Site Council is an elected committee of individuals charged with

identifying annual school goals, developing a plan for improvement, and assessing

school progress. Current members of the School Site Council are the principal, who

shall serve as the co-chair, and representatives consisting of ﬁve students, three

teachers, three parents, and one community member. This council meets once a

month.

HEALTH SERVICES

The role of the professional school nurse is to strengthen the educational process

by assisting students in maintaining optimal health. This is accomplished in a variety

of ways: evaluation of health concerns, ﬁrst aid and emergency care, medication

administration, monitoring of chronic illnesses, maintaining individual health records

in accordance with DPH requirements, and performing state mandated health

screenings.

Illness

Families are strongly encouraged to communicate any student health concerns to

the school nurse. If your child has allergies, asthma, diabetes, seizures, attention

deﬁcit disorder, or any other medical or mental health issues, please communicate

with your school nurse regarding treatment plans and medications prior to school

entry or upon diagnosis.

The nurse is available throughout the school day for students and staff who are

injured or become ill in school.

Those who wish to see the nurse during school time must secure a pass from the

teacher and present it to the nurse. If the nurse is not in her oﬃce, the student must

report to the main oﬃce so that the nurse may be located and notiﬁed. If a student

misuses the nurse’s oﬃce, administration and parents/guardians will be notiﬁed.

Students who remain in the nurse’s oﬃce for an entire class period must provide a

pass to the teacher that same day or the following day attesting to the amount of

time spent in the nurse’s oﬃce. Time spent in the nurse’s oﬃce is for illness not for

common fatigue.

Optimal learning requires good health. In an effort to promote parent-school

cooperation for the beneﬁt of our students, the following guidelines concerning

health issues are enforced:

Fever

Students should not be sent to school with a fever (temperature of 100 degrees or

higher). A student must be fever-free for 24 hours without fever-reducing medication

before returning to school.

Strep Throat

If strep throat is suspected, students must remain out of school until the culture

results are known. If the culture is positive, the student must be on antibiotics for 24

hours before returning to school.

For any illness requiring antibiotic treatment, the student must be on antibiotics for

24 hours before returning to school.

Students returning to school after recovering from a communicable disease must be

readmitted through the school nurse’s oﬃce.

Head Lice

If the parent/guardian of a child ﬁnds lice or nits in his/her child’s head, the school

nurse must be notiﬁed. If lice or nits are found by the school nurse, the child will be

sent home for treatment. After treatment the student must return with a parent so

that the student may be checked by the school nurse. In order to return to school,

hair must be free of all nits and lice.

It is the responsibility of the parents/guardians to provide transportation and further

care of the student if the student becomes ill or injured on school property. Students

may not be sent home without parental approval. In an emergency situation the

school nurse will call 911 and the student will be transported to the nearest hospital.

Medication

The school nurse is responsible for the administration of all medications taken by

the students during the school day, unless otherwise speciﬁed. The school nurse,

with the permission of the Department of Public Health, will delegate authority to

administer medication on a ﬁeld trip to another adult.

The following form must be completed and on ﬁle in the health oﬃce before any

medication is administered:

● Doctor’s Order (renewed yearly)

● Parent/Guardian Consent

Under protocols written by Ashland’s School Physician, nurses may administer

Acetaminophen, Ibuprofen, Tums, and lozenges as needed. Parent permission for

these is required and is included on the Health-Emergency form completed at the

beginning of each school year.

Medication Policy and all forms can be found on APS website under Health Services

link.

Health Record (Physical Exams and Immunizations)

Each student has an individual health ﬁle. Please submit any new physical exams or

immunization information to the school nurse. All students new to Ashland Public

Schools are required to have a current physical examination and up to date

immunizations. Immunization requirements change when new state regulations are

passed.

State Mandated Requirements (Physical Exams and

Screenings)

State mandated health requirements include the following: Physical exams are

required in grades PK, K, 4, 7, and 10. Vision screening occurs annually in grades PK,

K-5, 7, and 10. Hearing screening occurs annually in grades PK, K-3, 7, and 10.

Postural screening occurs annually in grades 5 through 9. Body Mass Index (BMI)

screening occurs annually in grades 1, 4, 7, and 10. Parents who choose to waive

BMI screening must submit a written request to the school nurse.

Management of Life-Threatening Allergies

Ashland Public Schools recognizes that students with life-threatening allergies (LTA)

require reasonable accommodations necessary to ensure access to available

education and education-related beneﬁts.

Ashland Public Schools cannot guarantee to provide an allergen-free environment

for all students with LTA. The goal is to minimize the risk to students with LTA. The

guidelines established include building-based plans, the implementation of individual

care plans, and training programs for personnel.

Speciﬁc responsibilities for the student, parent, and school personnel are listed in

the policy.

Chronic Illness Policy

It is the policy of Ashland schools to work together with parents, students, health

care providers, and the community to provide a safe and supportive educational

environment for students with chronic illnesses and to ensure that students with

chronic illnesses have the same educational opportunities as other students.

Please click here for more health related information on APS website - APS Health

Services