HPES policies and procedures are outlined in our Parent Handbook. Last updated 2020-21.
- Parent-School Compact
- Report Cards
- Parent-School Communication
- Emergency Drills
- Communicating Concerns
- Procedure for Reports of Bullying, Harassment, and/or Hazing
- Crisis Response
- School Closings, Delays, and Early Dismissals
- School Visitors
- Volunteer Procedures
- School Hours, Arrival, and Dismissal
- School Lunch and Breakfast
- Money, Valuables, and Personal Belongings
- Access to Information and Student Records
- Family Education Rights and Privacy Act (FERPA)
- Student Attire Guidelines
- Field Trips
- Lost Textbooks/Damaged Property
- Technology Violations
- Personal Assistance in Vermont
- School Counselor Services
- Crisis Screening
- Educational Support System
- Drugs, Alcohol, and Tobacco
- Weapons at School
- Invitations to Private Parties
- Select Federal/State Laws and School District Policies
HYDE PARK ELEMENTARY SCHOOL
Hyde Park Elementary School: A joyful community of independent learners prepared for an evolving world.
Title I “Parent-School Compact”
It is important that families and schools work together to help students achieve high academic standards. Through ongoing discussions that include teachers, families, students, the school board, and other interested community members, the following are roles and responsibilities that we, as partners in the education of the children of Hyde Park, agree to carry out to support student success in school and in life.
The staff of the Hyde Park Elementary School agrees to carry out the following responsibilities to the best of our abilities:
Provide learning opportunities through interesting and challenging experiences.
Inspire high expectations.
Develop a community of joyful learners
Communicate regularly with families about student progress.
Provide an inviting, safe, and caring learning environment.
Participate in professional development opportunities that improve teaching and learning and support the formation of partnerships with families and the community.
Participate in evidence based, equitable and collaborative decision-making that promotes student success.
Honor the school, students, staff, families and the community.
The students of the Hyde Park Elementary School agree to carry out the following responsibilities to the best of their abilities:
Come to school on time, be ready to learn and to have fun.
Bring necessary materials.
Know and follow school and class expectations.
Communicate regularly with our parents and teachers about school experiences so that they can support our successes and challenges.
Limit screen time.
Engage in social and academic learning within the community.
Honor the Hyde Park Elementary School Community and respect all members.
The parents/families of Hyde Park Elementary School students agree to carry out the following responsibilities to the best of their abilities:
Communicate the importance of education and learning to our children.
Provide enriching learning experiences.
Read to your child/children and/or encourage them to read independently every day.
Ensure that your child/children attend school every day, get adequate sleep, regular medical attention, and proper nutrition.
Participate in your child/children’s learning progress.
Participate in school activities such as PIE,(Parents in Education), volunteering, chaperoning field trips and special events; attend parent-teacher conferences.
Honor the school, staff, students, and families.
Information concerning school activities will be available online at www.hpes.org or sent home on the last day of the school week in the school newsletter called the HPES NewsFlash. Each child will have a Friday Folder. This folder will contain weekly correspondence from the school as well as other announcements and classroom information. Be sure to check with your child for his/her Friday Folder and return it promptly on the following school day.
Each staff member has a telephone extension and e-mail address where he/she can be reached. Messages can be left in voice mailboxes at any time of the day. Phone extensions and emails can be found at www.hpes.org. All calls will be returned as soon as possible. Parent-teacher conferences will be held after the distribution of report cards for the first and second trimester. Parent/teacher conferences will be scheduled during the afternoon and evening hours.
Fire and Evacuation Drills: By state statute each school is required to conduct a fire drill each month and record both the date and the time. All students must participate. These drills are held at the discretion of the Principal, considering such factors as program, weather, and health. Most drills do not require children to remain outside of the building for more than five minutes. Each teacher is responsible for instructing students of the manner and route of exit during drills. These unannounced rehearsals are necessary for helping children to react quickly and responsibly in instances of emergency.
Inside Safety Drills: The school also conducts “inside safety drills” (i.e. lockdown and secure the school drills) on a regular basis in order to prepare for any emergency situation in which students and staff must remain as safe as possible inside the building.
If during the course of the school year, parents/guardians have any concerns regarding their children, a teacher, or any other aspect of the school they are requested to follow the procedure explained below. We expect that the majority of the questions or concerns can be handled at the level closest to the issue. The following procedure will lead to efficient solutions and resolution.
First Contact the Teacher – Make an appointment or call 521-EXT# to discuss the question or concern with the faculty that is closest to the concern at hand.
Next Contact the Principal – If the situation has not been resolved with the teacher or appropriate staff, make an appointment with the principal, Diane Reilly, 521-5414 or email@example.com.
If no resolution: Contact the Superintendent - If the situation has not been resolved with the principal, make an appointment with the superintendent, Catherine Gallagher at 851-1171 or firstname.lastname@example.org.
If still no resolution: Contact the School Board - If the situation has not been resolved with the superintendent, call the school board. Contact information can be found at www.lnsu.org.
HPES students arrive with a continuum of social skills. We seek to underscore the need to educate our students in a manner that develops all students towards positive interpersonal relations and social/emotional growth. Our actions are guided by a philosophy grounded in proactive and positive behavioral support and emphasises the strengths of each student.. Our first approach is through schoolwide practices. This is provided in a number of settings including, but not limited to, our school curriculum, classroom lessons, group work, and individualized support. Our next step is intervention, this includes, but is not limited to, positive reinforcement, staff guided reflection, mentoring, and increased teacher feedback. Our final approach will include other measures, which will be determined on a case-by-case basis. In the interest of a safe learning environment for all students, the school maintains the right to accelerate the normal processes surrounding issues of behavior.
It is the goal of the HPES Community to create an environment that is safe, respectful, and conducive to learning. Students are expected to exhibit behaviors in a manner that is consistent with our school-wide expectations. We believe that intervention practices at HPES should:
Practice, teach, and model prosocial behaviors.
Foster student responsibility and accountability.
Promote long-term behavior change and not focus on an immediate “fix”.
Honor the student’s dignity and individual needs.
To that end, we have developed a school-wide system of Positive Behavior Interventions/ Supports based upon three expectations, which are:
Research has shown repeatedly that positive and predictable environments increase prosocial behavioral outcomes.. The most effective way for students to begin to understand what is expected of them is to explicitly teach the appropriate behavior and support what positive behavior looks like in the various environments.
The positive behavior interventions and supports system provides an opportunity for students to learn and re-learn appropriate behaviors. This gives students the opportunity to review their behavior, practice routines, and make better choices in the future. This process will help students develop greater self-control and independence. Students will learn to better express their thoughts and feelings, improve their critical thinking skills, and become more aware of alternative behaviors.
The PBIS approach is utilized across all settings including classrooms, lunchroom, buses, playground, and other school activities. The process helps us be fair and consistent in dealing with consequences. We urge parents to work with us in helping the child learn from his/her mistakes. We expect students to make mistakes, but it is also our expectation that the student’s support system will guide them through reflection and action planning to better improve their social and emotional learning.
The PBIS approach seeks to validate and recognize appropriate behavior of all students. HPES utilizes a reward based system that recognizes both individual, class-wide, and school-wide positive behavior. Using this method allows our school to consistently demonstrate that positive behavior is valued and an important part of our school culture.
Procedure for Reports of Bullying, Harassment, and/or Hazing
At the outset, all claims of bullying, harassment, and/or hazing will be considered misconduct until the reported incident has been investigated. The determination of bullying,harassment, and/or hazing is a serious charge and cannot be made without due process. If there is a concern with a student’s behavior, it should be reported to a designated employee. These employees are: Laurie Martin (Student Support) Cameron Colston (Behavior Specialist) and Kaitlyn Morrissey (School Counselor). Once a complaint is received an official investigation will begin and will be completed within 5 school days.
The investigation includes:
Interviewing student(s) and appropriate staff.
A determination of the level of behavior.
Use appropriate intervention, to include but not be limited to: education concerning behavior, Check In/Check Out, mentoring, restorative practices, group instruction, individual counseling, and possible collaboration with outside resources. .
When appropriate, interventions will be determined at the level that is considered consistent with the situation as follows:
Review and/or relearn behavioral expectations with the student’s education team (i.e. school administrator, classroom teacher, behavior support, and school counselor).
Restorative justice practices(i.e. restitution, repair, and/or facilitated peer-to-peer resolution)
Skill Instruction and/or coaching.
Restriction of privileges or denial of the right to participate in an activity for safety.
Temporary exclusion from the general school community if deemed appropriate
In School Suspension.
Procedures are in place to ensure the safety of all students. The following procedures are in place to address behaviors that necessitate removal from the regular school environment. These steps may include, but are not limited to:
Limited access to school day activities and/or events
Half day in-School-Suspension (ISS)
Full day in-School-Suspension (ISS)
Out-of-School-Suspension (OSS) only as determined by the Superintendent of Schools
Parents/guardians will be notified immediately if any of the above consequences have been determined necessary.
Hazing, Harassment, and Bullying Designated Employees
Cameron Colston - Ext 5405
Laurie Martin-Ext 5405
Adam Bank-Ext 5458
Safety is our biggest priority. When students demonstrate violence or physical harm toward themselves or others they will be physically kept safe by staff trained in verbal and physical deescalation. This may include physical escorts to a safe place, restraint or seclusion. Personnel trained in Vermont’s Rule 4500 and in physical behavioral management will implement these interventions if they become necessary. If physical intervention is needed parents and guardians will be notified immediately and collaboration with other outside resources may be discussed to best support the student.
It is the policy of Lamoille North Supervisory Union to set high expectations for consistent student school attendance in accordance with Vermont law (V.S.A. Title 16, Chapter 25) in order to facilitate and enhance student learning.
Vermont law (Title 16. Section 1121) requires children between the ages of 6 and 16 to attend a public school. In addition to the legal responsibility, regular school attendance is important for a number of other reasons. First, it is critical to the academic and social/emotional growth of all children. Second, regular and punctual attendance fosters the development of responsible and effective work/study habits. Clear expectations regarding student attendance support this shared responsibility (exceptions to this statute as per Title 16. (Sections 1121 & 1123). Finally, education is a responsibility shared by individual students, families, schools and communities.
Student attendance will be recorded daily; for the purposes of state attendance laws and requirements and for student safety. Parents/guardians are expected to call the school each morning that their child won’t be attending school. Please speak to the attendant at the front desk who will update our system and pass the information on to the classroom teacher. If a child is not present when morning attendance is taken, we will call home to ensure the safety of each child. Please note that releasing your child from school early will impact your child’s academic learning time and will be considered along with other time lost from school.
In certain instances a student’s absence from school cannot be avoided. A student may be excused for absences related to:
• Illness - absences that exceed 10 days per year must be documented by a medical professional including HPES Nurse, Case Manager or School counselor. Undocumented absences beyond 10 days per year will be considered unexcused.
• Family emergency or death in immediate family
• Religious observance
• Appointments with professional health care providers - including mental health providers which cannot be scheduled during non-school hours - if a student has a medical appointment they should bring in a note from the health care office when they return to school.
•Pre-planned family commitments and activities which have obtained prior approval from the school Principal.
•Other school or educationally related activities, which have been approved by the Principal. There may be times when students are present at school but absent from class because they are involved in an activity which has been approved by the school administration.
We recognize that there are occasions when families travel during school days. It is expected that parents/guardians contact the school at least two weeks before travel and complete the required form so classroom teachers can work with your child to create enrichment activities that they can engage in. Travel forms can be found at www.hpes.org
Truancy is an issue that cannot be taken lightly. We are required by law to report a student who is truant. Truancy is considered educational neglect and parents may be fined up to $1,000 and face other legal consequences if a child is in need of supervision for excessive school absences. Should your child accumulate a high number of absences, you will be contacted by Lamoille County Restorative Center or the Director of Lamoille County Court Diversion to meet and discuss the reason for the absences/tardies and set up a plan to improve your child’s school attendance. Below is the grid that outlines our truancy procedures.
5 Days Absent
10 Days Absent
15 Day s Absent
Beyond 15 Days Absent
(but not more than 20 days)
Notification mailed to parent/guardian
Notification mailed to parent/guardian
Notification mailed to parent/guardian
Determination Letter to parent/guardian via certified mail
Notification includes support services offered
Notification includes support services offered
Determination letter includes support services offered
Notification w/potential consequences
Notification includes potential truancy consequences
Determination Letter w/ specific consequences
Notification copied to (LCTP) and Supt
Notification copied to LCTP and Superintendent
Determination Letter copied to LCTP and Superintendent
Notification requests a meeting between family, school, and LCTP
Determination Letter provides evidence of areas not met in Attendance Plan
Attendance Plan is developed and implemented
Determination Letter is forwarded to Division of Child and Family Services and Vermont State Attorney Office
It is essential that students walking or carpooling to school arrive in their classrooms no later than 8:05am. The morning classroom is a time of community building and for students to prepare for the academic day and also establish connections with their peers and classroom staff. In addition, the mornings are a time where students receive important information about their day. Teachers often incorporate important instructional components (literacy, shared reading and writing, math activities) into their morning routines . We understand that occasional circumstances arise with families and children, but if a teacher notices that a student’s habitual tardiness is affecting academic achievement, they are required to report to the school’s administrator.. The principal may request a parent conference and/or make a referral to the Lamoille County Restorative Center.
Role of Parents/Guardians
Vermont law states that it is the responsibility of a child’s parent or guardian to make sure that their children attend school. It is also the responsibility of the child’s caregiver to contact the school of any absences that may occur.
School and District
Vermont law states that the Principal or designee will make reasonable effort to contact and work with parents/guardians to implement necessary supports to have children attend school on a regular basis. The principal or designee will document all student absences and will adhere to the truancy procedures set by the state of Vermont and school district. The Superintendent shall seek corroboration of mental or physical unfitness to attend school when appropriate.
School Closing, Delays, and Early Dismissals
Emergency school closings may occur for a variety of reasons and is at the discretion of the district’s superintendent and/or building administrator(s). If school must close early, the school will contact you. It is essential that parents provide at least 2 emergency contact phone numbers. We must be able to reach you or your emergency contact quickly. .
The school uses an automated notification system, which will call the phone numbers you listed on your child’s Emergency Information Form. In the event of a school closing or early dismissal you will receive an automated phone call. When school is closed you will be contacted between 5:15 am and 6:30 am. Please keep the school updated if your phone number changes..
Parents can also get information about school closings on local radio and TV stations. In the event that school has to close early, please note that there may be a delay in response as the school’s phone lines will be busy as we contact families. Any change in the regular operating schedule will be announced on the following radio stations: WDEV (550 AM), WLVB (93.9 FM), WEZF (92.9 FM), WOKO (98.9 FM), KOOL (105 FM), WCAX (Channel 3) TV Station.
All children should be given instructions by their parents for emergency school closings. They should be given names, addresses and phone numbers of neighbors, relatives, or other safe places where they can go if the need arises. This information should be listed on the Emergency Information Form. Every attempt will be made to notify parents or alternate contacts before a child leaves the school. We urge each parent to carefully establish a plan in the event of an emergency school closing, and inform the school in writing of the plan.
Parents/guardians are welcome to visit the school during normal school hours, as long as such visits do not interfere with the orderly operation of the school building and the learning of the students. All visitors need to sign in at the receptionist’s area and wear a Visitor’s Pass. To ensure safety, visitors will be asked to state the nature of their visit, where they would like to go, and with whom they would like to visit.
If requesting a parent/guardian visit, other than for a school scheduled event or activity, in order to support all student learning, confidentiality, and safety the following procedures are in place:
Contact the classroom teacher at least 48 hours in advance to avoid conflict with testing, services, or other classroom activities. The teacher will verify with the administration and teaching team that the day of the visit is appropriate for all learners.
All volunteer/chaperone paperwork and confidentiality paperwork must be filled out and filed at least 48 hours before the visit, even if the visitor is only observing and not interacting with learners and staff.
Staff and faculty are working with all learners during the school day, and will not be able to conference with or meet with visitors during the school day unless meetings are planned in advance.
Interaction with learners in the school environment should be limited unless the visitor is a planned volunteer in the classroom.
Younger children and siblings are not permitted during classroom visits, recess, or other visits unless they are specifically invited to an event in the building.
If your child/children need something dropped off, the item will be left at the receptionist’s desk and HPES staff will make arrangements to deliver the item.
If you are visiting for lunch it is best to call ahead and notify the teacher and staff; designated visitor seating is available in the lunchroom. Visitors are expected to sign in at the front desk and to sit at the designated visitors table.
Parents and/or friends of the school are very welcome to volunteer for assisting teachers in the classrooms, working in the library, assisting with special events, and/or serving on committees. Volunteers provide a valuable service to the school and the children. A volunteer form is required to be completed before any volunteer service can occur. Volunteer forms can be found at www.hpes.org or at the front desk of the school.
School hours, arrival, and dismissal
7:40 - Early drop off and morning enrichment begins and staff reports to crossing guard and drop off duty
7:55 - Morning enrichment closes
7:55-8:05 - Students that arrive at this time will wait outside or in the lobby (weather dependant)
8:05 - Students are dismissed off buses and all students report to their classrooms
* Students are marked tardy at 8:15
Drop Off Procedures
Beginning at 7:40 am follow the signs labeled ‘drop off’ to the entrance of the school. Please pull forward to allow space for other vehicles.
If you need to park, please use a visitor parking space
Please move forward in the drop off lane as far as possible
Students should exit vehicles in a timely manner to allow others access
Bus lane access is prohibited
2:50 pm - Pickups, walkers, and after school program participants are dismissed
2:55pm - Students who ride the bus are dismissed
Pick Up/Bus Loading Procedure
Parents picking up their students wait outside across from the school building in the designated parent area at 2:50 pm
Students will board buses after pickups have been dismissed
If you will be late picking up your child/children, notify the school. They will be waiting in the lobby and should be picked up there
Parking in the bus lane is prohibited
If you wait in your car for your child/children, please pull forward and ensure that you leave as quickly as possible to ensure continual traffic flow
All students must wear their seatbelts in buses that provide these devices.
11:20 - Pickups and walkers are dismissed
11:30 - Students who ride the bus are dismissed
THERE IS NO AFTER SCHOOL PROGRAM ON EARLY DISMISSAL DAYS
Changes in Student’s Normal Destination
We must always have a note or phone notification from parents/guardians to allow students to change after school destinations. We must also have a note if someone other than a parent is to pick up a child. We accept telephone calls from parents to change a students after school plans, but we kindly request that these calls be placed before 1:00 pm. Students are allowed limited use of school telephones only with permission from their teacher in emergency situations.
Pre-Kindergarten 3yr old program is on Monday and Wednesday from 8:05 am to 1:00 pm.
The 4yr. old program runs Tuesday and Thursday from 8:05 to 2:30. Drop off in the morning is in the classroom and afternoon pickup is at the classroom door closet to the lobby. Parents are required to sign children in and out of school. Transportation is not provided for pre-school children.
School Lunch and Breakfast
Free and Reduced Price Meals Program
Hyde Park Elementary School participates in the nationally funded school lunch program that provides eligible students free or reduced priced breakfast and lunch.. Applications are included in your forms packet that are distributed at the beginning of the school year or at the school office throughout the year. . We encourage you to check the eligibility requirements to see if you qualify. All personal income and other eligibility information is confidential . All parts of the application must be completed accurately using the last monthly income for the household.
If you receive a notice that your child is “pre-approved” for free meals at school, you do not need to complete an application.. If you have questions about eligibility for free and reduced lunch, please call the office. Please note that snack milk and juice are not included in the federal meals program, and must be purchased at the regular price.
Our food service program operates under a debit, not credit, system. So parents/guardians need to deposit funds in their children’s accounts at least two weeks in advance. The Free & Reduced Program includes breakfast and lunch.
We provide lunches and breakfasts daily. Menus are sent home regularly and are posted on the school website, www.hpes.org.
Most teachers have what we call a working snack time into the morning schedule. This is an opportunity for students to rest, socialize, and eat a nutritious snack. Milk and skim milk is available during this time at the price listed below. here at HPES for $.50 per glass. Healthy snacks can be purchased from the kitchen for $ .75 each. Please do not send soda, gum, or candy as a snack.
Breakfast/Grab & Go
Breakfast/ Grab & Go (Reduced)
Lunch (includes milk)
Lunch (Reduced )
Milk (1% or skim) by cup
.75 cents per item
HPES takes food safety very seriously. Students have a diverse range of food allergies and the classroom may have limitations on the types of snacks that are permitted. If your child/children are placed in a classroom with allergy precautions you will be notified prior to the beginning of the year or if a food allergy is discovered. Our school nurse will provide lists of food that are safe for each individual allergy. Due to the severity of allergies, food sharing amongst students is not permitted.
HPES’s school meal program is completely nut free and there is a nut free table at the cafeteria. Students only with nut free food items are able to sit at this table. If your child/children have food allergies, contact the school nurse to establish a safety and precautionary plan.
Money, other than what is needed for lunch or other school programs should not be brought to school. Valuable possessions of any kind (i.e. cell phones, toys,electronics,), should not be brought to school. The school is not responsible for items that are lost or stolen. Electronic devices can be used on the bus if used appropriately. It may not be used to take any pictures on the bus or listen or share music with offensive lyrics. Upon arrival to school students must put the phones in their backpacks. Phones that are viewed by staff out of the backpack will get one warning. A second offense will result in the student leaving their cellphone into the Student Support Room and a parent picking the cell phone up. A third cell phone offense will result with the student needing to drop off the phone in the morning and picking it up at the end of the day for the remainder of the year.
Buying, trading or selling items is prohibited on school grounds, buses, and during school/after school program hours.
Lost and Found
A lost and found box is located in the gym. Students should check the box when they are missing items of clothing or other personal belongings. The box is emptied at the end of each marking period.
Access to Information and Student Records
Parents/guardians have the right to examine information and records that pertain to their child. The policy and procedure regarding these rights are available in the school office. Hyde Park Elementary School has designated the following personally identifiable information as directory information under the Family Rights and Privacy Act (FERPA):
A parent/guardian’s name, address, and phone number
A student’s name, address, telephone number and date of birth,
Participants in officially recognized activities and sports
Awards received, including honor roll
Dates of attendance
Directory information may be released to members of the public and newspapers at the discretion of the school administration. Students’ photographs may also be used by the media or on our web site only when they show the students in a positive light. Parents/Guardians who do not wish to have their child or themselves included in such releases and/or do not want any or all of the above information released must notify the school principal in writing by September 13, 2018.
Family Education Rights and Privacy Act (FERPA)
The Family Educational Rights and Privacy Act (FERPA) allows school officials and school employees with a legitimate educational interest and who are involved in the evaluation of federal or state programs, to have access to student assessment information. The FERPA Office defines legitimate educational interest as, “could not carry out their duties without the information”. School boards are able to carry out their duties by having access to student information in disaggregated groups and individual specific student identifiable information is not necessary. Information disaggregated by the group will be discussed in the executive session so that confidentiality is in place for the discussion if the group size is smaller than 10. This is consistent with State reporting practices.
Student Attire Guidelines
HPES strives to maintain a school climate that effectively fosters learning, safety, a sense of community, and respect for self and others. At school, a student's appearance should meet the standard of adequate hygiene, safety, and lack of distraction. In case of doubt as to the suitability of a particular student's appearance or attire, a school official may discuss it with the child and/or his or her parent. If a child comes to school in clothing that is deemed distracting, provocative, or revealing by HPES staff, the student will be given two options: parents may bring in other clothing for the student or the school will provide another set of clothes to wear while at school (such as a tee-shirt). Clothing deemed unsafe or distracting includes, but is not limited to, tank tops with spaghetti straps; clothing that exposes the midriff, lower back, chest, or undergarments; high heels or flimsy shoes; and/or bottoms that fall above the fingertips when the student's arms are at their sides. Costumes are considered distracting to the learning environment and can not be worn except on designated days, this includes pajamas or other one piece suits.
In keeping with the alcohol and drug abuse policy, all clothing and accessories promoting or condoning alcohol use, drug use, violence, or obscenities, at school or at school functions are out of compliance with HPES’s attire guidelines. Children may wear a variety of types of jewelry and accessories, as long as it remains on the body. At the point that it is removed from the body it may be considered a distraction or a toy and may be confiscated until the end of the school day..
Parents and students should plan for proper outdoor and indoor wear during inclement and winter weather. When boots are worn, shoes or sneakers must be brought to school for classroom wear. Students need to wear sneakers for safety in physical education classes, or they may not be allowed to participate. Recess is not optional. Winter clothing for outdoors is expected. Students must wear coats, boots, hats, and gloves or mittens to actively participate in recess. Waterproof clothing, snow pants and boots are necessary if students intend to play in the snow. If they do not have proper winter gear, they will be asked to stand in a protected, shoveled area outdoors. We will ensure the safety of all children, and whenever possible we will provide them with spare gear. It is strongly advised that all student belongings be labeled with students’ names.
Hat and hood wearing within the classroom is at the discretion of each individual classroom teacher. Hats and hoods are not permitted in the general school area (i.e. cafeteria, hallways, assemblies). If there is a documented reason a student may have to wear a hat it will be permitted.
Field trips are scheduled to enhance the learning experience for students. These trips are sometimes scheduled for events where seating is limited and funding is limited to school personnel and students. It may be necessary to restrict parent chaperones for these events.
Chaperoning for class field trips is an extremely important job. Safety of our students is our first priority as they travel away from their regular learning environment. Parents may be welcomed to chaperones during these trips if it is requested by the individual classroom teacher leading the event. Chaperones must fill out the volunteer forms in the office and undergo a background check before they are permitted to chaperone.
Parents/guardians will be asked to sign permission slips for each field trip that requires transportation. There is also a blanket permission slip for “walking field trips” in the beginning of the school year form packet for field trips that are taken within walking distance of the school.
Personal Assistance in Vermont, 2-1-1
Vermont 2-1-1, a program of United Ways of Vermont, is a health and human services information and referral program serving Vermont residents. Community Information Specialists help to solve problems and link callers throughout Vermont with government programs, community-based organizations, support groups and other local resources and services. To access Vermont 211, dial 211 from your phone. Phone calls are confidential.
School Counselor Services
The School Counseling Curriculum will be implemented with a variety of approaches. The program will consist of classroom guidance lessons, small group work, and individual sessions. The classroom work will focus on programs required by the Federal and State law, social skills, conflict resolution skills, developing tolerance, and understanding and appreciation for self and others. The small group work will focus on topics as needed by individual students such as divorce, changing families, friendship, self-esteem, and behavior management. The school counselor will also meet individually with students as needed.
The school counselor will also be available as a resource for teachers, staff, and parents.
While schools cannot always anticipate or prevent danger, schools have an obligation to make reasonable efforts to provide a safe environment for students. To ensure a safe environment, schools must obtain a mental health screening for any student who expresses, orally or in writing, intent to harm themselves or others. The following procedures will be followed when the Administration determines that a crisis screening is necessary:
Notify parents or guardians of the student’s expressed intent to cause harm.
Notify and seek advice and assistance from appropriate medical, mental health and/or law enforcement personnel.
Assign personnel to supervise/monitor the student until such time as appropriate medical, mental health or law enforcement personnel are available to assist the student and maintain safety.
Provide restraint only when the student’s behavior is out of control and presents an immediate danger to the student, school personnel or members of the student body.
Educational Support System
The development of the Educational Support System (ESS) at HPES in alignment with state legislation. This legislation mandates that steps be taken within the school to create support systems and teams. It requires that we build on current positive efforts to include students and their families in collaborative processes to confront problems that hinder academic success.
The ESS includes the formation of the Educational Support Team. This team, chaired by the Lead Teacher, consists of the principal, special educators, guidance counselor, school nurse, learning specialists, school-based clinician, general education teachers, and others where appropriate. This team meets weekly to discuss students who are referred by their classroom teacher, a parent, or other school personnel.
Our ESS strives to meet the wide-ranging needs of all students. Remedial services, behavioral intervention, guidance counseling, and instructional accommodations are among the primary actions taken. Additionally, ESS screens for students experiencing speech and language difficulties, emotional distress, learning problems, and health-related concerns.
Students, families, and the school community must work together to ensure student success. Our ESS has links to local resources and agencies that assist in providing information, prevention, services, health care, and other emergency measures when necessary. The ESS develops student and staff assets through professional development opportunities. Goal-setting activities for students and teaching teams are important.
Student Support Teams and Plans
In the event that a student continues to need assistance from the Student Support Team the student data will be reviewed. An appropriate intervention will be put into place based on student need and a team based decision.
Drugs, Alcohol, and Tobacco
Possession or use of tobacco (including e-cigarettes or other devices), alcohol, or drugs by students in the school or at any school function is prohibited and will result in disciplinary action. It is the policy of the School Board and the State of Vermont that all school buildings and school grounds are smoke-free and vaping free. Use of alcohol, tobacco products or drugs by adults on school grounds or at school functions is also prohibited.
Weapons at School
It is illegal to bring firearms onto school grounds unless a teacher is using an item for instructional purposes. Weapons, matches, knives, live ammunition to fire in a weapon, projectiles or other sharp instruments, toy guns, water pistols, or glass beverage containers are not allowed in school. If any of these items are found, the supervising adult in charge may confiscate them. We follow the discipline procedures as outlined in the federal legislation of the Gun Free Schools Act. A copy of these policies and procedures are available in the school office.
Invitations to Private Parties
When you plan a private party, we ask that you call/mail invitations to those children who you wish to invite. Please do not send the invitations into school for your child to distribute. Teachers and students will not be allowed to distribute them at school. This is especially disruptive and can be very hurtful to students who were not invited. However, you may request a list of classmates' phone numbers and addresses by contacting the school office. If a party will begin after school, please plan for the transportation of all invited guests. There is not enough seating on the buses to accommodate party guests.
SELECT FEDERAL/STATE LAWS AND SCHOOL DISTRICT POLICIES
The LNSD school board has adopted a set of policies containing standards and procedures for the operation of the school system. Copies of the Policy Manual are available for reading in the school office and the Superintendent’s office, and are also on the school’s website: hpes.org. Employees of HPES, the Principal and the Superintendent of Schools are responsible for upholding and administering Board policies. The following are summaries or excerpts of several important laws and school policies.
STUDENT CONDUCT AND DISCIPLINE
LAMOILLE NORTH SUPERVISORY DISTRICT POLICY: HPES
The Building Administrator (or his/her designee) shall be responsible for the administration of discipline procedures. Suspension or expulsion of students shall follow due process requirements.
Internal Detention: The Building Administrator or designee may assign a student to an in-school detention. In-school detention is defined as removal from the regular education classroom setting for part or all of the school day. The educational program of a student assigned to in-school detention shall be continued to an extent determined to be feasible and appropriate by the Principal. Students assigned to in-school detention should be provided with a reasonable opportunity to complete academic assignments and to benefit from counseling or related activities designed to bring about an improvement in their behavior. In-school detention is not considered a suspension.
Removal of Disruptive Students: A student who poses a continuing danger to persons or property, or an ongoing threat of disrupting the academic process of the school shall be immediately removed from the school or to a place within the school determined by the Building Administrator to be sufficiently secure to permit the academic process of the school to continue. The Building Administrator will notify the parent or guardian of a student who is to be removed from class.
If the parent or guardian cannot be located, the student will be required to stay in the support room at school for the remainder of the school day. If the continued presence of the student in the school poses an imminent physical threat or danger to himself/herself or others, the Building Administrator may request social services or the police to assist with the student.
No student will be removed from school for more than the remainder of the school day unless the student and his/her parents are given an opportunity for an informal hearing as outlined in the suspension section below. When immediate removal of a student is necessary prior to a hearing, the hearing shall be held as soon as possible following the removal.
Long Term Suspension: The School Board may suspend a student for more than ten days but for a fixed period of time when conduct makes the continued presence of the student harmful to the welfare of the school.
Discipline Policy for Students with Disabilities: A student who has a disability or is suspected of having a disability, and is eligible or may be eligible for special education services or eligible for protection under Section 504, may be suspended and/or expelled for more than 10 consecutive days, or for more than 10 cumulative days in a school year only after compliance with the procedures outlined in the Individuals with Disabilities Education Act ("IDEA") and its implementing regulations and applicable Rules of the Vermont State Board of Education.
The Superintendent and/or his/her designee shall develop, implement and update as necessary, procedures to implement this policy.
Student information is confidential unless otherwise permitted by this policy or FERPA.
A. “Student with a Disability” means a student who has been found eligible for Services under the Individuals with Disabilities Education Act (“IDEA”) or is determined to be an individual with a disability who is protected by Section 504 of Rehabilitation Act of 1973. With respect to some disciplinary protections, the term may also include students who have been referred for evaluation under the IDEA and/or Section 504. If, upon completion of the evaluation, the child is found to be covered by either law, the protections of that law and this policy continue to apply. If the child is found not eligible or not protected by Section 504, (s)he may then be disciplined pursuant to the same procedural safeguards provided to a child without a disability.
B. “Behavior Intervention Plan” means an individualized plan to develop behavior and social skills necessary for student success in the school setting that is based on an individual student’s current abilities and areas for skill growth.
C. “Suspension” refers to removal from the student’s usual educational setting, to an out of school setting. Depending on the type of suspension, services may or may not be terminated during such removal, as provided by law and the procedures below.
D. “Short Term Suspension” refers to a suspension of 10 consecutive school days or fewer.
E. “Long Term Suspension” refers to a suspension of more than 10 consecutive school days.
F. “Expulsion” refers to a long-term removal, usually until the end of the school year, or for a calendar year, as provided by State law.
G. “Manifestation Determination” means the process used to determine if a student with a disability who commits an infraction of school rules should be disciplined as any other student without a disability or if their disability prevented them from following a school rule due to a direct or substantial relationship their disability had to their behavior.
H. “Change of Placement” A “change of placement” occurs as a result of disciplinary removals if:
1. Child’s removal from school is for more than 10 consecutive school days, or
2. The child is subjected to a series of removals that add up to more than 10 days in a school year, and constitute a pattern based upon such factors as:
• The length of each removal and the total amount of time the child is removed.
• The proximity of the removals to one another, and
• The reasons for the removals
• Whether reasons for removal are for similar or disparate behavior
I. “Interim Alternative Education Setting” (IAES) is a 45 day placement outside of the mainstream setting that may be made due to events that involved weapons, controlled substances, illegal drugs or serious bodily injury.
J. “Weapon” means an instrument, object or device designed, readily capable of, or used for, or with the intent to cause personal injury or death. In addition, a Weapon includes, but is not limited to, a knife with a blade greater than 2 ½ inches in length, a switchblade knife, bayonet, sword or similar device. Swiss army knives, razors, box cutters and similar cutting implements will be treated as Weapons under this policy if, in the determination of the Administration, the implement is used in any manner to threaten or hurt another person or to threaten damage or do actual damage to school property or property belonging to a member of the school community.
K. “Controlled Substance” means a drug or other substance identified under schedule I, II, III, IV, or V in section 202 ( c) of the Federal Controlled Substances, Act (21 USC section 812 ( c).
Date Adopted: August 22, 2001
Legal Reference(s): 16 VSA § 1161a, 1162 et seq. Education of the Handicapped Act (P.L. 94-142) Section 504, Rehabilitation Act of 1973 VT State Board of Education Manual of Rules & Practices § 4311, 4312
VERMONT IMMUNIZATION LAW
Vermont Immunization Law requires all students attending public school be fully immunized. Students not immunized or exempt need a provisional admittance form signed by a physician, nurse practitioner, or physician’s assistant indicating in writing that the student is in the process of complying with all immunization requirements.
New Vermont State Law as of July 2012, requires all students provisionally admitted be fully immunized within six months.
The new law also requires exemption forms be signed ANNUALLY for all students whose parents have claimed an exemption. In order to sign the exemption form, parents must read and understand evidence based on educational material that is available from the Vermont Department of Health.
POSSESSION AND SELF-ADMINISTRATION OF EMERGENCY MEDICATION
VT law 16 V.S.A. § 1387, allows students with life-threatening allergies or with asthma to possess and self-administer emergency medication at school, on school grounds, at school-sponsored activities, on school-provided transportation, and during school-related programs under the following conditions: In each school year for which possession and self-administration of emergency medication is requested, the student's parent or guardian shall provide the school with:
1. Written authorization, on a form to be provided by the school, for the student to possess and self-administer emergency medication.
2. Written documentation from the student's physician:
a. Stating that the student has one or more life-threatening allergies or asthma or both.
b. Providing the name of the emergency medication, the dosage, and the times and circumstances under which the medication is to be taken.
c. Affirming that the student:
i. Is capable of, and has been instructed by the physician in, the proper method of self-administration of the emergency medication.
ii. Has been advised of possible side-effects of the medication.
iii. Has been informed of when and how to access emergency services.
3. The student's parent or guardian shall develop, in consultation with the school nurse, a plan of action regarding responding to the student's life-threatening allergy or allergies or asthma. The plan of action shall be based upon the written documentation provided by the student's physician and shall include the name of each emergency medication, the dosage, and the times and circumstances under which the medication is to be taken. The written plan shall prominently state that the medication is solely for the use of the student covered by the plan. The parties developing the plan of action shall determine both to whom the plan, or notification of the plan, shall be given and the person or persons responsible for distribution or notification. The plan may include a requirement that the student notify a school employee after self-administering emergency medication. The written plan shall become part of the student's health records maintained by the school.
4. The student's parent or guardian shall sign a statement on a form to be provided by the school, releasing the school and its employees and agents, including volunteers, from liability as a result of any injury arising from the student's self-administration of the emergency medication, except when the conduct of the school, school employee, or agent would constitute gross negligence, recklessness, or intentional misconduct.
In response to Act 1 (Vermont’s Sexual Abuse Response System), all LNSU schools have increased their efforts to ensure students, staff, and parents help keep our schools safe from sexual abuse and violence. Three primary requirements of school districts are: (1) provide instruction to students on how to recognize and prevent sexual abuse and sexual violence; (2) ensure adults employed in schools receive training on prevention, identification, and reporting of child sexual abuse and sexual violence; and (3) provide parents, guardians, and other interested persons the opportunity to receive information regarding the identification and reporting information on sexual abuse and sexual violence.
To that end, should you wish to receive additional information on sexual abuse and violence, please contact your school at your earliest convenience.
CHILD FIND NOTICE
The Hyde Park School District wishes to inform interested parties that all people with disabilities from birth through age 21, who are in need of special education and related services, are entitled to a free and appropriate public education. Therefore, any person who has information about disabled people who fit these descriptions should contact the school district in which the person resides.
CIVIL RIGHTS ACT (1964)
Under P.L. 88-352, no person shall, on the grounds of race, color, or national origin, be subjected to discrimination in the HPES System program or activity for which the applicant receives federal financial assistance from the Department of Health, Education and Welfare.
COMPLAINT RESOLUTION PROCEDURE FOR NO CHILD LEFT BEHIND ACT PROGRAMS applicable to all programs administered by the U.S. Department of Elementary and Secondary Education under the federal No Child Left Behind Act (NCLBA). Any parent or guardian, surrogate parent, teacher, administrator, school board member, or other person directly involved with an activity, program or project operated under the general supervision of the Department of Elementary and Secondary Education pursuant to NCLB may file a complaint that a specific federal or state law or regulation pertaining to such programs has been violated, misapplied, or misinterpreted by school district personnel or by Vermont Department of Education personnel. Such a complaint must be in writing and signed; must provide specific details of the situation; and must indicate the law or regulation that is allegedly being violated, misapplied or misinterpreted. The written, signed complaint must be filed and the resolution pursued in accordance with local school district policy, which normally requires that the complaint first be submitted to the Principal. If the party submitting the complaint is not satisfied with the Principal’s response, then the complaint may be referred to the Superintendent, and if not satisfactorily resolved by the Superintendent, it may be referred to the School Board. If still not satisfied, then the complainant may file a complaint with the Vermont Department of Education. If there is no evidence that the parties have attempted in good faith to resolve the complaint at the local level, the Department may require the parties to do so and may provide technical assistance to facilitate such resolution. Any persons directly affected by the actions of the state Department of Education may file a similar complaint if they believe state or federal laws or regulations have been violated, misapplied or misinterpreted by the Department itself.
HARASSMENT, BULLYING, HAZING AND MISCONDUCT
Bullying, Harassment, Hazing and Misconduct on or off campus at any school supported activity or under circumstances in which it can be shown to have a negative impact on a student’s ability to successfully access school and community shall not be tolerated and will result in significant consequences which may include suspension or expulsion as well as, under appropriate circumstances, reports to local law enforcement authorities.
Harassment: Vermont Statutes at 16 V.S.A 11(26)(A) defines harassment as follows:
(A) “Harassment” means an incident or incidents of verbal, written, visual or physical conduct based on or motivated by a student’s or a student’s family member’s actual or perceived race, creed, color, national origin, marital status, sex, sexual orientation, gender identity or disability that has the purpose or effect of objectively and substantially undermining and detracting from or interfering with a student’s educational performance or access to school resources or creating an objectively intimidating, hostile or offensive environment.
(B) “Harassment” includes conduct which violates subdivision (A) of this subdivision (26) and constitutes one or more of the following:
(i) Sexual harassment which means conduct that includes unwelcome sexual advances, requests for sexual favors and other verbal, written, visual or physical conduct of a sexual nature when both of the following occur:
(I) Submission to that conduct is made either explicitly or implicitly a term or condition of a student’s education.
(II) Submission to or rejection of such conduct by a student is used as a component of the basis for decisions affecting the student.
(ii) Racial harassment, which means conduct directed at the characteristics of a student's’ or students family members’ actual or perceived race or color, and includes the use of epithets, stereotypes, racial slurs, comments, insults, derogatory remarks, gestures, threats, graffiti, display or circulation of written or visual material, and taunts on manner of speech and negative references to racial customs.
(iii) Harassment of members of other protected categories, which means conduct directed at the characteristics of a students or a student’s family members’ actual or perceived creed, national origin, marital status, sex, sexual orientation, gender identity, or disability and includes use of epithets, stereotypes, slurs, comments, insults, derogatory remarks, gestures, threats, graffiti, display or circulation of written or visual material, taunts on manner of speech and negative references to customs related to any of these protected categories.
The school recognizes harassment as actual or incited offensive behavior on or off campus, which directly or indirectly by verbal, written, visual, electronic or physical conduct, threatens, torments, irritates or insults and which is motivated by a student or a student’s family actual or perceived race, creed, color, national origin, marital status, sex, sexual orientation, gender identity or disability and which results in compromising the students ability to function successfully in school and the community.
Bullying: Vermont Statutes at 16 V.S.A 11(32) defines bullying as follows: “Bullying” means any overt act or combination of acts directed against a student by another student or group of students and which:
(A) Is repeated over time;
(B) Is intended to ridicule, humiliate, or intimidate the student; and
(C) Occurs during the school day on school property, on a school bus, or at a school sponsored activity, or before or after the school day on a school bus or at a school sponsored activity.
The school recognizes bullying as verbal, emotional or physical abuse affected by one individual or several individuals acting in concert. It consists of predatory and persistent intimidation which includes abusive and/or insulting behavior designed to induce fear, humiliation and reduce independent thought or actions and isolate the target from mainstream participation, compromising the student’s ability to successfully function in the school or community.
Hazing: Vermont statutes at 16 V.S.A 11(30) defines hazing as follows:
(A) “Hazing” means any act committed by a person, whether individually or in concert with others, against a student in connection with pledging, being initiated into, affiliated with, holding office in, or maintaining membership in any organization which is affiliated with an education institution and which is intended to have the effect of, or should reasonably be expected to have the effect of, humiliating, intimidating or demeaning the student or endangering the mental or physical health of a student. Hazing also includes soliciting, directing, aiding, or otherwise participating actively or passively in the above acts. Hazing may occur on or off the campus of an educational institution. Hazing shall not include any activity or conduct that furthers legitimate curricular, extracurricular or military training program goals, provided that:
(i) The goals are approved by the educational institution; and
(ii) The activity or conduct furthers the goals in a manner that is appropriate, contemplated by the educational institution, and normal and customary for similar programs at other educational institutions.
(B) The definitions of “educational institution,” “organization,” “pledging” and “student” shall be the same as those in section 140a of this title.
The school recognizes Hazing as conduct directly and indirectly, alone or in concert with others, though verbal, written, visual, electronic or physical means that imposes ritualistic or demeaning behaviors which are meaningless, illegal or antisocial as part of an initiation process.
Misconduct: Vermont statutes at 16 V.S.A 1161a entitled Discipline requires:
(A) Each public and each approved independent school shall adopt and implement a comprehensive plan for responding to student misbehavior. To the extent appropriate, the plan shall promote the positive development of youth.
(B) A description of behaviors on and off school grounds which constitute misconduct, including harassment, bullying, and hazing, particularly those behaviors which may be grounds for expulsion. The plan shall include a description of misconduct as listed in subdivisions 11(a)(26)(A)-(C) and (32) of this Title which, although serious, does not rise to the level of harassment or bullying as those terms are defined therein.
The school recognizes misconduct as language and/or behavior which violates laws and school, community and social rules without regard to consequences of such actions and includes but is not limited to weapon or drug possession on campus or at school functions, inappropriate actions and/or language such as swearing or blasphemy, threats to peace or safety, lies, stealing, cheating and any conditions which compromise the safe operation of or, access to school.
NON-DISCRIMINATION POLICY (Title IX)
Under Title IX of the 1972 Education Amendments, the HPES School District does not and will not in the future discriminate against applicants, employees, students or other individuals affiliated with the school on the basis of race, national or ethnic origin, color, religion, age, gender, sexual orientation, HIV Test Status, or handicap in all matters related to its operation and programs. In addition, the District will conform to all applicable State and Federal Statutes regarding discrimination in employment or educational programs.
The academic and social success of students is largely determined by a positive, supportive relationship between staff, administration, parents, and other community members. Federal and state education statutes, rules and initiatives mandate or encourage the strengthening of the parent/school/community relationship. The board believes it is important that parents be involved in their children’s education at home, in school, and within the larger community. Accordingly, the Board and administration shall seek to achieve the following objectives:
1. Parents should be informed about significant changes in their children’s educational programs, instructional methods or objectives.
2. Parents should be provided with information and opportunities intended to improve their ability to work with their children at home and in school, and to build partnerships between homes and schools.
3. Teachers and other staff members, administrators, school board members, and school community partners should be provided with appropriate, ongoing professional development opportunities intended to improve their ability to build effective relationships with parents.
4. Parents should be provided with opportunities to become informed about program design, operation and evaluation, and to communicate with educators on these subjects.
Parents should be encouraged to observe instructional activities, attend relevant meetings and events, discuss concerns with school personnel, participate in program evaluation and improvement efforts, and give recommendations to school staff, administration, and board members.
PARENTAL RIGHTS IN REFERENCE TO SPECIAL EDUCATION
If your child is being considered for or receiving special education services, you have certain rights that are safeguarded by state and federal law. We want you to know about these rights. If you would like a further explanation or an additional copy of any of these rights, you may contact the school’s Special Education department at 888-2237.
PROTECTION OF PUPIL RIGHTS
It is the intent of the HPES Board to comply with the provisions of the federal Pupil Privacy Rights Amendment (PPRA) governing the administration of certain student surveys, analysis or evaluations funded in whole or in part by the U.S. Department of Education, the administration of such surveys in any school which receives U.S. Department of Education Funding, and parental access to instructional materials.
With regard to any survey, analysis or evaluation funded by the U.S. Department of Education:
1. Parents/guardians shall have the right to inspect, upon request, any instructional materials used in connection with such activities, including teacher’s manuals, films, tapes, or other supplementary materials.
2. No student shall be required, without prior written parental consent, to take part in an activity if it reveals information concerning: political affiliations or beliefs of a student or a student’s parents; mental or psychological problems of a student or student’s family; sexual behavior or attitudes; illegal, anti-social, self-incriminating and demeaning behavior; critical appraisals of other individuals with whom student respondents have close family relationships; legally-recognized privileged or analogous relationships, such as those of lawyers, physicians or members of the clergy; income (other than that required by law to determine eligibility for participation in a program for receiving financial assistance under such program); religious practices, affiliations, or beliefs of the student or the student’s parents.
In compliance with federal requirements for schools receiving any U.S. Department of Education funding, the following shall be policies of the School District:
1. Parents shall have the right to inspect, upon request, any survey created by a third party before it is administered or distributed to a student. Such requests shall be in writing to the Principal, and shall be made in sufficient time to allow a response at least ten school days in advance of any survey to be given.
2. In the event of the administration or distribution of a survey containing one or more of the eight items listed in above, student privacy shall be protected in the following ways in addition to general federal student privacy requirements (FERPA):
a. Parents/guardians shall be notified at least ten days in advance about the survey.
b. Parents/guardians shall have the right, upon request, to inspect the survey in advance of its administration or distribution.
c. Parents/guardians shall have the right to opt the student out of participation in the survey.
d. Parents/guardians shall have the right to inspect, upon request, any instructional material used as part of the educational curriculum for the student. Requests for inspection shall be in writing to the Principal, and administration shall provide the parent with the opportunity to inspect the materials within ten school days of receipt of the request.
e. Parents/guardians shall be notified at least ten school days in advance of and shall be given the option of opting their students out of any non-emergency, invasive physical examination or screening that is required as a condition of attendance, is administered by the school, is not necessary to protect the immediate health or safety of a student or other students, and is not otherwise permitted or required by state law.
3. Parents shall be notified at least annually, at the start of the school year or when enrolling students for the first time, and within a reasonable period of time after any substantive change in such policies, of policies 2a through 2e above. Such notice shall be in the Student Handbook, in the parent newsletter, by U.S. Mail, by email, or by other direct means. With regard to any activities described in 2b, 2d, or 2e above, such notice shall include the specific or approximate dates of any such activities, and shall provide parents with the opportunity to opt their students out of participation in those activities.
PROTECTION OF RIGHTS AND PRIVACY OF PARENTS AND STUDENTS
(Family Rights and Privacy Act/FERPA P.L. - 93-)
The HPES school directors maintain student records relative to academic performance, attendance, medical information, assessment and testing, discipline, special education, and psychological assessment. The records are maintained in the school building in accordance with all the provisions of the Family Rights and Privacy Act (The Buckley Amendment) and are under the supervision of the principal, Diane Reilly.
A cumulative record shall be maintained for each student. This record shall contain verified information of recognized importance and may be used only for the benefit or welfare of the student. It shall include information necessary to provide the best possible conditions for the student’s education. Collecting and maintaining data to assist students in present and future endeavors must be done in a way that will not impinge upon a student’s privacy or other rights.
Each school possessing personally identifiable information will protect it. A list of the names and positions of employees in the school district who have access to personally identifiable information shall be available for public inspection. If anyone other than an authorized employee of the supervisory union/school district looks at the educational record of a child, that person shall so indicate by signing his/her name, date, and purpose for which (s)he entered the record on a form which shall become part of the educational record.
Parental permission will be obtained prior to disclosing confidential information to anyone who is not an authorized employee of the supervisory union/school district. Personally identifiable information will be gathered from screenings, local and state assessments, diagnostic consultations, and comprehensive evaluations conducted by both school and non-school personnel.
Parents, legal guardians and adult students have the right to inspect and review these records. Further, they have the right to challenge records and to appeal decisions of school personnel regarding the maintenance and/or accuracy of these records. Appeals should be directed to the principal, and if not resolved with her, to the Superintendent of Schools. A parent may also file a complaint with the United States Department of Education under 34 C.F.R. §§99.3 and 99.4 if they believe that the school has failed to comply with FERPA. Minor students will have their records explained to them at the discretion of school officials or upon request from the parent or guardian. Copies of records are available to parents or guardians at a cost of $.10 per copy per page. School personnel will make every attempt to have records copied within 48 hours of receiving a request.
Unless directed otherwise by a parent or legal guardian, school principals, at their discretion, may release directory information publicly for non-commercial reasons. Directory information includes: name, birth date, address, phone number, participation in school activities, weight and height of members of athletic teams and awards received. Parents/guardians who do not wish to have such information shared must notify the principal in writing by September 13th.
REHABILITATION ACT, Section 504
The HPES Board of School Directors endorses the premise that "no" qualified handicapped person shall, on the basis of handicap, be excluded from participation in, be denied the benefits of, or otherwise subjected to discrimination under any program or activity which receives benefits from federal financial assistance.
SPECIAL EDUCATION PROCEDURAL SAFEGUARDS POLICY
It is the policy of the HPES School District to provide procedural safeguards for students' and parents' rights under the conditions set forth in applicable Federal Regulations (34 C.F.R. 300.505 et seq.) and Vermont State Regulations (2364.3.1. Special Education Rules, July 1, 1982). Special Education is defined as providing an appropriate education with personalized instruction that includes sufficient supportive services in order to permit a child to benefit from the instruction. Students under 22 years of age are eligible for special education. The HPES School District will provide on demand a copy of parental rights in special education.
ANIMAL DISSECTION POLICY
It is the intent of the Hyde Park School District to comply with the requirements of Act 154 of 2008 regarding the right of students to be excused from participating in or observing activities involving the dissection or vivisection of animals. Students enrolled in The Hyde Park School District shall have the right to be excused from participating in any lesson, exercise or assessment requiring the student to dissect, vivisect or otherwise harm or destroy an animal or any part of an animal, or to observe any of these activities, as part of a course of instruction. 
As used in this policy, the word “animal” means any organism of the kingdom animalia and includes an animal’s cadaver or the severed parts of an animal’s cadaver. 
Alternative Education Method
A student who is excused under this policy shall be provided with alternative methods through which he or she can learn and be assessed on material required by the course. The alternative methods shall be developed by the teacher of the course, in consultation with the principal if necessary. 
No student shall be discriminated against based on his or her decision to exercise the right to be excused afforded by this policy. 
The (Superintendent/Principal) shall develop and implement procedures to ensure compliance with the provisions of Act 154 of 2008.  The procedures shall include provisions for the timely notification to each student enrolled in the course and to the student’s parent or guardian of the student’s right to be excused from participating in or observing the lesson and the process by which a student may exercise this right. 
 16 V.S.A. §912.
 16 V.S.A. §912(c).
 This provision is a required component of the policy on this subject adopted by the school board. See 16 V.S.A. §912(b)(2).
 This provision is a required component of the policy on this subject adopted by the school board. See 16 V.S.A. §912(b)(3).
 See Section 4 of Act 154 of 2008; 16 V.S.A. §912(b) requiring procedures that provide “timely notification” to students and parents; processes for students to exercise this right.
 16 V.S.A. §912(b) (1). The law does not provide a definition of “timely notice.” Nor does the law require that the processes for students to follow when choosing to opt out of activities covered by the law have specific components. It is likely that annual notice to parents and students through handbooks or course syllabi will be sufficient to comply with the timely notice requirement. The notice should indicate approximately when dissection activities (if any) may take place in specific courses. Processes for students to use to opt out of activities covered by this policy should indicate how and when student must notify the course teacher of his or her intention to be excused from an activity,
Legal Reference: Act 154 of 2007-2008 Adjourned Session
16 V.S.A. §912
STUDENT ALCOHOL AND DRUG USE
The Hyde Park School District prohibits the use or possession of drugs, anything portrayed as a drug, tobacco, alcohol, other potentially harmful substances or any device associated with these substances, on school premises or at school sponsored activities, wherever located. The only exceptions to this policy are medical use of drugs, authorized in writing in advance by a licensed health-care provider. See Student Medication policy.
Substance Abuse is the ingestion of drugs and or alcohol in such a way that it interferes with a person’s ability to perform physically, intellectually, emotionally, or socially.
“Substance” includes any of the following:
a) Means a controlled substance identified in Schedules I, II, III, IV or V of the Controlled Substance Act, 21 U.S.C. § 812 (c); but
b) Does not include such a substance that is legally possessed or used under the supervision of a licensed health-care professional or that is legally possessed or used under any other authority under the Controlled Substances Act or under any other provision.
c) It does mean controlled substances including, but not limited to, cannabis (marijuana); hallucinogens (LSD, psilocybin mushrooms); stimulants (cocaine, amphetamines such as “speed” or Ritalin); depressants (barbiturates, “Quaaludes”); narcotics (opium, heroin); inhalants (nitrous oxide, medical products, or other fume-producing substances); or anabolic steroids.
In any form (for smoking, chewing, etc.). NOTE: Pursuant to 16 V.S.A. § 140, no person shall be permitted to use tobacco on public school grounds and no student shall be permitted to use tobacco at public school sponsored functions.
Means alcohol, spirits and malt beverages as defined by 7 V.S.A. § 2. “Alcohol” as used in this Policy includes, but is not limited to, beer, porter, stout, ale, wines, cordials and liquors. Alcohol may also include medicinal products such as Listerine and Nyquil which contain alcohol. If a student is using such a product for medicinal purposes, the medicinal purpose must be reported to the school nurse and the product kept by the nurse during school hours. If the administration discovers the student in possession of such a medicinal product and the nurse has no prior knowledge of the student’s medicinal need of the product, the product shall be considered “Alcohol” for the purposes of this Policy.