Elementary Parent and Student
TABLE OF CONTENTS
Ipswich Public Schools Overview Page
Statement of Philosophy for the Ipswich School System………………. 1
Ipswich Public School Vision & Mission Statements..…….…………… 2
District Directory……………………………………………………….. 3
School Calendar for 2018-2019………………………………………… 4
Ipswich Elementary Schools Overview………………………………………. 5
Welcome Letter…………………………………………………………. 6
Doyon School Core Values……………………………………………... 7
Winthrop School Core Values…………………………………………... 8
Doyon School Mission Statement………………………………………. 9
Winthrop School Mission Statement……………………………………. 10
Doyon School Staff……………………………………………………… 11
Winthrop School Staff…………………………………………………… 13
Important Information........................................................................................ 15
Hours of Operation Health
Attendance Homework Policy
Before School Procedures Invitations
Behavior Instrumental Music
Assembly Kindergarten Registration & Screening
Cafeteria Non-custodial Parents
Playground Report Card & Conference Schedules
Bicycles Safety/Caring Plan
Bus Assignments School Absence
Care of School Property School Accident Insurance
Field Trips School Closing Procedures
Items from Home School Council
Lost and Found School Pictures
School Meals Student Record Accessibility
Telephone Use School Registration & Student Placement
Clothing Suggestions School Testing Program
Communication Student Transfers
Detention Support Services
Dismissal Visitors to School
Emergency Information Form Volunteers
Friends of Ipswich Elementary Schools
Appendix Listing…………………………………………………………….… 24
Superintendent’s Office 978-356-2935
Ipswich High School 978-356-3137
Ipswich Middle School 978-356-3535
Paul F. Doyon Memorial School 978-356-5506
Winthrop School 97
THE STATEMENT OF PHILOSOPHY
FOR THE IPSWICH SCHOOL SYSTEM
EDUCATION PRESUMES A LEARNING COMMUNITY. It is a community that presumes the inherent worth, dignity and integrity of each of its members while it is strengthened by the richness of its differences. Supported by the townspeople, it is a composite of students, parents and teachers working together to create an environment in which learning and excellence thrive. The community assumes mutual respect and care as it seeks to instill a life-long habit of inquiry so that each may constructively participate in an ever-changing, complex world.
TEACHING AND LEARNING ARE EQUAL COMPONENTS OF THE SAME PROCESS. While the school exists for the student, its success depends on a mutually beneficial environment. Students and teachers
alike must be challenged as they are nurtured; held to standards of excellence as they are supported in their endeavor; given direction as they are encouraged to explore. Education is rewarding to both teachers and students. As such, no learning or teaching style is privileged. Because learning styles and rates are diverse, teaching is innovative, multi-faceted, flexible, appropriate and integrated. The school affirms the struggle toward excellence without denigrating honest failure.
SCHOOLS ENCOURAGE THE DEVELOPMENT OF BOTH THE TANGIBLE AND INTANGIBLE. The school experience cultivates the intellectual, emotional, social and physical growth of all. It is a place where creative expression and basic skills support and enrich one another, where leadership, initiative, interdependence, trustworthiness and personal responsibility are exemplified by the staff and fostered in the student.
THE ULTIMATE AIM OF EDUCATION IS TO EMPOWER STUDENTS TO REALIZE THE FULL RANGE OF HUMAN POTENTIAL. The goal of education is to equip students with necessary basic skills, an appreciation of beauty, and a desire for excellence so that each may know the joy of intellectual accomplishment. However, the value of education lies in its challenge to students to reach beyond themselves to form an inclusive vision of human history and possibility.
Preparing for life through learning
We are a partnership of students, parents, and
community committed to building within all students
the skills and confidence necessary to lead
successful and meaningful lives.
Every student connected, literate, and demonstrating progress.
PREPARING FOR LIFE THROUGH LEARNING
IPSWICH PUBLIC SCHOOLS
IPSWICH SCHOOL COMMITTEE
Sarah Player, Chair
Charles Whitten, Co-Chair
The Ipswich School Committee generally holds its meetings on the first and third Thursday of each month. The public is always invited. A citizen may obtain information about the date or agenda of a specific meeting by calling the Superintendent’s Office or by visiting our website: www.ipsk12.net.
2018 - 2019
Administration Building Staff
1 Lord Square
SUPERINTENDENT OF SCHOOLS
Dr. Brian Blake
Executive Confidential Secretary to the Superintendent Director of Finance and Operations
Laura Hillery Joanne Cuff
Human Resources Specialist Payroll/Personnel Assistant
Pupil Services/Data Manager Secretary Accounts Payable Associate
Heidi Kent Janet Higgins
Receptionist/Secretary Business Office Clerk
Nicole Dziadose Elizabeth Valentine
Director of Pupil Personnel Services Central Office Food Service
Beverly Hegedus Driver and Custodian
Director of Teaching & Learning
Paul F. Doyon Memorial School
The following Core Values represent what we at Doyon School feel are the most important outcomes for our students, and the essential characteristics of how we as a staff will work together in pursuit of those outcomes. They are the result of many hours of discussion and debate and reflect the consensus and commitment of the faculty. These “intentions” will guide us in the ways we care for and challenge students, and they will serve as a roadmap for our decisions about school activities and programs.
It is our aim that all students will:
- Take responsibility for their own behavior as individuals, and as active cooperative citizens of Doyon School
- Exhibit positive self-esteem and have confidence in themselves as people and as learners, being willing to question, explore, and risk mistakes
- Become skillful problem solvers, thoughtful decision makers, critical thinkers, and fluent communicators
- Show caring, tolerance, and respect for others, celebrating each other’s accomplishments, and sharing the wonder and joy each day can bring
In addition to the above, it is our aim that in this school all professional staff will
- Work together as a DOYON TEAM, helping each other, sharing expertise, appreciating each other’s talents, talking with one another about instruction and curriculum, and having high expectations for ourselves and for our students
Thinking-to foster exploration, creative problem solving, and critical thinking
Openness-to promote openness to risk-taking for the development of self-confidence and personal growth
Caring-to care for the needs of each child by building mutual trust and a sense of family wherein each child is encouraged to exercise social and scholastic responsibilities
Acceptance-to accept and be considerate of human differences while fostering a sense of community among students, staff, and parents
Respect - to build mutual respect for children and adults through sensitivity and awareness of individual needs and talents
Education-to educate the whole child intellectually, culturally, socially, emotionally, and physically
Paul F. Doyon Memorial School
At the Paul F. Doyon Memorial School, our mission is to create a joyful learning community where we are creative thinkers, engaged problem solvers and compassionate citizens of the world.
- showing compassion and respect for ourselves, the people around us, and the world around us
- fostering a value of cooperation
with the goal of becoming a valued, contributing member of our school family and our community as a whole.
- taking responsibility for our own learning in a process of continuous improvement
- striving to become a good decision maker and problem solver
with the goal of becoming a life-long learner.
- recognizing and utilizing the talents and gifts of ourselves and others
- accepting challenges and taking risks which allow us to expand our understanding of the surrounding world
with the goal of recognizing and then implementing the skills needed for today, and building on what is needed for tomorrow.
Vision of the Winthrop School
We are a community of learners inspired to act with compassion, integrity and joy.
Mission of the Winthrop School
We, the staff of the Winthrop School, strive to facilitate lifelong learning in our children. We hope to develop independent thinkers, problem solvers, and creative risk takers.
Through encouragement of self-knowledge and the building of skills, values, and lifetime habits, we seek productive contributors to the world in all areas: social, physical, intellectual, and artistic.
We seek to instill in our children a personal strength and self-confidence which is respectful of the thoughts and differences of others, a sense of responsibility for the environment and community, and an appreciation for both the inner self and the diversity of the world.
2018-2019 PAUL F. DOYON MEMORIAL SCHOOL STAFF
phone: 978-356-5506 fax: 978-356-8574
Extension Email address
Principal……………. Sheila Halloran 113 firstname.lastname@example.org
Admin Assistant……. Rene Costoplus 114 email@example.com
Secretary…………… Amy Digby 100 firstname.lastname@example.org
Nurse……………….. Brian Krieger 111 email@example.com
School Counselor…… Dominie O’Neill 123 firstname.lastname@example.org
Preschool…………… Paula Curcio 201 email@example.com
Kindergarten……….. DeeDee Bates 206 firstname.lastname@example.org
Cheryl Bistany Hill 203 email@example.com
Jena Woodworth 204 firstname.lastname@example.org
Grade 1……………... Annemarie Kelley 304 email@example.com
Susan Merrill 303 firstname.lastname@example.org
Andrea Welch 305 email@example.com
Grade 2……………... Donna Blake 210 firstname.lastname@example.org
Amy DiFazio 208 email@example.com
Susan Speak 205 firstname.lastname@example.org
Jennifer Vickery 301 email@example.com
Grade 4……………... Carrie Clasby 109 firstname.lastname@example.org
Toni Mannette 107 email@example.com
Kimberly Meaney 108 firstname.lastname@example.org
Grade 5……………... Amy Gregory 104 email@example.com
Lisa Manzi 103 firstname.lastname@example.org
Laura Repplier 106 email@example.com
Art……………… Linda Blum 202 firstname.lastname@example.org
ELL…………….. Peitra Schneck email@example.com
Library…………. Teresa Hohenstein 120 firstname.lastname@example.org
Literacy………… Susan Moore 302 email@example.com
Math……………. Maureen O’Connell 209 firstname.lastname@example.org
Music…………... James Fremont-Smith email@example.com
Lisa Palance firstname.lastname@example.org
Marissa Scarano email@example.com
Physical Ed……... Whitney Cardew 119 firstname.lastname@example.org
Mark Southam 119 email@example.com
Special Ed…..…... Elyssa Brand 101 firstname.lastname@example.org
Jonah Faigel email@example.com
Michelle Garvey 421 firstname.lastname@example.org
Jill Hinckley 207 email@example.com
Nicole McGarry 200 firstname.lastname@example.org
Louise McHugh 102 email@example.com
Mary Plowden 402 firstname.lastname@example.org
Nicole Twomey 423 email@example.com
Secretary………… Megan DiGenova 117 firstname.lastname@example.org
Extension Email address
Reading………………… Connie Hashem
Special Education……… Sarah Balsley
BCBA…………………... Jennifer Lovejoy email@example.com
Behavioral Specialist…… Sherri Arno
O.T. Assistant…………... Nichole Johnson
P.T. Assistant…………... DaNeil Sousa
Psychologist……………. Julia MacDougall firstname.lastname@example.org
Speech Pathologist……... Michelle Britt-Thompson email@example.com
Nicole Devlin firstname.lastname@example.org
Speech Assistant…….….. Diane Fitzgerald
Custodians……………… Shawn Lue
Extended Day Program… Wilma Gooby 381 email@example.com
Food Services…………... Meghan Persson 382 firstname.lastname@example.org
Lunchroom Assistants….. Patricia Antonucci
Maria Vicens Ivanov
2018-2019 WINTHROP SCHOOL STAFF
phone: 978-356-2976 fax: 978-356-8739
website: ipsk12.net twitter: @WinthropSch
voice mail extension
Micki Nylen/Josephine Brouillette
Laurie (Fabiszewski) Colitti
Title 1 Reading
Title 1 Math
Special Ed Secretary
Title 1 Secretary
Occupational Therapist Asst.
Physical Therapist Asst.
Extended Day Program
Hours of Operation
Grades 1-5 & Kindergarten 8:40 a.m. – 3:05 p.m. (M, T, W&F)
8:40 a.m. – 1:50 p.m. (Th)
Pre School: Times vary depending on program. Please contact the school directly.
Please note: Students must arrive at school after 8:30 a.m. Supervision cannot be provided before this time. At 3:05 p.m., students remain on school grounds only when staying with a teacher or for after school programs.
See Appendix A1-A2 for Ipswich Public Schools Elementary School Student Attendance Procedure.
Before School Procedures
Students should wait at their assigned entrances until the start of school (8:40 a.m.) and then go directly to their classrooms. If the weather is inclement or very cold, students will wait in the hallways.
Students must be on time for school. If they arrive late, they must report to the office and sign in as tardy before going to class. Students who are tardy should have a note from a parent or guardian explaining why they are late.
We ask parents not to enter the parking area between the hours of 8:30 and 8:45 a.m. At dismissal, we ask parents not to enter the parking area between the hours of 3:00 and 3:15 p.m. on Mondays, Tuesdays, Wednesdays, and Fridays, and between the hours of 1:45 and 2:00 p.m. on Thursdays.
We expect that students will handle themselves respectfully and responsibly thereby making positive contributions to the school community. The following general school rules are for everyone:
- Be responsible for yourself.
- Respect others (students and adults) and the school property.
- Help each other.
- Honor others’ need to learn.
Assemblies are a great way to foster community learning and connections. Gathering everyone into one space requires social responsibility demonstrated by all.
- When the person introducing a program begins, it is important for everyone to use whole body listening and attend to the speaker.
- Appreciation for a program is shown by clapping only.
- When an assembly is over, students should remain seated quietly until their class has been dismissed.
- Students need to speak in soft voices when in the cafeteria so that others are not disturbed and may enjoy their lunches.
- Students’ conversation must be with the people at their own table.
- When students need something, they should raise their hands and one of the cafeteria assistants will come and help.
- It is important for students to remember that good table manners include: chewing food with one’s mouth closed and not talking with a full mouth, wiping one’s hands and mouth with a napkin when needed, not playing with or throwing any food, and sitting with feet down on the floor.
- The cafeteria is a good place to practice general good manners. Remember to say “Please” and “Thank you” to the people who are serving or helping.
- It is important for students to leave their table and floor area clean for others. They need to remember to pick up all straw papers, napkins, etc. when dismissed.
- Students need to remember to take their jackets, sweaters or other belongings when leaving the cafeteria.
- We expect students to respect themselves, other people, and the school’s property. In being responsible, we expect that they look out for each other and make decisions to keep themselves and each other safe. The following are not allowed: tripping, shoving, tackle games, swearing or name calling, removing others’ hats, gloves, etc., fighting or pretend fighting, jumping off or standing on monkey bars, throwing or kicking snow, sitting or standing on top of the parallel bars, climbing or running on the slides, and climbing over the playground fence. Balls are not to be thrown on the roof or against the windows, etc.
Students in Grades 3, 4 and 5 may ride bicycles with a signed permission from their parents. Students must wear bicycle helmets. Students in Grades K to 2 may ride bicycles with helmets when accompanied by a parent/guardian. Due to the heavy pedestrian traffic before and after school, bicycles are to be walked on school grounds. Bikes are to be left in the bike racks during the day. Failure to follow these rules will result in loss of bicycle privileges.
Many of our buses are currently filled to capacity. Therefore, once buses are assigned it is not possible for children to ride different ones. Although students might like to ride a different bus home with a friend after school, we simply do not have room and cannot permit this change in schedule. Non riding students may not ride buses home with friends.
Care of School Property
- If students damage or deface school property (i.e. write on desks, chairs, books, break a window, etc.) they must pay for, repair or replace the property.
- Students will pay for any lost or damaged library or textbooks.
All students must remember to have parental consent forms signed on or before the day of the field trip. They will not be allowed to join a field trip without a signed parental consent form. See Ipswich Public Schools’ Policy IICA-F3 at www.ipsk12.net.
Items from Home
- Students may not bring items which could result in injury to themselves or to other people. Such items include, but are not limited to, hard balls, bats, laser pointers, toy guns, knives or sharp objects, exploding caps, and matches.
- Personal electronic devices are not appropriate for school as they distract learning and offer unsupervised access to inappropriate resources. While we recognize a parent’s desire to communicate with their child after school hours, cell phones must remain in backpacks and turned off. Failure to do so could result in disciplinary actions.
- The school cannot be responsible for money or valuable items. It is suggested that such items be brought to school ONLY if necessary and only with parent and teacher permission.
- Trading or selling of any items is not allowed.
- Students may not chew gum in school.
- Students are expected to remove hats and head coverings when entering the building.
- Before any animal can be brought to school, the student must have permission from the classroom teacher in advance.
- No animals can be transported in a school bus.
- The animal must be in a suitable container.
- An adult must transport the animal to and from school.
Use of Personal Electronic Technology Devices
See Ipswich Public Schools policy at www.ipsk12.net.
Lost and Found
Unclaimed clothing, balls, toys or lunch boxes are placed in the lost and found. Money, watches, or other jewelry are turned in to the office. If students are missing something, they are to check the lost and found areas. If money is not claimed within a week, it is given to the person who found it.
All students may buy lunches which include milk and dessert for $2.75 daily. A sandwich substitute for the main course is available as well. Students may also buy milk on any day for 60¢.
The cafeteria menu is designed to offer a variety of foods that will appeal to a wide range of eating habits and tastes. Menu selection is designed to keep costs and plate waste low while offering choices and portions that are wholesome and nutritious. We encourage children to eat their food and drink their beverage. We ask your cooperation in planning lunch for your child. Careful review of the school lunch menu along with knowledge of your child’s eating habits will help in this regard.
Students who meet income guidelines established by the Federal Government are eligible to participate in either a free or reduced price lunch program. Annual application forms are available at www.ipsk12.net. These will be sent home during the first week of school as well.
Students may use the telephone only in case of emergency and with permission from their teacher. Visits to friends, etc. must be taken care of at home, not in school by phone.
- We expect that families will make responsible decisions about appropriate clothing for the school day. Clothes which are distracting or inappropriate are not allowed. A student’s day may involve classroom activities using chalk, paint, glue or other “messy” materials. Playground activities may involve climbing, sliding and running. Please keep this in mind in making clothing choices. Pants and/or jeans are acceptable attire particularly on physical education days.
- PLEASE label clothing such as jackets, sweaters, raincoats, and hats, and other belongings; i.e. lunch boxes, boots, sneakers, etc. Labeled items are more easily returned if lost.
- For safety reasons, sneakers are required for physical education classes. It is strongly requested that students not wear clogs or high heels to school.
- It is suggested that children wear boots in snowy weather and bring other shoes or sneakers to wear during class time.
We encourage parents to make timely contact with the school regarding any issues that may arise. We find that the best way to resolve problems is for the parent and the teacher to communicate directly. You may reach staff members at both schools through the voice mail system, e-mail address, or by sending a note to the teacher.
The Doyon School sends home an electronic newsletter every Thursday. The Winthrop School sends home the Winthrop Weekly every Wednesday. These newsletters include information about upcoming events. The websites also offer important information.
The School Councils provide another way to stay informed about the schools. These Councils involve parents in school decision-making and strengthen communication and understanding between the school and the community and business members. All parents are welcome to attend Council meetings.
Parents are encouraged to make an appointment to talk with teachers whenever they wish. If further communication is necessary, parents are welcome to schedule an appointment with the principal.
When elementary students are detained, parents will be given one day’s notice prior to the afternoon of detention. Elementary students may be detained on the day of the academic or disciplinary issue, if:
- A parent approves that day as opposed to the following day for detention.
- Transportation is available by the school or by the parent for those students who normally ride the bus.
When a student must be dismissed from school early, he/she is to bring a note from home and give it to his/her teacher. Requests for early dismissals should be restricted to illnesses, emergencies, medical or dental appointments, etc. Students will be dismissed only to a parent, guardian or other authorized person. Students who are being dismissed MUST be picked up and signed out at the office.
Emergency Information Form
In times of emergency, it is extremely important that the school offices have information that will enable them to contact parents immediately. Therefore, the Record Update form sent home at the start of the school year must be completed and returned to school. This form should be completed
for every child attending school. Please notify the school office of any change in this information during the school year.
Friends of Ipswich Elementary Schools (F.R.I.E.S.)
The Friends organizations are umbrella organizations that tie together many groups of individuals - teachers, parents, and others in the community who share a common goal, which is to support and enrich the education of elementary school students. Every parent is a member of FRIES.
The purpose of the FRIES is to:
- Organize volunteer assistance throughout the school and at special events.
- Fund requests from staff members for educational equipment and supplies.
- Sponsor special programs throughout the year for children in all grades.
- Plan and conduct fundraising activities to support those special programs.
- Work to facilitate the exchange of ideas and information among parents and the schools' faculty.
- Educate the community at large regarding issues that directly involve Ipswich elementary schools.
We encourage your involvement in the Friends groups.
Parents and guardians are encouraged to contact the school nurse at any time regarding the health needs of their child.
- Physical examinations and immunization records are required of all students entering school and must be dated within six months to the start of school. If the student’s family does not participate in vaccinations due to their sincere religious beliefs, a signed letter to that effect must be provided at the start of each school year.
- An updated physical is required in Grade 4. Parents are encouraged to send physicals more often if they are available.
- Students in Kindergarten through Grade 5 will receive annual vision and hearing screenings, unless parents request otherwise. Any unusual findings will be reported to parents for follow-up.
- A student may be excused from physical education, sports, or other activities at a parents’ request. For long term accommodations, a doctor’s note may be requested.
- A child who becomes ill or receives an injury in school will be dismissed only to parents/guardians or someone designated by them. Criteria for notifying parents may include (but are not limited to) fever, severe bruising, allergic reactions, vomiting, diarrhea, severe pain, bumps to the head, special conditions requested by the parent, or any condition requiring outside medical attention. Parents are required to provide transportation for their child who has been dismissed.
Parents can help control the spread of illness by:
- Keeping children at home if they are experiencing fever, nausea, vomiting, diarrhea, enlarged glands, earache, sore throat, rash, or other symptoms of illness. Students should be fever free without medication for 24 hours before returning to school.
- Keeping children diagnosed with an infectious illness, such as strep throat or conjunctivitis, home for at least 24 hours after the start of antibiotic treatment.
- Teaching children to cough/sneeze into their elbow and wash their hands after using the bathroom. 19
- Sending a note with your child when they return to school describing the reason for any absences.
Medication will be dispensed from the health room in accordance with the medication policy. Students are not allowed to carry medication in school, including over the counter cough drops. (Exceptions are permitted by prior arrangement for asthma inhalers, epinephrine auto-injectors, and cystic fibrosis enzymes; see Ipswich Public Schools’ policy JHCD at www.ipsk12.net).
Homework Policy – See Ipswich Public Schools’ Policy IKB at www.ipsk12.net.
Distribution of invitations (birthday party, etc.) in school is discouraged unless everyone in the class is receiving one.
Each September Grade 4 and Grade 5 students observe a demonstration of band instruments that are suitable for beginners (string instruments, flute, clarinet, saxophone, trumpet, trombone, and drums). Students are asked to list three instruments in order of preference. This is an important step in assuring the most successful musical experience for each student.
Your child will be given an opportunity to try the three instruments which he/she has listed on the preference sheet. At that time a music staff member will make a recommendation based on the physical consideration (jaw structure, finger size, and arm length) and instrumental needs. This recommendation will be sent home with each student. At that time you and your child will be able to make a final decision based on your child’s interest and the musical staff’s recommendation.
Beginning instrumentalists will miss 30 minutes of another academic subject for their instrumental lesson and an additional 45 minutes in January when they start band. At the end of each trimester, participation in the instrumental program will be evaluated on an individual basis by music and classroom teachers. If there are any concerns, we will be in touch with you. We hope to ensure that students are successful at meeting their commitment to both classroom and instrumental programs.
Kindergarten Registration & Screening
Your child may come to Kindergarten in September if the following conditions are met:
- The child must be five years of age on or before August 31 of the calendar year.
- A birth certificate is presented.
- A social and health history, an immunization certificate and a physician’s report of physical examination within 6 months of entry is submitted.
A Kindergarten screening is held annually during the spring, at which time parents register their children for Kindergarten. In addition to having parents present the previously mentioned information, each child’s speech, cognitive, verbal, and fine and gross motor skills are screened.
Under the Family Educational Rights and Privacy Act of 1974, non-custodial parents have the same rights of access to school records as custodial parents do, unless the divorce decree includes a specific order to the contrary. Therefore, if you are a non-custodial parent and wish to receive copies of your child’s report cards and other school information please write to the school and enclose four self-addressed stamped
envelopes (or whatever is appropriate). Such information will be sent to you throughout the year. 20
Report Card and Conference Schedules
All students in grades K through 5 receive report cards three times a year. Parent conferences may be scheduled for students. Parents may request a conference with their child’s teacher at any time by calling the school to schedule an appointment at a mutually convenient time. Please check the school calendar for dates specifying when report cards are to be sent home and scheduled dates for kindergarten conferences.
There is an Elementary School Safety/Caring Plan in place should an emergency situation arise. If it is necessary to evacuate the elementary schools, students would be transported to the Ipswich Middle/High School or Our Lady of Hope Church on Linebrook Road. Parents/guardians would be called with notification of this evacuation.
When a child is going to be absent from school, parents should call the school ahead of time. A message can be left on the answering machine for the Winthrop School at 978-356-2976 and for the Doyon School at 978-356-5506. If the school does not receive a call, attempts will be made to validate the absence. If parents notify the school that their child is to be absent for a specific number of days due to an extended illness, it is not necessary to call after the first day.
The school policy for absences due to vacation during the school year is covered in Ipswich Public Schools’ Policy JED at www.ipsk12.net.
School Accident Insurance
Accident insurance for students is available at a nominal fee to all enrolled school children. Insurance forms may be requested. Injuries that occur on the school premises are reported immediately to the school nurse. Please remind your child that it is important that he/she report any injury received during the school day to the teacher or staff member in charge, who will refer him/her to the school nurse. School insurance may be invalidated by not reporting at the time of injury.
School Closing Procedures
No School or Delayed Opening – See Appendix A22.
Procedure for Emergency School Closings – See Appendix A23.
The Massachusetts Education Reform Act has directed all schools in Massachusetts to form School Councils in order to strengthen local school system leadership for school improvement.
The Councils involve parents and teachers in school decision making and in strengthening the
bonds between school and the community. The Doyon and Winthrop schools have established School Councils that are comprised of the principal, parents, teachers, and community/business members.
Parent members of students attending our elementary schools are subject to elections by the Friends of Winthrop and Doyon. See Ipswich Public Schools’ Policy CEA at www.ipsk12.net.
Individual and class pictures are taken during the fall of each year. Packages must be paid for
in advance. Retakes of faulty pictures will be taken as needed. Details regarding dates for picture taking will be sent home with your child.
School Testing – See Appendix A19- A20.
Student Record Accessibility
All records pertaining to children are accessible to their parents. Copies of the records are available to parents or guardians at a nominal cost of reproducing the records.
School Registration & Student Placement
New students will be assigned placement after reviewing registration forms. This procedure of delayed enrollments is to allow teachers time to gather materials and plan fully for each new student. State law requires a child’s immunization records to be presented upon registration or before the child’s entry to school. A physician’s report of physical examination completed within 6 months of entry must be submitted.
Grade and teacher placement is tentative pending administrative/guidance review of all student records.
When a student is transferring to another school district, parents are to notify the school office by completing the Records Release Form at least one week in advance. This will enable the teacher to complete a transfer form describing the student’s program. Please see that all textbooks, library books, and other school materials have been returned to school before the child’s last day.
The student’s school records will be forwarded to the new school upon written request from the new school.
Various support services are available to all students as needed in order to enable them to function successfully in the classroom. These may include: counseling, special needs support, child study team, speech and language therapy, occupational therapy, vision therapy, physical therapy, Title I reading & math, math support, reading support and English as a second language .
- Title I
Title I is a federally funded program which provides supportive instruction in reading and math to eligible students. Students are chosen on the basis of achievement test scores and teacher referral. The program provides concentrated tutorial help in small groups four or five times a week. Students receive this help in classrooms or in the Title I room. Due to federal regulations this service is available only at Winthrop School.
- Special Needs
Children who have learning or behavior problems or who need help in the areas of speech, language, or hearing may be referred for an evaluation in accordance with the regulations of Chapter 766/PL 94-142. The referral process can be initiated by a parent, guardian, teacher, or other school official.
The process, which requires parental input, is designed to plan for a child’s education based on his/her individual strengths and weaknesses. Inquiries about possible referrals should be made to the classroom teacher, the school social worker, or the principal.
After the necessary assessments of the child are made, a meeting is held with the child’s parents to write an individual educational plan (IEP), which will help to alleviate or eventually correct the problems which are hindering the child’s progress in school.
- Student Support Team
Student Support Team meetings are a regular education initiative to ensure that all efforts have been made to meet a child’s needs within the regular education program. Such efforts may include, but are not limited to: modifications of the curriculum, teaching strategies, teaching environments, or materials; and the use of support services, consultative services and building based teams to meet the child’s needs in the classroom. Such efforts and their results are documented and placed in the child’s record. This is the first step before special education services are considered.
Visitors to School
Safety is a top priority for all of our schools. Doors are locked during the day, requiring the use of a buzzer system for entry. If we haven’t had the pleasure of meeting you, we may ask that you present identification prior to entering. Once in the building, we ask that you sign in at the office to obtain a visitor’s pass. Please return the visitor’s pass to the office and sign out upon leaving. Thank you in advance for supporting us in our diligence. See Ipswich Public Schools’ Policy KK at www.ipsk12.net.
Staff members welcome the assistance of parents and other interested community members as volunteers in the classrooms or in other areas of the school. State mandates require background checks and fingerprinting for safety purposes. Please speak with the principal or other staff if you would like to donate your time and energy to help.
Discipline. …………………………………………………………………………. A1
Discipline of Special Education Students……………………………………… . A2
Appeals Process for Disciplinary Placement for Students with Disabilities. A3
Testing Schedule ……………………………………………………………………… A6
MCAS Schedule ………………………………………………………………………. A7
Cancellation or Delayed Opening of School……………….……………………….. A9
Emergency School Closing.......……………………………….……………...……… A10
The Ipswich Public Schools’ web site (www.ipsk12.net) contains all of the most recent district policies, as well as other information which may be useful to students and parents. All of the information on this web site is available for viewing, downloading, and printing. If you would prefer paper copies of any of the information or policies contained on the web site, please contact the Superintendent’s Office.
In general, if your child has violated the school’s disciplinary code, the school may suspend or remove your child from his or her current educational placement for a period not to exceed ten (10) consecutive school days in any school year. If your child possesses, uses, sells or solicits illegal drugs on school grounds or at a school-sponsored event or carries a weapon to school or a school function, the school district may place your child in an interim alternative educational setting for up to 45 school days. If your child has been placed in an interim alternative education setting as a result of a disciplinary action, your child may remain in the interim setting for a period not to exceed 45 days. Thereafter, your child will return to the previously agreed-upon educational placement unless either a hearing officer orders another placement or you and the school agree to another placement.
Anytime the school wishes to remove your child from his or her current educational placement for more than ten (10) consecutive school days in any school year, or for more than ten cumulative days when a pattern of removal is occurring, this constitutes a “change of placement.” A change of placement invokes certain procedural protections under the IDEA, the federal special education law. These include the following:
(a) Prior to any removal that constitutes a change in placement, the school district must convene a Team meeting to develop a plan for conducting a functional behavioral assessment that will be used as the basis for developing specific strategies to address the problematic behavior. If a behavior intervention plan has been previously developed, the Team shall review its implementation and modify it if necessary.
(b) Prior to any removal that constitutes a change in placement, the school district must send you a full statement of your procedural rights and inform you that the Team will consider whether or not the behavior that forms the basis for the removal is related to the student=s disability. This consideration is called a “manifestation determination.” Remember that you, as the parent, always have the right to participate as a member of the Team.
Consideration of whether the behavior is a manifestation of the student’s disability:
The law provides that the Team must consider evaluation information, observational information, the student’s IEP and placement, and must determine whether the behavior prompting disciplinary removal was a manifestation of the student’s disability. The Team considers if the student understood the impact and consequences of the behavior, and further considers if the student’s disability impaired the student’s ability to control his or her behavior.
If the Team determines that the behavior was related to your child’s disability, then your child may not be removed from the current educational placement (except in the case of weapon or drug possession or use or serious bodily injury) until the IEP Team develops a new IEP and decides upon a new placement and you consent to that new IEP and placement.
If the Team determines that the behavior was not related to your child’s disability, then the school may suspend or otherwise discipline your child according to the school’s code of student conduct, except that for any period of removal exceeding ten days, the school district must provide your child with a Free Appropriate Public Education (FAPE). The school district must determine the educational services necessary for FAPE and the manner and location for providing those services.
In the case of a disagreement with the Team’s determination:
If you disagree with the Team’s decision on the “manifestation determination” or with the decision relating to placement of your child in an interim alternative education setting or any other disciplinary action, you have the right to request an expedited due process hearing from the Bureau of Special Education Appeals.
Discipline of Special Education Students Under IDEA 2004
20 U.S.C. § 1415(k) and 34 CFR §§ 300.530-300.536
- This chart should be read in conjunction with discipline procedures in state law, M.G.L. c. 71, §§ 37H & 37H1/2, and district-wide and school-wide student codes of conduct.
- Protections in the IDEA apply to students who have been found eligible for special education and to students for whom the school is deemed to have knowledge that the child might have a disability (i.e., students who have not yet been found eligible but the school had a basis of knowledge of a disability, including students who have been referred for initial evaluation). 34 CFR § 300.354
- Beginning on the 11th school day of a student’s disciplinary removal during the school year, and if removal is a change in placement, the student must be provided free appropriate public education (FAPE) services during the period of removal to allow him/her to continue to participate in the general education curriculum and progress towards IEP goals, even if in a different setting. 34 CFR § 300.530(b) & (d).
- If the conduct that the student is being disciplined for involves the “special circumstances” of weapons, illegal drugs, controlled substances, or serious bodily injury, school personnel may remove the student to an interim alternative educational setting (IAES) for up to 45 school days, regardless of the manifestation determination. 34 CFR § 300.530(g). The IEP Team must determine the IAES.
- Although the following flowchart lays out the steps that a school district must take when disciplining a student with a disability, it is important to remember that at any point the parent and school district can agree to change a student’s placement for disciplinary reasons. Agreements should be in writing, and signed by the school personnel and the parent.
NO to both
Appeals Process for Disciplinary Placement Decisions for Students with Disabilities
Under IDEA 2004: 20 U.S.C. § 1415(k) and 34 CFR §§ 300.532-300.533
Who may file an appeal of a disciplinary decision?
- A parent of a child with a disability who disagrees with any decision regarding the child’s disciplinary placement, or the manifestation determination, may appeal the decision by requesting a hearing at the Bureau of Special Education Appeals (BSEA). Reasons for appeal may include but are not limited to disagreement with the student’s removal to an interim alternative educational setting (IAES), disagreement regarding the manifestation determination, disagreement regarding the determination of whether the removal is a change of placement, disagreement regarding the educational services the student receives during the period of removal, and disagreement regarding the functional behavioral assessment and/or implementation of a behavioral intervention plan. 34 CFR §§ 300.530-300.531.
- An LEA that believes that maintaining the student’s current placement is substantially likely to result in injury to the child or others may file a request for hearing at the BSEA.
Matter not resolved to the parties’ satisfaction.
Parties reach agreement. Matter resolved. 34 CFR § 300.510(d)
HO determines that maintaining the current placement is substantially likely to result in injury to the child or others and orders a change in placement to an appropriate IAES for not more than 45 school days.
HO finds a violation of 34 CFR § 300.530 and returns the student to the placement from which the child was removed. 34 CFR § 300.532(b)
Parties withdraw hearing request.
Hearing Officer’s decision may be appealed to state or federal court. 34 CFR § 300.532(c)(5)
A student for whom the district is deemed to have knowledge of a disability – A child who has not yet been determined to be eligible for special education and related services may assert the disciplinary protections under IDEA if the school had a basis of knowledge that the child is a child with a disability before the behavior that precipitated the disciplinary action occurred. The school is deemed to have knowledge if: (1) the child’s parent expressed concern in writing to administrative or supervisory personnel of the school or district that the child is in need of special education and related services; (2) the parent of the child had requested a special education evaluation; or (3) the child’s teacher or other school or district personnel expressed specific concerns to the director of special education or to other supervisory personnel about a pattern of behavior demonstrated by the child. The school or district is not deemed to have knowledge of a disability if (1) the parent has not allowed an evaluation or has refused special education and related services, or (2) the child has been evaluated and determined not to be a child with a disability. 34 CFR § 300.534.
Change of placement – A change of placement because of a disciplinary removal occurs if a child with a disability is removed from his/her current educational placement for more than 10 consecutive school days, or the child is subjected to a series of removals that constitutes a pattern because: (1) the removals total more than 10 school days in a school year; (2) the child’s behavior is substantially similar to previous incidents that resulted in the series of removals; and (3) additional factors such as the length of each removal, the total amount of time the child has been removed, and the proximity of the removals to one another constitute a pattern. 34 CFR § 300.536.
Current placement – The placement from which the student was removed for disciplinary reasons.
Interim alternative educational setting (IAES) – An IAES is a disciplinary placement that is not the same as the child’s current placement as defined in his/her IEP.
Manifestation determination – The determination made by the district, the parent, and relevant members of the student’s Team, after review of all relevant information in the student’s file including the IEP, teacher observations, and relevant information provided by the parents, whether (1) the conduct in question was caused by or had a direct and substantial relationship to the child’s disability; or (2) the conduct in question was the direct result of the district’s failure to implement the student’s IEP. 34 CFR § 300.530(e).
Special circumstances – Where the disciplinary conduct is a “special circumstance,” school personnel may remove a student to an IAES for not more than 45 school days, regardless of the results of the manifestation determination. Special circumstances exist if the student:
n carries a weapon to or possesses a weapon at school, on school premises, or to or at a school function under the jurisdiction of a State or local educational agency (district); or
n knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while at school, on school premises, or at a school function under the jurisdiction of a State or local educational agency; or
n inflicts serious bodily injury upon another person while at school, on school premises, or at a school function under the jurisdiction of a State or local educational agency. 34 CFR § 300.530(g).
Serious bodily injury – As defined in 18 U.S.C. § 930, a bodily injury that involves a substantial risk of death, extreme physical pain, protracted and obvious disfigurement, or protracted loss or impairment of the function of a bodily member, organ, or mental faculty. 34 CFR § 300.530(i)(3).
Massachusetts Department of Education: December, 2007
Ipswich Public Schools
PAYNE SCHOOL BLDG.
1 LORD SQUARE
IPSWICH, MA 01938-1909
TEL. (978) 356-2935 X 1117
FAX (978) 356-0445
TO: Parents of Elementary Students
In accordance with the U. S. Environmental Protection Agency Regulations 40 CFR, Part 763 pertaining to “Friable Asbestos-Containing Materials in Schools: Identification and Notification,” the Ipswich School Department is advising you that all public schools in this system were inspected for actual and potential asbestos hazards.
Winthrop School: All asbestos in the Winthrop School has been removed except for the 9" floor tiles. These tiles have been tested and contain minimal to traces of asbestos. They are considered by the U. S. Environmental Protection Agency to be of no danger unless they are drilled or sanded.
Doyon School: All asbestos in the Doyon School has been removed except for 9" floor tiles and spray on the ceiling of a boiler room storage area and not accessible to students, parents, or staff. The floor tiles have been tested and contain minimal to traces of asbestos. They are considered by the U. S. Environmental Protection Agency to be of no danger unless they are drilled or sanded.
Currently there is only a small percentage of the 9" x 9" tiles in each of the buildings, and most tiles have been covered with carpet and/or nonasbestos sheet goods.
A complete engineering report is on file for your inspection in the schools’ Administration Office and in the Office of the Superintendent of Schools, One Lord Square. The specifications used for guiding the contractor in removing this asbestos, as well as all pertinent information relative to testing, is available.
Please feel free to contact us if you have any questions.
Director of Finance and Operations
PREPARING FOR LIFE THROUGH LEARNING
Visit us at our Website: www.ipsk12.net
TESTING SCHEDULE – 2018-2019
Ipswich Public Schools
Pre-School Early Screening Inventory 3 and 4 year olds
Early Screening for Kindergarten Entrance
The above tests are given to all students in a particular group; therefore, parental permission is not required.
- Specialized tests of interests, specific aptitudes, individual intelligence, personality and achievement are on file to be administered for evaluation and information purposes usually on referral or as advisable. Parental permission is required.
- Diagnostic tests are widely administered for in-depth evaluation of children/students referred for consideration under federal and state special education law. Parental permission is required.
- The Statewide Testing Schedule for 2018-2019 is on the following page.
2018–2019 MCAS Testing Schedule
Check www.doe.mass.edu/mcas/cal.html in fall 2018 for additional details on the MCAS testing schedule (i.e., make-up testing windows, test administration deadlines, recommended testing times) as well as the ACCESS for ELLs testing schedule. For planning purposes, note that test sessions in 2018–2019 will remain untimed.
Spring 2019 MCAS Alternate Assessment for Grades 3–8 and High School
portfolio for students with significant disabilities
Deadline for UPS pickup of MCAS-Alt portfolio materials
Friday, March 29
Spring 2019 MCAS Tests for Elementary and Middle Schools1
April–May 2019 Grades 3–8 MCAS Tests2
Grades 3–8 ELA and Mathematics, and grades 5 and 8 Science and Technology/Engineering Tests (STE)
ELA test sessions
Monday, April 1–Friday, May 3
Mathematics test sessions
Tuesday, April 2–Friday, May 24
STE test sessions
Wednesday, April 3–Friday, May 24
2018– 2019 MCAS Tests for High Schools
November 2018 MCAS ELA and Mathematics Retests
ELA Composition Sessions A and B
Thursday, November 8
ELA Reading Comprehension Sessions 1 and 2
Friday, November 9
ELA Reading Comprehension Session 3
Tuesday, November 13
Mathematics Session 1
Wednesday, November 14
Mathematics Session 2
Thursday, November 15
February 2019 MCAS Biology Test
Biology Session 1
Wednesday, February 6
Biology Session 2
Thursday, February 7
March 2019 MCAS ELA and Mathematics Retests
ELA Composition Sessions A and B
Monday, March 4
ELA Reading Comprehension Sessions 1 and 2
Tuesday, March 5
ELA Reading Comprehension Session 3
Wednesday, March 6
Mathematics Session 1
Thursday, March 7
Mathematics Session 2
Friday, March 8
March 2019 Grade 10 MCAS ELA Test2, 3
Primary Administration Dates4
ELA Session 1
Tuesday, March 26
ELA Session 2
Wednesday, March 27
Secondary Administration Dates
ELA Session 1
Thursday, March 28
ELA Session 2
Friday, March 29
May 2019 Grade 10 MCAS Mathematics Test2, 3
Primary Administration Dates4
Mathematics Session 1
Tuesday, May 21
Mathematics Session 2
Wednesday, May 22
Secondary Administration Dates
Mathematics Session 1
Thursday, May 23
Mathematics Session 2
Friday, May 24
June 2019 MCAS STE Tests
(Biology, Chemistry, Introductory Physics, Technology/Engineering)
STE Session 1
Tuesday, June 4
STE Session 2
Wednesday, June 5
May–June 2019 MCAS Biology and Introductory Physics Field Tests
Each school that administers the Biology or Introductory Physics tests in June will also administer a field test to a portion of its students.
STE Session 1
Monday, May 28–Friday, June 145
1 There will be two test sessions for each of the MCAS tests for grades 3–8. The Department will review the amount of testing time used by students doing computer-based testing in 2018 to determine the recommended testing times for spring 2019. Also in preparation for 2019, the Department will update the STE test design information on the website over the next several months (for reference, the 2018 information for all grade 3–8 tests is available).
2 Note that the tests in ELA and Mathematics for grades 3–8 and 10, and grades 5 and 8 tests in STE will be computer-based tests. (Exceptions to the CBT expectation will be made for students with disabilities and first-year English learners, who may require a paper-based edition as an accommodation.)
3 The spring grade 10 ELA and Mathematics tests will be next-generation, computer-based tests, and will contain two test sessions each. The spring 2019 grade 10 ELA and spring 2019 grade 10 Mathematics test designs are available.
4 Schools with technology constraints should use the primary administration dates for the maximum number of students who can test concurrently, and then use the secondary administration dates for the remainder of the students. Schools with special circumstances that cannot test all their students using the primary and secondary administration dates should email the Department’s Office of Student Assessment Services to discuss options. (Note that schools with students doing paper-based tests as an accommodation will be expected to administer the grade 10 tests concurrently to those students on the primary set of administration dates.)
5 Schools may not administer the field tests on June 4 or June 5, the prescribed dates for the operational high school STE tests.
IPSWICH PUBLIC SCHOOLS
Office of the Superintendent
INFORMATION ON CANCELLATION OR DELAYED OPENING OF SCHOOLS
All “no school” closings will be announced on the Ipswich Schools Website
A Blackboard Connect message will also be sent to all families.
Announcements for cancellation or delayed opening of schools will be made on the following TV stations:
TV STATION CHANNEL
Please note that the Ipswich Public Schools has a DELAYED OPENING PLAN.
All delayed openings will be for two hours. That means all schools will start two hours later than normal and buses will pick up students and bring them to school two hours later than their normal time. Schools will, however, close at the regularly scheduled time.
MORNING PRESCHOOL WILL BE CANCELED ON ALL DELAYED OPENINGS.
PROCEDURE TO BE FOLLOWED FOR EMERGENCY SCHOOL CLOSINGS
The decision to close schools early because of emergency situations will be made by the Superintendent; or, on rare occasions, by his/her designee.
As soon as the decision is made that Ipswich Public Schools will close early, the announcement will be made via:
Blackboard Connect Message
Ipswich Schools Website: www.ipsk12.net
Please be sure the emergency information record update form, which each student is required to complete in September, is accurate. We urge you to use a neighbor or someone in your neighborhood as an emergency contact person. It is of utmost importance that we have updated emergency information on file in each school.
In the case of ELEMENTARY STUDENTS only, if, according to the student, neither parent, guardian nor emergency contact person is available, the student must remain at school until he/she can be picked up by a parent, guardian, or emergency contact person.
Middle and high school students generally know who and where their emergency contact person is; therefore, if an emergency early dismissal is warranted, middle and high school students will be dismissed early according to their normal dismissal procedures.
Afternoon preschool will be notified during the morning if the afternoon preschool session is canceled because of an emergency situation earlier in the day.