2025-2026 Parent_Caregiver_ Student Handbook

Newton Country Day School of the Sacred Heart

Contact Information

Newton Country Day School of the Sacred Heart

785 Centre Street

Newton, MA 02458 www newtoncountryday org

Main School Telephone: 617-244-4246

Telephone Hours: 8 a.m. - 4 p.m.

OFFICE

PHONE

Admissions and Enrollment Management (617) 559-4721

Advancement (617) 559-4985

Athletics (617) 559-4730

Business Office (617) 559-4716

College Counseling (617) 559-4738

Communications (617) 559-4734

Director of Student Support (617) 559-4762

Director of Community and Belonging (617) 559-4732

Head of School Office (617) 559-4712

Health Office (Nurses Office) (617) 559-4777

Middle School Academic Office (617) 559-4750

Mission and Ministry (617) 559-4727

Safety, Security and Facilities (617) 559-4788

Academic Technology Office (617) 559-4715

Upper School Academic Office (617) 559-4747

Introduction

This Student Handbook is intended to serve as a guide to help students and their families come to know and understand Newton Country Day School’s (herein after “School” or “NCDS”) programs and opportunities as well as to set forth expectations and agreements Please take time to familiarize yourself with its contents We hope the handbook will answer many questions about academics, community life, security, health, school policies and discipline, safety, extra-curricular activities and other topics.

Please understand that no set of rules or guidelines can cover every conceivable situation that may arise at the School. The rules, policies, and procedures set forth in this handbook are intended to apply under normal circumstances. However, from time to time, there may be situations that require immediate or nonstandard responses. This handbook does not limit NCDS’s authority to deviate from the normal rules and procedures set forth in this handbook, and to deal with individual circumstances as they arise in the manner deemed most appropriate by the School taking into consideration the best interest of the School, its faculty, staff, students and community The policies may also be revised and updated periodically, even during the school year You will be advised of any changes as they are made Any student or parent/caregiver with questions about anything in the handbook should feel free to contact the Head of School’s Office

Mission, Goals, and History

Mission Statement

Founded in 1880, Newton Country Day, a member of the international Network of Sacred Heart Schools, is an independent, college preparatory school for highly motivated girls who wish to pursue a serious course of study.

The curriculum offers a full range of courses through the Advanced Placement level in the arts, humanities, modern and classical languages, mathematics, religion and sciences, as well as a strong program in physical education, athletics and extracurricular activities. Newton Country Day students are expected to act with integrity, to learn to think critically, to communicate clearly, to deepen their intellectual curiosity and creativity, and to develop and apply scientific and technological knowledge and skill

Through the Religious Studies curriculum, the encouragement of personal prayer and public worship, and a strong emphasis on ethics and community service, Newton Country Day fosters in its students’ reflection, a commitment to social action and a critical

sensibility toward materialism. We affirm our commitment to be an actively anti-racist organization Nurturing the student’s personal relationship with God and an understanding of the evolving tradition of the Catholic Church, the program also educates students to a knowledge and appreciation of other expressions of religious belief

In a society characterized by diversity, Newton Country Day commits itself to inspire in each student a desire to build just and enriching relationships Newton Country Day seeks to be a community that embraces differences and celebrates the fundamental unity of the human family and the dignity of the human person. Both in the classroom and through programs in community service, students are educated to an awareness of economic, political, and social problems and are made aware of their responsibility to work for a more just and peaceful world.

Newton Country Day educates young women to assume leadership and to take initiative in the school and in the world. The School promotes the hope, zeal, compassion and commitment necessary to meet the challenges of a complex society. The entire educational program has as its end the formation of balanced and self-assured women who possess the courage and confidence to respond generously, competently, and responsibly to the demands of their lives and to the needs of the world

Goals and Criteria of Sacred Heart Schools

GOAL I: Schools of the Sacred Heart commit themselves to educate to a personal and active faith in God.

1 The school identifies itself to the wider community as a Catholic-independent-Sacred Heart School and embodies the mission of the Society of the Sacred Heart

2. The school forms its student and adult members in attitudes of the heart of Jesus, such as gratitude, generosity, compassion and forgiveness.

3. The school community reflects an ethos of joy, hope and celebration and its programs assert that there is meaning and value in life.

4. The school community welcomes and respects persons of all faiths and educates to an understanding of the religions and spiritual traditions of the world.

5. School leadership prioritizes space and time for silence and contemplation for its members to deepen their interior life.

6 Members of the school community, open to the transforming power of the Spirit of God, engage in personal and communal prayer, discernment and reflection which inform their actions

7. The school community, rooted in the love of Jesus Christ, nurtures the spiritual lives of its members through the exploration of one’s relationship to God, to self, to others and to creation

GOAL II: Schools of the Sacred Heart commit themselves to educate to a deep respect for intellectual values.

1 Sacred Heart educators and students engage in challenging experiences that inspire intellectual curiosity, a global mindset and a life-long love of learning

2. Sacred Heart educators develop and implement a dynamic curriculum, effective instructional methodology, current educational research and ongoing evaluation.

3. Sacred Heart educators and students utilize a variety of teaching and learning strategies to support their growth and development.

4. The school curricular and co-curricular programs integrate innovation and collaboration, critical thinking and problem solving, the exploration of emerging technologies and critical evaluation of information.

5. The school utilizes space and the physical environment in alignment with best pedagogical practices

6 The school cultivates aesthetic values and the creative use of the imagination

7 Sacred Heart educators assume responsibility for their professional growth, supported by resources and a culture that promotes life-long learning.

GOAL III: Schools of the Sacred Heart commit themselves to educate to a social awareness which impels to action.

1. Sacred Heart educators prepare students to serve the common good in an interdependent world.

2. Sacred Heart educators immerse students in diverse global perspectives, developing competencies such as critical consciousness, language facility and cultural literacy.

3. The school, drawing from Catholic Social Teaching, educates students to analyze and work to eradicate social structures, practices, systems and values that perpetuate racism and other injustices

4 All members of the school community accept accountability for the care of God’s creation, practice effective stewardship of the earth’s resources and work to alleviate the climate crisis

5. School programs promote informed active citizenship and civic responsibility on the local, national and global level.

6. The school community engages in direct service, advocacy, outreach and partnerships to work for justice, peace and the integrity of creation

7 Sacred Heart educators work to develop in the students a life-long commitment to service

GOAL IV: Schools of the Sacred Heart commit themselves to educate to the building of community as a Christian value.

1. The school, affirming that all are created in the image and likeness of God, promotes the inherent dignity of the human person and strives for relationships characterized by inclusion and mutual respect.

2. The school implements an ongoing plan for educating all members of the community to the charism, mission and heritage of the Society of the Sacred Heart

3 The school engages with the Network of Sacred Heart Schools in the United States and Canada and Sacred Heart schools around the world.

4. All members of the school community support a clean, healthy and safe environment.

5. Members of the school community practice and teach with a spirit of peace and reconciliation the principles of non-violence and conflict management.

6. School leadership demonstrates a conscious effort to recruit students and employ faculty and staff of diverse races, ethnicities and backgrounds.

7. School leadership allocates financial resources to support socioeconomic diversity both in the admissions process and in the daily life of students

GOAL V: Schools of the Sacred Heart commit themselves to educate to personal growth in an atmosphere of wise freedom.

1. Student and adult members of the school community grow in courage and confidence as they discover new abilities, cultivate strengths, learn from mistakes, develop empathy and exercise resilience in meeting challenges.

2 All members of the school community take personal responsibility for health and balance in their lives supported by a school culture that promotes spiritual, intellectual, physical and social-emotional well-being.

3. Members of the school community model and teach respectful dialogue in support of clear, direct, open communication.

4 All members of the school community endeavor to practice informed, ethical decision-making and accountability

5. Student and adult members of the school community model, practice, and teach safe, ethical and responsible use of technology.

6. Sacred Heart educators cultivate in the students, life skills, such as initiative, creativity and agility.

7. Sacred Heart schools recognize and educate motivational, inspirational, and transformational leadership.

History of Sacred Heart Education

1800 St Madeleine Sophie Barat founded the contemplative/teaching order of the Religious of the Sacred Heart of Jesus (Amiens, France).

1818 St. Rose Philippine Duchesne established the first Sacred Heart School in the United States (St. Charles, Missouri).

1880 NCDS was founded as Boston Academy of the Sacred Heart The school opens with eight students in what is now the South End of Boston.

1907 Increased enrollment causes the school to relocate to the Back Bay area of Boston.

1926 Newton Country Day School of the Sacred Heart moved to its present site in Newton and added Counciling students

1965 In response to changing enrollment patterns, Grades 1-6 are discontinued.

1982 An independent Board of Trustees is established.

1985 Reintroduction of grade six and the development of a Middle School

1990 Grade five is added to the Middle School.

1998 NCDS is the first school in the Commonwealth of Massachusetts to implement a laptop computer program for Grades 9-12

2000 Celebration of the two hundredth anniversary of the founding of the Society of the Sacred Heart in Paris, France.

2001 The Sweeney Husson building includes a theater, dance studio, science laboratories and Middle School space.

2005 Newton Country Day School of the Sacred Heart celebrates 125 years

2007 Classroom and Library building opens.

2016 Kathleen R. Martin Wellness Center opens.

2018 Celebration of 200 years of Sacred Heart education in the Americas, when Saint Philippine Duchesne and four Religious of the Sacred Heart left France to come to St Louis

2020 COVID-19 Pandemic

2023 Renovation of the Dining Commons

Attendance and School Day Logistics

School Hours

The main building is open between the hours of 7:00 a.m. and 6:00 p.m. Monday through Friday. After 6:00 p.m. all students should be in the Theater lobby. Offices are open until 4:00 p.m.

Parents/caregivers are asked to support our efforts to secure a safe environment by checking in at the Front Desk. When coming to the School, signing in and signing out at the front desk is essential so that we know who is in the building at all times. Should a fire drill occur we must know who is in the building so that we can account for all. For the safety of our students and staff, we will consider visitors who do not check in to be trespassing A school staff member may ask them to leave school property Please refer to the School website for updates Whenever possible, appointments for students should be made for after-school hours. In the event of a scheduled appointment during the school day, the student should plan to leave class and go to the Front Hall for dismissal. Barring extenuating circumstances, classes will not be interrupted to summon a student for dismissal.

Absence and Tardiness Policies

Attendance and Participation

Students are expected to maintain regular, on-time attendance and active engagement in classes and the life of the school community. Students must attend all assigned classes and community time activities during the school day.

A student who is not present at school by 10:00 a.m. will not be permitted to participate in after-school activities or events.

Students who miss more than ten meetings of a class may not receive credit for the course In the event of serious illness, decisions regarding course credit will be made by the Division Head

Repeated lateness to a class or to school can affect course grades and/or participation in extracurricular activities Students late to class on days of tests and quizzes jeopardize their performance on those evaluations, as they will not be granted extra time without good reason.

A student who is too ill to attend all her academic classes during a school day is too ill to take a test on that day or to participate in activities, either academic or extracurricular/athletic, scheduled for after-school hours. Exceptions are made at the discretion of the Division Head.

If a student leaves school to attend an appointment, she must present a provider note to the Academic Office upon her return. A note is expected for any missed time in the school day, whether class or community time. A student who returns from an appointment without a provider note will not be permitted to participate in after school activities.

Lateness Policy

If an Upper School student arrives late to school, she is to report immediately to the Front Desk to be recorded as present before going to class. A Middle Student who arrives late is to report to the Middle School Academic Office to be recorded and to turn in her phone. Late arrivals may only be excused by medical documentation.

After a student has demonstrated a pattern of unexcused tardies, the class dean or lead teacher will notify the advisor who will make a call home. If chronic lateness continues to be a problem, further action will be taken Students consistently late for school may forfeit privileges, including the right to drive themselves to school

Absence

If a student is going to be absent or tardy, parents should notify the school before 9 a m Parents may submit an attendance note on the Veracross Parent Portal or call the Academic Office directly: Middle School: (617) 559-4750, Upper School: (617) 559-4747

● Students may not leave the School grounds during the school day Leaving campus without permission is grounds for disciplinary action With parent/caregiver approval, older students may earn off-campus privileges

Typically, Seniors earn privileges beginning in the fall and Juniors earn privileges in the spring

● In the event of a foreseeable absence, for example Sacred Heart Exchange, a student should communicate with her advisor and teachers to formulate a plan for meeting academic expectations during her absence

● In the event that a student will be temporarily under the care of someone other than the parent/caregiver, the Academic Office should be notified

Late Arrival/Early Dismissal

The school day begins at 7:45 a.m. with Homeroom, an important morning meeting where information is shared, community building occurs, and attendance is taken

Any student who has an appointment that necessitates being late to school or dismissed early must have this information noted in Veracross either by her parents/caregivers entering it directly via the parent portal or by calling the Academic Office directly: Middle School: (617) 559-4750, Upper School: (617) 559-4747 Please make every effort to align early dismissal times with the end of class period time to reduce distraction to classroom learning.

Lateness to class or missed classes due to early dismissal may impact the student’s academic performance.

If a student returns to school after an early dismissal for an appointment, she must check back in at the MS Office (MS) or Front Desk (US) and present a note from a medical provider.

Make-up Assessments

Upon their return after an absence, students are responsible for coordinating make-up assessments. Make-up tests are administered in the presence of a faculty member or staff person Whenever possible, teachers proctor their own make-up tests at a time and place clearly communicated to the students involved All other make-up tests are administered under the supervision of a faculty member scheduled to proctor make-up tests in the period involved.

Weather related school closure

School Cancellation Announcements

In the event of inclement weather causing school cancellation or delay, an email and text message is sent to all parent/caregiver email addresses and phone numbers on file with the school, as well as student email addresses. Cancellation and delay information will also

appear on the school website, on the school’s social media, and in the school cancellation listings on local news stations

Snow Day Protocol

In the event of a snow day, all classes and activities are canceled. No classes will meet, and no additional work will be assigned. Students may choose to work on long-term assignments and previously assigned work; they may also find it beneficial to organize the school materials they have with them or read a good book.

Should we experience several snow days, subsequent days could be structured as distance learning days We would note the distance learning format in the Snow Day announcement On distance learning days, teachers will communicate asynchronous assignments via Google Classroom by 9am Assignments will be due at the next class meeting If a student experiences a power outage or other weather-related complication, an extension will be granted.

Daily Schedule

The school day begins each day at 7:45am for students in both Middle and Upper School. Dismissal on Wednesdays and Fridays is at 2:30pm There is a staggered dismissal on Monday, Tuesdays, and Thursdays Middle School students are dismissed at 3:00 p m Upper School students are dismissed at 3:30 p m The school operates on a ten-day (two-week) cycle A master calendar, distributed at the beginning of the year by the Academic Office, identifies each week as either an "A-week" or a "B-week." Assemblies, community time, committee and club periods are all scheduled within the academic day. Espacio is a time set aside each day for prayer and reflection. All are asked to keep silent during this time

Academic Program Overview

Curriculum Philosophy

Newton County Day School is committed to creating an educational environment where every student is encouraged to achieve academic excellence, develop personal integrity, and grow socially and spiritually within a caring and supportive community Grounded in the five goals of Sacred Heart education, the academic program at Newton Country Day takes a whole-child approach, with intentional vertical alignment across all areas of the curriculum. This design reflects a deep understanding of the developmental milestones students experience as they progress from Middle School through their senior year of Upper School.

Graduation Requirements

Upper School Course requirements:

4 years of Religious Studies

4 years of English

3 years of Mathematics

Foreign Language through Intermediate B (Level 3)

3 years of History

2 years of Lab Science

2 years of Fine Arts

2 years of Physical Education or Dance

4 years of Health & Wellness Seminar

1 year of Computer Science (Beginning with Class of 2028)

Students must attend all overnight and experiential education trips including retreats and service trips to meet graduation requirements.

Senior Project Requirement

The Senior Project invites students to discern, pursue, and engage in an independent professional externship during the final month of Grade 12 The project can take the form of an internship, service project, job shadow, or carefully planned creative endeavor and culminates in the Senior Project Symposium, where each student presents experiences and outcomes in response to an essential question they have articulated. Recent projects include interning with a member of Congress, shadowing a surgeon, assisting the executive director of a non-profit, writing a novel, and composing and recording an album.

Successful completion of the Senior Project is a graduation requirement.

Graduation Honors

Honors distinction is noted on diplomas for students who have maintained a B+ average or higher, with no final grade lower than a B-, across all four years in the Upper School. High Honors distinction is awarded to students who have received no final grade lower than a B+ (or C+ in honors courses). Students with a four-year average of A+ are also eligible for High Honors distinction.

Graduation Student Speakers

The Janet Erskine Stuart Prize is named for Mother Stuart, a legendary educator and Superior General of the Society of the Sacred Heart. It is given to the student with the

highest cumulative average who offers the Valedictory address at graduation. Newton Country Day School’s Valedictorian is the top student of the 12th grade class, determined by weighted cumulative GPA rounded to the hundredths place. For a student with fewer than eight semesters (four years) in our Upper School, the School expects that the student’s non-Newton Country Day academic record will be comparable to the student’s record at Newton Country Day, although non-Newton Country Day grades are not calculated into the weighted Cumulative GPA. An eligible student must have completed at least four semesters (two years) in the Newton Country Day School Upper School.

The Alice Husson Prize is named for Sister Alice Husson, an outstanding educator for more than 50 years It is awarded to the student selected by the faculty to speak at graduation

The Mary Quinlan Prize is named for a legendary history teacher and dean at Newton College of the Sacred Heart. It is awarded to the student selected by the graduating class to speak at graduation

Grading

Grading Policies

A letter grading system is used in all grades: A, B, C, D, F, and I.

Letter Grade Numerical Values:

97-100 A+

93-96 A

90-92 A-

87-89 B+

83-86 B

80-82 B-

77-79 C+

73-76 C

70-72 C-

65-69 D

<65 F

In general, letter grades represent the following:

"A" is an outstanding grade It stands for more than factual accuracy It is reserved for accomplishment that is truly distinctive, that evidences originality, independent work, completeness of knowledge, and effectiveness of expression. (An "A+" is rarely given for the term grade or the final grade and is given only when the student has shown effort, interest, and ability which go beyond the expectations for "A" work).

"B" denotes achievement considerably above the acceptable standard. It involves strong performance in many aspects of the work, the ability to organize work, and to apply knowledge effectively

"C" indicates a satisfactory degree of attainment It evidences familiarity with the content of the course, the ability to express oneself effectively and accurately, and the completion of all assignments on schedule This is the average grade that may be expected of a student who gives a reasonable amount of time and effort to the work.

"D" signifies work which in quality falls below the recognized standard. A student may not move to the next level in a sequence.

"F" indicates inadequate or unsatisfactory attainment. No credit is granted. An "F" is recorded on the student's transcript. Credit for the course can be gained through satisfactory completion of a six-week summer school class or thirty hours of tutoring. In the case of tutoring, the school will administer a final test.

"I" indicates incompleteness. If, at the end of a marking period, there is some legitimate reason why a student has not fulfilled all assignments or contracts, the Division Head and the faculty member will determine a reasonable period of time within which the student will complete the work. The agreement will be filed with the Division Head. If, at the end of the time period, work has not been completed by the student, the grade will be recorded as an "F". All course work must be completed by the end of the academic year. No student will receive an "incomplete" on either her transcript or her final certificate

The privilege of auditing an elective course is open to students of good academic standing at the discretion of the Head of the Upper School Auditors attend classes and complete assigned readings but need not take examinations Credit for an audit is indicated on the transcript.

The following weighting is used in computing a student’s cumulative average: A+ = 10 B+ = 7 C+ = 4 D = 1

A = 9 B = 6 C = 3

A- = 8 B- = 5 C- = 2 F = 0

Honors and Advanced Placement courses receive a full additional letter grade allocation for GPA calculation

Promotion To The Next Grade

Students are expected to pass all course commitments each year, regardless of the number of credits they may have at the end of any given year. Students with academic difficulties may be required to repeat a course in a School-approved summer school or at Newton Country Day School in the following academic year The Division Head must approve the course of study in such cases Some examples of times when students would be required to engage in summer study or repeat courses:

● A student with an F average in a required course.

● A student enrolled in sequential courses (such as those required for graduation in math and world language) who does not earn at least a C-. In this case, the student may be asked to repeat the course the following year or take an approved summer school course and demonstrate progress on the department’s end-of-summer course assessment.

● A student who has earned a failing grade in a required course and cannot meet graduation requirements within four years may not be allowed to reenroll for the following school year

● Newton Country Day School does not allow a student to repeat a grade if already enrolled in the Upper School

Grade Changes

Submitted grades are final and not subject to negotiation Exceptions should be limited to correcting clerical and calculation errors Following a conversation with the faculty member, students who believe that there is an error with their grade may appeal to the Department Chair and, if necessary, subsequently to the Division Head. Any inquiry regarding a course grade must be made to the faculty member no later than two weeks after receipt of the report card.

National Honor Society

The National Honor Society admits Upper School students on the basis of outstanding character, leadership, scholarship, and service. Students are eligible for consideration after the completion of the tenth grade, on an annual basis, provided that they have maintained an academic average of B+ or above with no grade lower than a B-. Induction into The National Honor Society occurs at Prize Day.

Prize Day

Prize Day takes place at the end of the academic year. This is a formal assembly for faculty and students during which each student receives a Certificate indicating the year's average in each subject Certificates marked by a red seal indicate that the student has earned the Red Ribbon distinction, denoting academic honors by maintaining an average of B+ or better with no grade lower than a B- for the whole academic year

Academic Program Planning

Upper School

Inspired by the call of the Goals and Criteria, the School aims to empower students to act with integrity, think critically, analyze deeply, communicate clearly, and foster their intellectual curiosity and creativity. One of the many ways we do this work is through meeting students where they are and helping them design a personalized learning journey through our school, one that first builds foundational skills and then creates pathways to advanced study when students demonstrate readiness for increased challenge, pace, independence, and inquiry.

Personalizing the learning journey is made possible through offering a range of course options and levels, with many courses offered at multiple levels, including: Principles (College Prep), Standard (Advanced College Prep), Honors, and Advanced Placement (AP).

● Principles (College Prep) indicates a regularly-paced college preparatory course where foundational skills are both explicitly taught and also regularly practiced.

● Standard (Advanced College Prep) indicates a competitive college preparatory course that offers rigorous preparation for the next level in the discipline. Like Principles courses, Standard level courses explicitly teach foundational skills, albeit at a fast pace with less in-class practice time

● Honors indicates an accelerated or advanced course that moves faster, expects a deeper level of analysis and more independent inquiry, and assumes specific foundational skills in analytical reading, writing, problem-solving, and learning. Students well-matched for these courses have demonstrated proficiency with foundational skills, intellectual curiosity for the course material, and essential habits of mind to facilitate success in the pursuit of deeper learning. For Honors and Advanced Placement Courses, grades are recorded on transcripts as reported by the faculty member Students are admitted to Honors courses by department recommendation according to specific prerequisite criteria

● Advanced Placement courses, like Honors courses, move faster, expect deeper analysis and more independent inquiry, and assume specific foundational skills. An AP designation indicates an Advanced Placement college-level course related to specific curricula developed by the College Board AP courses culminate in AP Exams during the month of May, which are written and scored by the College Board and administered by the School Failure to sit for the College Board exam in the Advanced Placement course may result in a change in the course title on the student’s transcript. Consideration is given for family or medical circumstances.

Students are encouraged to design well-balanced academic programs, pursuing more advanced study in areas of strength and interest; it is thus quite typical for students to select an academic schedule that includes courses from different levels

Students are recommended for the courses that best support their long-term academic success in each academic discipline Department Chairs utilize a data-driven approach with multiple inputs over time to produce a personalized recommendation for each student each year The criteria for moving from the Standard to the Honors or Advanced Placement level include demonstrated mastery of the material in the discipline, consistently strong performance on cognitive stretch questions, active class engagement, interest in probing deeper and pursuing additional challenge, demonstrated interest in the subject matter, and room in the schedule to accommodate the added time needed to engage the material at a higher level. Each department presents course-specific criteria and prerequisites during the course request process in the spring. Students who do not meet departmental prerequisites may not enroll in Honors or Advanced Placement courses.

Mindful that each student is on a unique developmental timeline, students are not tracked into a specific level program Course offerings create multiple pathways to advanced study such that choosing the standard level one year does not close the door to advanced study the following year; in fact, discerning that the Standard level is the right place for one year may be a crucial step in building a strong foundation for the Honors or Advanced Placement level in the following year.

Upper School Course Discernment Process

The Course Discernment Process takes place annually in the Spring Students work closely with their advisors throughout the process.

Course Discernment Process Timeline

March:

● Students learn about course offerings for the coming school year.

● Students discuss courses and opportunities of interest with their advisors.

● Advisors share departmental course recommendations with students. Course recommendations are made based on specific departmental prerequisites.

● Students are encouraged to discuss courses of interest with their parents/caregivers, current teachers, and department chairs. Advisory groups, committees, affinity groups, and teams also provide a venue for students to discuss course offerings with peers and student leaders.

April:

● Students, parents/caregivers, and advisors discuss the design of the student’s program of courses during Spring Conferences.

● If not initially recommended for a course of interest, a student should engage the relevant department chair in a conversation to understand her options. Students require departmental permission to enroll in Honors and Advanced Placement courses

● Students complete their discernment and communicate their final course requests to their advisors

● Students wishing to take more or fewer than the required major courses must gain approval from the Head of Upper School

● Advisors complete the necessary course registration forms, which are due by the end of the third week in April

Hallmarks of a well-designed program of courses include:

● Holistically, the courses reflect the student’s interests and provide appropriate challenge, balancing the building of foundational skills with seeking additional rigor in areas of strength and intellectual curiosity.

● The student demonstrates long-term commitments in accordance with graduation requirements and future goals.

● There is an overall balance such that, given her current abilities, there are enough hours in the day to engage confidently in her studies, participate in co-curricular activities, spend time with friends and family, and attain sufficient rest.

Middle School

As students progress through the Middle School curriculum at Newton Country Day, they develop agency and self-advocacy skills. They learn to navigate complex ideas and express themselves thoughtfully and confidently, with courage and poise Centered on experiential, cross-curricular, and interdisciplinary learning, our Middle School academic program guides our students in discovering their gifts and using their voices Our holistic approach to teaching and learning, anchored in the five goals of Sacred Heart Education, deepens students’ understanding across subjects and also equips them with the skills needed for their future academic endeavors and personal growth.

All Middle School students study English, History, Science, Math, World Language, and Religion in addition to Wellness, Technology, Dance, Music, and Visual Art. Students in Grades 5 & 6 study an instrument as well as participate in choral training. Students in Grades 7 & 8 choose between Instrumental Music and Chorus for their music elective. In Grade 7, students choose between Latin, French, and Spanish for their World Language elective that they will then study for the remainder of Middle School. With the exception of Mathematics in grades 6, 7, and 8, courses in the Middle School are not leveled. The accelerated math classes are not honors level courses. Placement into accelerated math is based on the prior skills in which a student has demonstrated mastery. With the exception of Chorus and Instrumental Music courses, students do not generally mix across grade levels within Middle School courses.There is no GPA calculation in the Middle School.

Student Course Change Request (Upper School)

All schedule changes are managed through the Academic Office.

Not all schedule change requests can be accommodated due to scheduling constraints, and section changes may occur to ensure balanced enrollment across classes.

Drop/Add Period

The drop/add period ends after two cycles of classes on Friday, September 26, 2025

After this date, students should contact the Head of Upper School, for any further schedule changes. Course changes requested after the add/drop period will appear as a Withdrawal (W) on the student’s transcript. This policy includes moving to a different level (AP, Honors, Standard, or Principles) of a course.

Request Process:

Step 1: Student-Advisor Discussion

Students must first meet with their advisor to discuss any potential schedule changes

Step 2: Parent/Caregiver Communication

Following the student discussion, the advisor communicates with the student’s parent/caregiver about the proposed change.

Step 3: Submit the Request

The student’s advisor submits the Change Request. Both the Registrar and the Head of Upper School will review all submissions.

Step 4: Await Notification

Students will be notified once a decision is made Until notification is received, students must continue attending all classes according to their current schedule

Summer Assignments for Preparation and Enrichment

Summer assignments are required at each grade level Newton Country Day School assigns summer work to promote a love of reading and to provide an opportunity for students to preview course material and review prior year topics in preparation for the coming school year. Students benefit from reviewing and previewing skills and content that will be relevant to the course.

Summer assignments are shared with Upper School students via grade level Google Classrooms and also with all students and their parents/caregivers via the Veracross portals. Summer work is collected during the first week of class and is used by teachers to assess students’ areas of strength and challenge. Work assigned, in conjunction with summer reading, may be assessed and counted as a major assessment grade in the first term.

Summer Work for Grade Improvement

In the Upper School, students who receive grades of C+ or below may apply to the Academic Office for approval to amend their grades and improve their grasp of the course material by enrolling in an accredited summer school course.

All summer work must be approved in advance by the Head of Upper School. In order for a student to receive credit, a Summer Work Approval form, available from the Academic

Office, must be completed and submitted to the Head of Upper School by June 15. The student manages this process

Credit is granted at the discretion of the School after submission of an official transcript from the summer school and the completion of a departmental final assessment to evaluate the student’s proficiency with the course material The student’s official transcript will reflect the summer school course along with the amended course grade

Independent Study

The most common form of Independent Study in the Upper School is the Independent Research in Science and Engineering program In rare circumstances, students apply for an Independent Study outside of this program. These applications are reviewed by department chairs and receive ultimate approval from the Head of Upper School. Approved applications typically pertain to students who have accelerated in their program and have completed all other course offerings in a discipline. Grades and credit for Independent Study courses appear on a student’s transcript using the Pass/Fail grading categories. Independent Study is not figured into a student’s GPA.

Semester Away Opportunities

Students interested in semester away opportunities may request to do so only in the fall semester of their tenth grade year. Requests should be brought to the Head of Upper School by February of the prior school year. While engaged in a semester away program, Newton Country Day tuition obligations must be met Participation in a semester away program may impact course placement options for the subsequent semester

Homework Guidelines

Each student is responsible for submitting assigned homework on time for each class Generally, a student should expect homework for the purposes of preview, practice, and/or review after each class meeting in a subject If a student consistently spends an inordinate amount of time completing her assignments, this should be reported to the student’s advisor. After an extended absence, students should confer with their teachers and advisor to create a plan for catching up.

In Middle School, homework serves as a formative assessment and a meaningful tool for learning. On average, students in the following grades should expect to spend the following amount of time to complete work outside of class each day:

Grade 5: 50 minutes

Grade 6: 60 minutes

Assessments

Upper School

Grade 7: 70 minutes

Grade 8: 80 minutes

Student mastery of course material is assessed in a variety of ways each term, including tests and quizzes, projects, presentations, creative applications of content, Socratic seminars, class participation and engagement, and other opportunities for students to demonstrate their ability to synthesize and apply what they have learned. Cognitive stretch questions help departments identify students who demonstrate readiness for greater challenge in their program.

Assessments are scheduled ahead of time and managed on the grade-level assessment calendar to prevent overscheduling on a given day. A student should not expect more than two major assessments per day. A major assessment takes more than half the class period and/or counts as more than a typical classwork assignment. Short formative quizzes or daily reading checks do not count as major assessments. If a student notes a scheduling conflict, she should advocate for herself with her teacher. The Class Dean is also available to help students manage assessment calendar conflicts

The weighting of assessments is at the discretion of the academic department. In some disciplines, cumulative mid-year and end-of-year projects or examinations may be administered Culminating projects and year-end assessments are administered during regularly scheduled class periods and do not count as more than other major assessments in the course. Especially in courses that are inherently cumulative, these assessments can help students demonstrate their ability to synthesize their learning and apply past knowledge to new situations.

Middle School

In the Middle School, a variety of assessment tools are used. Teachers use an assessment calendar to inform students of future assessments and to provide adequate planning and preparation. A student should not expect more than two major assessments in one day and three major assessments over the course of two days.There are no formal exam periods, however, a culminating assessment may be used at the end of the year. Culminating assessments are scheduled during regular class periods and do not count as more than one single major assessment.

Textbooks and Required Course Materials

Students will find all required textbooks, novels, course fees, and other such materials on the Newton Country Day School section of MBS Direct Bookstore: https://bnck-12 com/ncds

Students in the Upper School utilize personal laptop computers both inside and outside the classroom Students use technology as a tool for discovery, research, communication, and organization All Upper School students are required to have their own laptop computer. During the orientation process, students will receive guidance as to how to connect their laptop computers to the school network. Please note that student-owned laptops are not supported by NCDS technology staff.

Academic Support

Guidelines For Class & Testing Accommodations

Newton Country Day School of the Sacred Heart is committed to supporting students with documented learning differences, medical conditions, or other needs that may impact their academic experience. To receive class or testing accommodations, students must have current documentation from a qualified professional:

● For learning-related disabilities: A comprehensive cognitive and academic evaluation (e.g., a neuropsychological or psycho-educational assessment) conducted by a licensed professional is required.

● For medical or other diagnoses: A written report from a qualified medical provider (e.g., physician, psychiatrist) that includes the diagnosis and how it impacts learning is necessary.

Examples of acceptable documentation include:

● A neuropsychological evaluation

● An IEP or 504 Plan.

● A doctor’s note that clearly states a diagnosis

Developing a Student Success Plan

Once documentation is received, the Academic Support Coordinator will develop a Student Success Plan This plan outlines:

● The student’s diagnosis(es)

● The student’s academic strengths and areas of challenge

● Any approved accommodations or supports

The Student Success Plan is shared with teachers each academic year and updated as needed. Based on the plan, students may receive:

● Classroom modifications

● Weekly meetings with a Learning Specialist

● Testing accommodations

Please note: In some cases, recommendations made by evaluators may not be feasible to implement at Newton Country Day If this occurs, the family will be informed promptly after a thorough review of the documentation.

The Student Success Plan is confidential and not part of the student’s permanent record Documentation submitted by licensed professionals is retained until one year after graduation, after which it will be securely shredded unless parents request otherwise (e.g., to have it mailed home or picked up).

Important Note About Standardized Testing Accommodations

While Newton Country Day may accept a doctor’s note as documentation for school-based accommodations, testing agencies (such as the College Board and ACT) may require additional, more comprehensive evaluations. We will submit all documentation we have on file when requesting accommodations for:

● SAT, PSAT, and AP Exams (College Board)

● ACT

However, approval is determined solely by the testing agencies. For the most up-to-date requirements, please consult their official websites.

For New Students:

If a new student to Newton Country Day has previously received accommodations, they should submit the following (as applicable) to the Academic Support Coordinator or Director of Student Services:

● IEP or 504 Plan

● Neuropsychological or psychoeducational evaluation

● Relevant medical documentation

This will allow for the determination of appropriate accommodations and support as the student transitions to Newton Country Day School

For Students Needing Temporary Accommodations:

If a student requires temporary accommodations due to a medical event or injury, the family should provide a note from the treating physician. This note should outline the recommended accommodations and indicate how long they are expected to be needed. As relevant, the NCDS Nurse or Athletic Trainer may assist in this process.

Please note: If a student will need accommodations beyond the temporary period, a comprehensive cognitive and academic evaluation (as described above) will be required to continue accommodations throughout her time at Newton Country Day School

Extra Help

We encourage students to start with using the resources provided by their teachers when they encounter difficulties with course material. Learning takes practice and time, and we want our students to build skills as independent, resourceful, and resilient problem-solvers. After initially trying to work through their difficulty independently, students are then encouraged to seek their teacher’s assistance outside of class. When seeking assistance, students should come prepared with specific questions Some assembly time and unscheduled class periods are set aside for student/teacher meetings

Students who have been absent are responsible for keeping up with assignments and making up for the missed work in a timely manner Students can request class notes from a peer, review course materials available on Google Classroom and course syllabi, and develop specific clarifying questions for their teachers.

When a student demonstrates significant skill or content knowledge gaps, the School will communicate with her parents/caregivers to devise an action plan which may include a recommendation for additional support outside of school.

Field Trips and Academic Excursions

Students participate in school-sponsored activities that may require transportation to a location away from the School site. Activities will take place under the guidance and supervision of employee(s) of NCDS.

Students must abide by the conditions for participation in events, including the method of transportation Activities are a valid extension of Newton Country Day School’s academic and/or extra-/co-curricular programs

Students must comply with all school regulations as outlined in the Student Handbook as well as other specific rules and regulations pertaining to particular events/activities Students, along with chaperones, are responsible for managing medical needs and should ensure students are traveling with any necessary medications such as EpiPens, inhalers, supplements, etc.

Enrollment at NCDS grants consent and acceptance of liability for school activities held on and off campus. Parents and/or caregivers are accountable for any legal responsibility which may result from personal actions taken by the student.

College Counseling

College counseling builds on the culmination of a student’s growth and development throughout her experiences at Newton Country Day. With this philosophy, college counseling begins informally as students enter the Upper School through our partnership with the Academic Council, Athletic Department, and Advisory program. Beginning in the freshman year, academic advisors work closely with students to foster and develop their skills and talents, and support appropriate course selection, setting students up for a successful Upper School experience In the sophomore year, their advisors discuss with them their academic plans and goals for the future, and work with the students to help them use their extracurricular and summer time wisely while leaning into meaningful experiences. In the junior year, the College Counseling team begins meeting with students in individual as well as group sessions to educate the girls on the college search and application process, as well as essay writing and financial planning. Counselors encourage student discernment in identifying elements within a college setting that best fit their unique needs and support their aspirational goals. During senior year, students continue to meet with their college counselor to finalize their college list and receive feedback on their college essays. Seniors participate in a Grade 12 Seminar during the fall semester which provides space for mindfulness, purpose-driven engagement, and execution of the application process While each student is responsible for identifying prospective colleges, for filing applications, and ultimately for making the final college decision, the College Counseling team serves as a resource hub providing data-informed practices for students, parents/caregivers, and reinforces this process each step of the way.

Standardized Testing

Students in Grades 10 and 11 take the PSAT in October, on campus Students in grades 10 and 11 will collaborate with their college counselor to determine an appropriate testing plan for the official SAT and/or ACT

The School also hosts Advanced Placement Exams each year in May for students enrolled in AP courses through our school. The School does not administer AP Exams for students not enrolled in AP courses through our school.

Academic Integrity Policy

How the school creates a culture of Academic Integrity

Establishing Clear and Consistent Expectations and Consequences

● All departments clearly define academic integrity and dishonesty in both course policies and individual assignments Teachers integrate explicit instruction on academic integrity into the curriculum: paraphrasing, citing sources, responsible use of AI/tools, and distinguishing acceptable vs. unacceptable collaboration.

● The student leaders of the Honor Committee onboard Grade 9 students to the Honor Code through a series of assemblies and activities. The Honor Committee also presents reminders to the entire Upper School through announcements, emails, stall stories, and bulletin boards. In the Middle School, moderators will intentionally guide students in developing personal responsibility by modeling and teaching the principles of academic integrity through consistent expectations, reflection, and class meetings

● Teachers include an honor code statement and a student-signed integrity pledge for major assessments.

● Consequences for violations are consistently enforced and transparently communicated to both the student and their parents/caregivers.

● The Acceptable Assignment Help resource that follows this section of the handbook offers guidance on appropriate types of academic support and revision.

● When relevant, teachers will present a checklist to invite students to disclose the type of assistance used, ensuring transparency and helping teachers understand the extent to which the work demonstrates the student’s independent understanding of the material

Designing Assessments that Promote Authentic Student Work

● Teachers prioritize open-ended, personal, and reflective assignments that are difficult to outsource or generate via AI

● Teachers incorporate sequential or process-based assignments with check-ins and feedback to monitor student progress.

● Teachers limit high-stakes take-home assessments without clear guidance; if used, teachers provide explicit expectations and support parameters.

● Teachers may produce different versions of assessments to evaluate the same content and skills when assessments are administered in different time blocks.

● When students utilize extended time accommodations, teachers work with students to determine the schedule ahead of time and as much as possible complete the assessment in one extended sitting

Creating a Culture of Integrity and Accountability

● The school creates space for ongoing discussions about integrity, not just rule-following, but as a relational and ethical choice.

● The school encourages students to define character for themselves and reflect on real-life examples, personal challenges, and purpose as it relates to the impact of integrity on character formation.

● Teachers are encouraged to be mindful of students’ overall workload when assigning work to be done outside of class Homework assignments are designed to be worthwhile, serving as review, preview, or practice opportunities, and necessary for the student’s acquisition of content and skills.

Aligning Tools, Policies, and Practices Across School Divisions and Departments

● The school implements shared systems for disclosing help/resources used, utilizing uniform language around integrity expectations.

● Teachers utilize available technological tools (e.g., Google Docs history, Google Classroom’s originality report, locked browser apps) transparently, ethically, and cautiously. For example, teachers expect students to work on shared Google Docs to give the teacher a clear view of their work in progress

Acceptable Assignment Help

Guidelines for students, parents/caregivers, and tutors

We encourage students to ask their teachers for help. We also understand that questions arise while students complete assignments outside of school, and they may look to peers, siblings, parents, or tutors for assistance. As a Sacred Heart school, we aim to cultivate courage and confidence in our students by encouraging them to take ownership of their learning and approach challenges with integrity We ask that parents, caregivers and tutors support this growth allowing students to develop resilience and self-trust through their own efforts A little help is beneficial; however, too much help can lead to the work no longer being the student’s own and result in academic dishonesty.

The work submitted should always reflect the student’s own current ability and understanding. This helps the teacher see what the student knows and can do. When in doubt, please communicate with your daughter’s teacher. Our partnership with families facilitates student support, growth, and success.

Here are some examples of acceptable and unacceptable forms of assignment help:

Acceptable

Point out the first instance of grammatical error and indicate how to correct it. Ask the student to look for similar errors throughout.

Ask the student probing questions to draw out their understanding and coach them to utilize their own class notes, textbook, or similar problems.

Ask the student questions about their thesis statement or position Use probing questions to highlight potential gaps in their thinking.

Unacceptable

Fix the grammatical errors that you have identified.

Solve the problem for the student

Revise the thesis statement or argument for the student

Coach the student to check over work using the assignment sheet or rubric as a checklist

Ask the student, “What are you trying to say here?” if the language appears imprecise, unclear, or disorganized

Help the student break down larger assignments into smaller tasks and encourage them to predict how much time each step will take.

Direct students to look at models provided by the teacher so they understand what the finished product may look like.

Encourage the student to communicate with her teacher and ask for help when needed.

Encourage the student to prepare for an extra help session with specific questions and topics to discuss.

Directly edit the student’s work.

Change words or structure to make the writing more precise or sophisticated.

Become the project manager, overseeing each stage of the assignment. This prevents the student from learning essential executive functioning skills.

Use any source or tool that does the work for the student, such as online summaries (SparkNotes) or generative AI tools (ChatGPT, Gemini, etc.)

Email the teacher yourself to ask questions about the assignment. This prevents the development of self-advocacy skills.

Form specific questions for the student to ask during an extra help session with her teacher.

Guidelines on the use of Artificial Intelligence

Introduction:

The Goals and Criteria of Sacred Heart Schools call us to: “Integrate innovation and collaboration, critical thinking and problem-solving, the exploration of emerging technologies, and critical evaluation of information” (Goal II, Criterion 4) and “Model, practice, and teach safe, ethical, and responsible use of technology” (Goal V, Criterion 5)

As with all questions, these principles guide our decision-making regarding the use of generative artificial intelligence tools.

Depending on how it is utilized, AI has the potential to enhance or hinder learning experiences for students. For the time being, while we continue to explore the

evolving impact of AI on education and the wider world, the school has established the following guidelines regarding the use of these tools

Policy:

Students may not use AI-generative tools, such as ChatGPT, Dall-E, PhotoMath, GrammarlyGO, Google Translate, etc., for classwork, homework, or assessments unless their teacher has explicitly instructed them to do so. Presenting or submitting work created by a generation system as one’s own (i.e., entering a prompt into an artificial intelligence tool and using the output in an assignment) will be considered a violation of academic integrity

Additional Details Regarding Safe, Ethical, and Responsible Use:

● Most web services, including ChatGPT, prohibit those under 13 years old from creating an account. According to ChatGPT’s terms of service, a student under 18 requires a parent or legal caregiver’s permission to create an account.

● As with all online services, it is prudent for the user to understand its risks and limitations, including privacy considerations and algorithmic bias According to Open AI’s privacy policy, ChatGPT collects users’ IP addresses, browser type/settings, and data on users’ interactions with the site It also collects information about users’ browsing activities over time and across websites.

● If a teacher provides students with explicit permission to use an AI tool, students must acknowledge and cite the use of AI, just as they would attribute any other facts, ideas, or images they did not personally generate. The Chicago Manual of Style, MLA Handbook, and APA Style have all published citation guidelines for AI tools.

● Students should direct questions about appropriate use of generative AI tools to their teachers

● AI-generative tools like ChatGPT will be with us now and into the future. It is important for teachers and parents/caregivers to be familiar with the topic and talk with students about it. The school will provide ongoing guidance and resources for families. Here is a good starting point: Guide to ChatGPT for Parents and Caregivers | Common Sense Media.

The Rationale for these Guidelines.

By utilizing AI tools for schoolwork only when instructed to do so, students are incentivized to hone their own critical thinking, writing, and artistic skills This does not mean that we should never utilize AI tools in school!

Indeed, we want our students and graduates to possess both skill sets - that of thinking, writing, and creating for oneself and that of engineering effective prompts and engaging confidently with AI tools that will become prolific in all fields.

Not only do we want to prepare our students for the world they are entering, we believe that Sacred Heart graduates are uniquely qualified to be thought leaders in that world!

In consultation with experts, student leaders, faculty, and staff will work together to adapt these guidelines over time We also welcome insight from parents with related expertise, questions, or concerns

Library and Learning Resources Library

The library's primary goal is to offer the best possible material, resources, and services to students and faculty, to support and reinforce the curriculum, and to serve as a place for study, research, and reading. As a common educational resource which the entire school community shares, the library deserves both care and respect Consideration of fellow library users also is assumed

A quiet atmosphere with consideration for others should be maintained Serious disruption of this atmosphere will result in a student being dismissed from the library Repeated dismissals for such disruption or repeated abuse of the facilities will result in the withdrawal of library privileges for a stated period. The Division Head and the student's advisor will be consulted before privileges are restored to the student.

Circulation

● The library's collection is available for borrowing except for the reference collection, reserve books, and periodicals

● Books are circulated for two weeks with renewals as needed. If another user is waiting for a book or needs it for a course, a borrower may be asked to return it immediately.

Reserve Books

● Books and other materials may be placed on reserve to give all class members equal access to the material. Reserve books will be kept behind the circulation desk and are to be used in the library only. They must be signed out by the user and returned to the librarian when finished. They may not be given to other students by the original borrower

● The librarian will assist students in the use of the public access catalog

● The library will not charge its borrowers small fines for overdue books but does rely on the cooperation of all users in returning or renewing materials on time so that every member of the community may have equal access to them

● If, by the end of the year, an overdue item is not returned, renewed, or accounted for by the borrower, the librarian will assume that it has been lost. Replacement cost will include a service charge of $5 00 Should the item be found, the school will refund the cost of the book while retaining the service charge

● If a user fails to comply with any of the stated procedures, library privileges may be revoked

Student Life

Dress Code

Students are expected to arrive at school ready to learn Our dress code reflects the Sacred Heart values of respect, dignity, and personal responsibility by encouraging students to make thoughtful choices that demonstrate courtesy and respect for all members of the community. Our dress code encourages an environment where self-expression is balanced with a shared commitment to creating a focused, inclusive, and respectful learning atmosphere.While we recognize that clothing is a form of self-expression, we expect students to make choices that align with the following guidelines:

1. Refrain from wearing clothing with inappropriate or offensive messages. This includes, but is not limited to, messages that promote drugs, alcohol, violence, obscenities or images or words derogatory to self or others.

2. Choose attire in which undergarments are never visible.

3. All shirts/tops must cover the waistband of the student’s shorts, skirt or pants.

4 Clothing should be in good repair; refrain from wearing extremely short, torn or ripped clothing

5. Hoods and hats may not be worn inside any building.

6 Sweatshirts or tops should not completely cover the garment worn on the lower body

7 Denim is allowed provided it meets the above criteria (no rips or tears)

Certain events during the school year, such as liturgies, Open House, a Model UN conference, a special class presentation, or the Science and Engineering Fair require more formal dress. Students will be informed ahead of time when events require formal dress.

Clothing appropriate for formal dress occasions includes dress pants or an appropriate length dress or skirt and a blouse, sweater, or collared shirt. The following articles of clothing are NOT appropriate for formal dress occasions: denim, leggings not worn under an appropriate length skirt or dress, shorts, pajamas, or athletic attire of any kind, including sweatshirts or sweatpants.

Co-curricular Activities and Leadership

Clubs and Committees

Students are encouraged to participate in activities that reflect their personal interests, sense of purpose, and offer meaningful opportunities for personal growth. Clubs (MS) and Committees (US) meet during the school day on occasion may schedule activities outside of the school day. Students learn about and select Clubs and Committees during the opening weeks of school

A Sampling of Activities includes:

Middle School Activities

Affinity Groups

Art with a Mission

Book Club

Campus Ministry

Cantilare

Coding Club

Upper School Activities

A Cappella Affinity Groups

Sign Language (ASL) Committee of Games

Campus Ministry

Careers in Law

Chess/StrategicGames

Crochet Club

Debate Club

Digital Media

Environmental Club

Girl Up!

Liturgical Dance

Danse Esprit

Debate

Economics Committee

Environmental Committee

Health Sciences

Honor Committee

Math League

Musical

Student Government Service Committee

Shakespeare Club

Writing Club

Math Team

Model United Nations Newspaper

Peer Education

Peer Ministry

Robotics/STEM Committee Service Committee

Student

Leadership Groups

Upper School Student Activities and Leadership Opportunities

In the Upper School, leadership development begins in the Grade 9 Health and Wellness Seminar, where students learn about their top 5 strengths and reflect on their sense of purpose, look to the founding saints of Sacred Heart education as models of purposeful leadership, and develop salient executive functioning and communication skills. In addition to a variety of formal leadership positions, students experience myriad informal leadership opportunities in student activities, chapels and liturgies, and service initiatives

The Student Leadership Groups in the Upper School include: Committee of Games, Honor Committee, Peer Education, Peer Ministry, and Student Government. Elected by their peers or appointed via rigorous application processes, these groups inspire others to better understand the mission of Sacred Heart Education. Each group convenes weekly to plan upcoming events and develop essential leadership skills with the support of faculty moderators.

In addition to the Student Leadership Groups, a variety of formal leadership roles are available, including Committee Heads, Affinity Group Heads, Senior Mentors, Student Math and Writing Center Peer Tutors, Musical Assistants, Athletic Team Captains, and Admissions Student Ambassadors. Affinity Group Heads come together to form the P R I S M (People for a Racially Inclusive Society of Multiculturalism) Student Council, an important program within the Office of Community and Belonging.

Specific information about the criteria, responsibilities, and commitment for each student leadership position is available here:

● Upper School Leadership Positions: Criteria, Responsibilities, and Commitment

Detailed information about how student leaders plan and run meetings, propose new events and committees, and communicate with the student body is available here:

● Upper School Leadership and Student Activities Manual

All elected and appointed student leaders in the Upper School are required to attend the Student Leadership Workshop held annually on the first Friday in June.

Middle School Student Government

Middle School Student Government provides students with meaningful opportunities to develop leadership skills and a sense of responsibility, aligning with the Sacred Heart goal of educating to a social awareness which impels to action. By representing their peers and

contributing to school life, students grow in confidence and build community, embodying the goal of personal growth in an atmosphere of wise freedom

In the Middle School, two co-presidents from the 8th grade class, and student representatives from each grade form the Student Government The group conceives, discusses, and acts on proposals in alignment with our Sacred Heart identity Elections are held in the spring for the Middle School Co-Presidents Students in Grade 7 self-nominate as candidates and complete an application process which includes writing a platform statement connected to the Goals. In the fall, student representatives from Grades 5-8 are selected from each grade to represent their class in the Middle School Student Government. Before the elections are held, candidates appear before the Middle School to present their platform. No student may run for office unless she is in good standing.

Advisory Program

Overview

The Advisory Program provides an essential opportunity for students to grow in self-understanding in light of the Goals and Criteria of Sacred Heart Schools. Students also develop a connection within their advisory group, build academic and interpersonal skills, and come to a greater understanding of their gifts and challenges.

Advisors support students in developing skills of self-advocacy, help them navigate challenges, and celebrate successes Advisors practice listening, coaching, and guided reflection methods to help students gain perspective, manage productive struggle, and ask for help when needed

Advisors are in regular contact with the parents/caregivers of their advisees through informal check-in conversations, Family Conferences in November and April, and additional meetings as needed. This perspective helps the advisor serve as the primary point of communication between home and school.

At the culmination of the school year, the advisor composes a reflection on the student’s year: her growth, her challenges, her successes, important lessons learned, and insight about future opportunities Informed by classroom teacher insights and regular one-to-one advisory meetings throughout the school year, these Advisory Reflections document a student’s academic and personal journey

Upper School Advisory

The Upper School program provides a structure for one-on-one meetings between a student and a faculty advisor during each cycle of classes. The advisor fosters courage and confidence, nurtures, advocates, guides, and facilitates communication between the student, other teachers, other educators, and parents/caregivers The advisor facilitates the Course Request Process and also supports each advisee with matters of workload, study habits, and academic progress. A student’s advisor endeavors to develop a holistic view of her experiences in and outside of the classroom. In 9th grade, students are intentionally matched with an advisor on the Grade 9 Team. Beyond 9th grade, Upper School students are thoughtfully involved in the advisor selection process, providing input to help ensure a supportive and meaningful match.

Middle School Advisory

The Teachers and Girls (TAG) Advisory Group is a vehicle for introducing all Middle School girls to the fundamentals of an advisory program. Advisory groups have four to six students and are grade specific Each group is thoughtfully assigned a faculty advisor and throughout the year they assemble weekly for a wide range of activities and discussions focused on building essential academic and life skills with a direct focus on social and emotional learning From the team building activities in the fall, community service projects throughout the year, and our Peer Education program, TAG teams create the small group advisory experience for our Middle School students that reflect the overall goals of the school-wide advisory experience.

Confidentiality

Students must be clear that any matter brought to an advisor or any adult which involves health, safety, or legal matters must be reported immediately by the adult to the Division Head or Head of School. Reports of harassment will be kept confidential, except as needed to conduct an investigation, to take interim measures, to take corrective action, to conduct ongoing monitoring, or as necessary in relation to any administrative or legal proceedings or as otherwise required by law.

Exchange Program

Upper School Exchange

Newton Country Day School students in the Upper School are eligible to apply for three to four week reciprocal exchanges with schools from within the National and International

Networks of Sacred Heart Schools. The application process begins in the winter before the academic year in which the exchange is to take place Participation in the program is dependent on partner schools’ availability and the student’s academic standing and readiness Partner schools are listed below:

School Location

Kincoppal-Rose Bay School

Sacré Coeur School

Stuartholme School

Sacré Coeur Riedenburg

Sydney, Australia

Melbourne, Australia

Brisbane, Australia

Riedenburg, Austria

Gymnasium Sacré Coeur Wien Vienna, Austria

Colegio del Sagrado Corazón Apoquindo Santiago, Chile

Institution de la Croix Blanche Bondues, France

Institution Marmoutier à Tours Tours, France

La Perverie Sacre-Coeur Nantes, France

Lycée du Sacré-Cœur

Sophie-Barat-Schule Amiens, France Hamburg, Germany

Mount Anville Secondary School Dublin, Ireland

Istituto Sacro Cuore della Trinità dei Monti Rome, Italy

International School of the Sacred Heart Tokyo, Japan

Colegio del Sagrado Corazón México Mexico City, Mexico

Baradene College Auckland, New Zealand

Colegio Sagrado Corazón Sophianum Lima, Peru

Sacred Heart Girls’ High school Seoul, South Korea

Colegio Santa María del Valle Seville Spain

Colegio Sagrado Corazón Chamartín Madrid, Spain

Sagrado Corazón de Jesús - Rosales Madrid, Spain

Sagrado Corazón de Pamplona

Pamplona, Spain

Colegio Sagrado Corazón - Sagrat Cor Barcelona Spain

Sacred Heart High School For Girls Taipei, Taiwan

Academy of the Sacred Heart St Charles MO

Academy of the Sacred Heart New Orleans, LA

Academy of the Sacred Heart

Bloomfield Hills, MI

Carrollton School of the Sacred Heart Miami, FL

Convent & Stuart Hall Schools San Francisco, CA

Duchesne Academy of the Sacred Heart Omaha, NE

Sacred Heart Academy Bryn Mawr, PA

Sacred Heart Schools Atherton, CA

Schools of the Sacred Heart Grand Coteau, LA

Stone Ridge School of the Sacred Heart Bethesda, MD

Stuart Country Day School Princeton, NJ

Villa Duchesne & Oak Hill School St Louis, MO

Woodlands Academy of the Sacred Heart Lake Forest, IL

Middle School Exchange

This year, we are launching a Domestic Exchange Pilot Program for Grade 8 students In partnership with selected Sacred Heart schools across the United States, up to five students will be placed with host families from participating schools Students and their families will complete an application process to determine their suitability for this 10-day exchange experience. In the spirit of true exchange, participating families must also agree to host a student from another Sacred Heart school. While away, students will be responsible for keeping up with any missed schoolwork.

Goal III Initiatives and Service

Service is a vital part of the curriculum, assisting students in the development of strong character, a sense of connectedness to others, and the experience of making a positive difference in the world Ideally, community service activities are experiences of reciprocity and mutuality While bringing support to those in need, students are given the chance to learn from those they serve. A critical component of community service is a process of reflection and discussion that helps to clarify each experience. At a time in their development when students are grappling with questions of identity, deciding who and how they are going to be, community service extends them beyond themselves and involves them in the lives of others.

Upper School students, by virtue of their age and experience, have wider opportunities to serve through projects planned by their classes, teams, advisory groups, or by participation in the Service Committee.

Hesed Program

All Upper School students participate in the Hesed Program, which requires a minimum number of hours of community service for graduation. Usually translated as “steadfast, faithful, enduring love,” the spirit of Hesed is captured by the prophet Micah: “This is what Yahweh asks of you, only this: to act justly, to love tenderly, and to walk humbly with your God ” Taking place in the summer prior to Grade 11 or during that school year, students choose a site for direct service, complete a minimum of forty hours, and submit written reflections on their experiences Presentations on their Hesed service experiences are part of the Grade 11 religious studies curriculum.

Student-Initiated Goal III Initiatives

In addition to annual grade-level service days, Thanksgiving and Christmas Baskets, and Hesed, students’ deep commitment to Goal III, “a social awareness which impels to action,” leads to many proposals for student-led initiatives. The following guidelines pertain to student-initiated projects:

● All initiatives must be rooted in education and awareness-raising.

● There are five types of Goal III initiatives:

○ Educational: Educating the school community is the primary goal.

○ Fundraising: Collecting money at school that will then be sent out to an official 501(c)(3) non-profit organization The two types of fundraising that we engage in at Newton Country Day School are: Sacred Heart Sister School Network Fundraising and Natural Disaster Relief

○ Goods-raising: Addressing specific needs named by organizations by collecting donations at school to deliver to those organizations, such as food, clothing, winter coat, sock, and toiletry drives.

○ Service: In-person volunteering or performing community service rooted in reciprocity and encounter.

○ Accompaniment: Walking and learning with others, such as through immersion programs in the manor of Hesed projects, summer service immersion programs, and Network HEART Projects.

Private Music Lessons

Newton Country Day, in partnership with Note-worthy Experiences Music Studio, offers private music lessons on our campus. Lessons take place after school. In some instances Upper School students may undertake a private lesson during one of their free periods during the school day Private lesson students have the opportunity to perform in a recital in May

Community Life Chapel

Located in the center of the building, the chapel is a sacred space where anyone can go for quiet meditation It is here that the School gathers for liturgies and prayer services Throughout the academic year a prayer service is held in the chapel every week during assembly time. The chapel is also used for formal ceremonies such as Prize Day. Above all, the chapel is a place of prayer and worship. It is important to remember to enter the chapel in silence and sit in respectful quiet. Outside the chapel on the small shelf is a book to record any special intentions for which the community will pray.

Assemblies and Community Time (Upper School)

The assembly/community time periods in Upper School provide time and space for students to engage in living the Goals of Sacred Heart Schools, particularly Goal V, personal growth in an atmosphere of wise freedom. As this work is fundamental to our mission, student attendance and participation are expected. Students hear from their class deans about what events occur each day and week and also have access to the calendar of planned community time activities, which are designed to promote student choice and agency, foster authentic leadership development, and nurture a strong sense of belonging

Weekly announcements, student leadership, chapel, class meetings, guest speakers, committees, student-led cultural celebrations, service, and awareness-raising events, affinity groups, student group project collaboration, and extra help sessions with teachers all occur during the community time blocks These program offerings provide opportunities for personal exploration and challenge, encourage meaningful decision-making, and cultivate strong student-teacher relationships that support individual growth and connection.

Assemblies and Community Time (Middle School)

The Assembly Periods in the Middle School are times set aside for community building. Announcements, Chapel, and TAG advisory meet each week during an assembly period. We Belong! meets bi-weekly with the aim of fostering inclusiveness, and celebrating culture and heritage. Up to several Assembly Periods are used for Student/Teacher. During that time, students have the opportunity to meet one-to-one with their teachers to seek additional help. Grades 5 and 6 also participate in a regular Library class.

Locker Policy

During student orientation, students in Grades 6-12 are provided with a locker for their personal belongings. Locking up all possessions is the responsibility of each student. The school issues a combination padlock to each Upper School student for use on her locker. The locks must be returned at the end of the year

Because lockers are School property, the School reserves the right to open them at any time for inspection and/or cleaning with or without consent

Lost and Found

Lost and found items should be given to the Receptionist in the Upper School and the Administrative Assistant in the Middle School All unclaimed items remaining at the end of the school year will be given away to Cradles to Crayons and other such organizations that collect and distribute items to those in need Students are encouraged to keep track of their belongings and write their names in academic materials, backpacks, water bottles, and other personal items.

Mailboxes

Each student in the Middle School and Upper School has a mailbox. Teachers may use the mailboxes to return papers or distribute assignments and hand-outs for their classes. No student should view or remove the contents of anyone else’s mailbox for any reason.

Food and Beverages

Every student has an assigned lunch period each day. Students should not enter the Dining Commons outside of their regularly scheduled lunch period. The Dining Commons offers a wide variety of food choices and provides an important space for community building For this reason, no food or beverage is to be taken from the Dining Commons Food and beverages are not permitted in certain designated areas, such as science labs Students should observe posted signage and avoid bringing food or drinks into locations where they are prohibited.

During the school day, beverage choices for Middle School students are limited to water and other beverages provided in the Dining Commons. Food delivery is not permitted for Middle School students both during and after school hours. Snacks are provided in the Middle School After-School program.

In the Upper School, food delivery is not permitted during school hours.

Off-Campus Privileges

At the discretion of the Class Dean, students in Grade 12 are granted off-campus and early-dismissal privileges. Seniors must have a permission form signed by a parent or caregiver on file.

Seniors are allowed to leave campus if they have 60 minutes of consecutive free time falling between periods 3 and 6. Students must sign out via the sign-out sheet stating the time they are leaving and where they are going, and then sign back in upon their return Anyone who is late for class after leaving campus more than once will lose her off-campus privilege for the remainder of the year

Seniors are also allowed to leave school for the day, starting with lunch , provided that she has no scheduled classes or assemblies for the remainder of the day. Students must sign out via the sign-out sheet stating the time they are leaving for the day

A student who arrives late to school with an unexcused tardy may not use senior privileges on that day. The School reserves the right to suspend these privileges in the event of inclement weather. The School reserves the right to revoke these privileges in the event of changes to a student’s academic or disciplinary standing or failure to adhere to the policies outlined above Continued access to privileges is also contingent upon adherence to all on-campus traffic signs and rules

Beginning after AP Exams in May and at the discretion of the Class Dean, students in Grade 11 are granted off-campus and early-dismissal privileges These “Junior Spring Privileges” follow the same off-campus privileges policies stipulated above and signal the important transition our Grade 11 students commence as they prepare to step into the leadership, opportunities, and expectations of their approaching Senior year.

Transportation

Pickup/Drop Off

Pickup and Drop Off at the beginning and end of the school day occurs at the far Arches end of the drive. Late arrivals and early dismissals should occur at the main front door, at the entrance circle.

Bus and Charlie Card Passes

Students who ride public transportation or use the bus to get to and from school may be eligible for a pass which entitles them to use this public transportation at a discount. The Academic Office coordinates the distribution of these passes.

Metro West and Boston Buses

Newton Country Day offers direct bus transportation daily to and from Boston and the MetroWest areas. Fees apply for either a round trip route or a one-way route. The non-refundable bus registration fee is for the entire school year.

Student Parking

Student parking is limited and restricted to assigned areas. Seniors have priority. If there are more student vehicles than parking spaces, spaces will be awarded through a lottery. Juniors park behind the Lower Field. Parking may be further limited in the winter months. Cars must be registered with the School and have a valid parking sticker. The school reserves the right to search student cars parked on campus.

Middle School After-School Supervision

Overview of the After-School Program

The Middle School After-School program is available for all Middle School students until 5:30 p.m. each day. Please text the After-School number (617) 631-0535 when you arrive to pick up your child; she will then be dismissed from the After-School program to meet you

at the Arches. Students who take the Boston bus are supervised until bus departure. For the first week of school, there is no Middle School after-school supervision Students are expected to be picked up within 15 minutes of the end of their school day Students are required to sign into the After-School program if their parents plan to pick them up more than 15 minutes after school or sports dismissal. Please refer to the school’s website for updates.

Traditions of Sacred Heart School

Advent Angels

During Advent, students and faculty participate in anonymous gift exchanges known as Advent Angels. Handmade and baked goods are most appropriate.

Alumnae Association

Seniors are inducted into the Alumnae Association as they approach Graduation

Blue and Silver Teams

These competitive groups based on school colors were established when the School was founded The purpose of these teams is to involve the entire School in different types of competition. Each student, faculty, and staff member is named to either the Blue Team or the Silver Team.

Throughout the year the teams compete for points, not only in athletic endeavors, but also in various areas of school life. The team with the greater number of points is awarded a trophy.

Class Activities

Each class plans activities that will foster a spirit of unity within the class.

Congé

Congé, a French word meaning “Holiday,” is a surprise in-school holiday during which the usual class schedule is suspended in favor of activities to build community.

Goûter

The French word “goûter” (gootay) refers to a snack that is provided on special occasions or celebrations.

Experiential Education

Class outings, orientations, field trips and excursions promote outdoor leadership and collaborative problem-solving.

Retreats

Grades 8–12 each have an overnight retreat. Retreats are central events in the life of each class. Attendance at retreats is a requirement within the Religious Studies curriculum. Prayer, community building, and art activities are typically included Retreats take place on or off-campus

Vespers

Advent Vespers is a prayer service shared by the students, their parents/caregivers, and faculty during the last week before Christmas break, held outside of school hours Students participate in the prayer service as singers, dancers, or lectors

Code of Conduct and Expectations

Attending NCDS is a privilege. An NCDS student is expected to behave, both on and off campus, in a manner consistent with Sacred Heart values. Respect and love of others should be a pervasive theme guiding all student interactions. Any conduct both in and out of school that reflects negatively upon the reputation of NCDS may be subject to disciplinary action, including suspension from competitive and extra-curricular activities, school suspension and/or expulsion Violation of the policies will be determined by the school’s Discipline Review Council and/or a school administrator, with the Associate Heads of School serving as the final arbitrators Both the Middle School and the Upper School utilize restorative practices to help students resolve conflict, facilitate healing, restore relationships, and move forward after violating the Code of Conduct.

Non-Violence Policy

As a Catholic community dedicated to cultivating peace and meaningful human relationships, we expect persons to treat one another with respect and compassion at all times. Any use of words, gestures, or behaviors that diminish the human person in any way is, therefore, to be avoided. When such actions occur, intentionally or unintentionally, the values of compassion and reconciliation call members of the community to work together toward healing injuries and cultivating nonviolence. In the case of more serious injury, however, or when such injury is threatened, the response of the administration will be swift

and serious.

Honor Code and Disciplinary Process

Honor Code

Honor is integrally bound with the ideas of personal integrity and responsibility for one’s own behavior, work and ideas. An honest community is one which does not tolerate cheating, stealing, lying, racist or discriminatory actions / language, or any other actions deemed inappropriate under the goals and criteria The responsibility for maintaining an honorable environment lies in the hands of each member of the community, and it is the expectation that all community members will take seriously their duty to live in the spirit of the Goals of Sacred Heart Schools.

Student Pledge

As a Sacred Heart community, we are called to live a life rooted in the love of Jesus and in the spirit of the Goals and Criteria of the Sacred Heart. We commit to these values every day, in every circumstance, in order to maintain the integrity of our institution and foster a loving, welcoming and inclusive community. In this spirit of love, we commit to:

● As a community, we the students of NCDS pledge to love one another as God has loved us; to treat others as we would like to be treated; and to accept others as they are. We acknowledge the pain of those who bear the burden of hatred and discrimination and acknowledge that it is antithetical to God’s command for us to love others as we love ourselves. We pray for the well- being of those who are victimized by hate crimes and for the unity of our country and our world.

● As a community, we the students of NCDS pledge to educate not only ourselves but also our community about how to combat discrimination, stereotypes and injustice. We pledge to respect and advocate the acceptance of a difference of an opinion; however, we will not condone the disrespect of differences.

● As a community, we the students, of NCDS pledge to educate to an awareness of our personal privileges as they relate to issues of diversity and inclusion; to fight the ignorance of hate; to break down stereotypes; to understand and respect other religious traditions; to speak out on wrongs in the world; and to use this knowledge as a call to actively demand change from ourselves, our friends and our institutions

● As a community, we the students of NCDS pledge to find common ground; to welcome those persecuted for their ethnic, religious or gender identities; to prevent the exclusion of others; and to work to build acceptance among our different communities

● As a community, we the students of NCDS pledge to grow continually in our knowledge and awareness of the diversity among us. We agree to respect and appreciate the differences of all ethnic, religious and cultural groups.

Upper School Honor Committee

The Honor Committee in the Upper School is composed of students, faculty and administration. When a violation of the Honor Code is brought to the attention of the Honor Committee, the Committee may hold a hearing The student may be accompanied by her advisor, class dean, or the faculty advocate of her choice The Honor Committee is briefed on the concern, hears from the student about what has transpired, and engages in a question and answer session to better understand the context of the concern At the culmination of the hearing, the Honor Committee engages in dialogue and reaches a conclusion as to whether the Honor Code was violated and what restorative and educational outcomes will best support the student moving forward. The Head of Upper School takes the Honor Committee’s recommendation into consideration in determining the outcome. The student’s advisor will support the student in this process and maintain open lines of communication with her parents/caregivers. As much as possible, the School takes a restorative approach to rectify relationships and to prioritize learning from experience to inform better decision-making in the future All hearings of the Honor Committee are closed Confidential records of each case may be kept in the Academic Office

Disciplinary Review Council

Inspired by the Sacred Heart Way, we pause, reflect, and gather as a Disciplinary Review Council when there has been a serious violation of community standards and the question of whether there is a path to re-entry for the student merits discerning

Through listening and discernment, the Disciplinary Review Council makes a recommendation to the Head of School whether a student should be allowed to re-enter. The process begins with communication with the student and her parents/caregivers regarding the issue at hand and to provide an introduction to the process of the Disciplinary Review Council.

The student’s parents/caregivers accompany her to the proceeding, along with her choice of a faculty advocate The council membership consists of school administrators, including academic and student life leaders After an initial briefing, the council hears from the student about what has transpired and engages in a question and answer process to understand the context of the situation. What follows is careful consideration of what the

student has shared, her level of cooperation and transparency in the process, and her openness to learning from this experience, along with the evidence at hand

At the conclusion of the discernment discussion, the council shares its final recommendation with the Head of School. The Head of School will consider the council’s recommendation and ultimately determine the school’s decision.

Activity Restriction Probation

Any student whose behavior is in conflict with school policies may find herself subject to activity restriction probation for a stated period of time. This form of probation excludes a student from exercising wise freedom during the school day and/or participating in all activities which occur after school hours, which may include participation in all levels of athletics and performing arts.

Behavior appropriate to school life is essential. Respect for students, adults, and property is assumed. Students who depart from accepted norms will be assigned to a work project. The Division Head will meet with any student experiencing difficulty in meeting the School’s standards or the Goals and Criteria of Sacred Heart Schools.

While the School’s standards are primarily applicable to in-school or school-sponsored activities, the School expects students to live by these standards at all times. If the School believes that a student’s conduct in her own community or elsewhere has been harmful to herself, to others in the School, or to the School’s reputation, it reserves the right to take appropriate action, including disciplinary action, suspension, or expulsion A letter detailing Activity Restriction Probation will be sent to the student’s parent/caregiver and a copy will be placed in the student’s disciplinary file.

Suspension and Expulsion

Any incident in which a student has compromised her integrity, the life of the Goals, or the reputation of the School may lead to suspension or expulsion. Ultimately, all disciplinary decisions reside with the Head of School Any offense referred to the Head of School may result in expulsion

Community Standards and Behavioral Expectations

Academic Integrity

Acting with personal and academic integrity is a central expectation of all members of this Sacred Heart community

Dishonesty in academic matters, as in all others, is considered a serious breach of conduct Depending on the circumstances, a teacher who perceives that a student has cheated/plagiarized may handle the situation directly with the student or bring the concern to the Honor Committee In either case, the teacher will communicate with the division heads, the student, and her advisor about what has transpired. Parents will be notified if disciplinary action is deemed to be warranted. Cheating may result in ineligibility for academic honors or for continuation in elected office.

Lying

The willful distortion of the truth to any member of the Newton Country Day community is unacceptable. Misrepresentation of the truth, including before the Honor Committee, is grounds for expulsion by the Head.

Theft

All Newton Country Day students will respect the property rights of all other members of the community. Any person who takes or borrows another’s property without permission is in violation of the Honor Code.

Possession or Consumption of Drugs or Alcohol

NCDS is committed to the prevention of alcohol and other substance use/abuse. Possession and/or use, sale, manufacture, or distribution of illegal drugs, alcohol, marijuana, cigarettes, or electronic cigarettes or vaporizers (known as e-cigs, vapes, and/or any other such devices that may be developed) is forbidden on campus, in the building, in the parking area, or on the grounds at any time or at any school-sponsored activity whether on- or off-campus. Similarly, NCDS forbids the possession of equipment and paraphernalia involved in the use of prohibited drugs Being in the presence of the use and or possession of any of the above-mentioned items is also prohibited Even drug and alcohol violations during non-school time and/or off school premises may have ramifications; including loss of privileges or other disciplinary actions.

Please note: While possession and/or use of marijuana/cannabinoids has been decriminalized or legalized in some states, including Massachusetts, legalized use or possession is limited to adults 21 years and older (or 18 years and older with a medical marijuana card) and the use and/or possession or marijuana/cannabinoids by any individual continues to be prohibited at NCDS regardless of age.

Any student whose appearance or behavior during the school day, or at any school-sponsored event indicates that she may be under the influence of alcohol or drugs

will be removed from class or from the event and appropriate action determined. Any alcohol or other substance found on school property or at school-sponsored events shall be confiscated immediately Parents/caregivers will be informed of any disciplinary action Sanctions may include suspension and expulsion Involvement of students in any illegal activity is cause for immediate expulsion. Additionally, NCDS may cooperate to the fullest extent possible with local, state, and/or federal law enforcement agencies.

Physical Threats

Behaviors that threaten the safety of another person or of the school in general will not be tolerated at any time. Such actions include but are not limited to: vandalizing students’/teachers’/school property; stealing; getting involved in physical confrontations and altercations (no matter the intentions); bringing weapons to school; causing or threatening physical harm to oneself or another

Smoking

Newton Country Day School is a smoke-free environment, including e-cigs, etc

NCDS Sponsored Activities

Social activities are an important part of life The Parents’ Association and the School have set up specific guidelines for school-sponsored activities in order to ensure that each event will be as enjoyable as possible for all participants

An NCDS activity or party is one that is held at the School, or paid for by funds raised at the School or under the School’s auspices, or associated with an official NCDS event, provided that the activity is planned with the knowledge and approval of the Head of School and conforms to the rules which follow. At an NCDS activity, no alcoholic beverages are to be served, and there must be enough adults present to chaperone the activity effectively.

NCDS students are responsible to inform any non-NCDS guests about the importance of following the School’s rules and expectations. If a student perceives that her guest is acting in opposition to our community standards, she is expected to speak with her guest. If needed, she should then speak with an adult to provide support.

Digital Citizenship/Acceptable Use Policy

Appropriate Use of Technology

The Acceptable Use Policy and Technology Contract communicates the expectations for appropriate use of technology at Newton Country Day School. Students are expected to

review this policy with their parent(s) or caregiver(s) to ensure that they understand these expectations Students are called to use technology responsibly and in adherence with this policy at all times, both on and off campus

The use of devices (tablets, phones, laptops, etc.) and the School Network is a privilege. Inappropriate use of these tools and resources will result in cancellation of these privileges and may result in appropriate legal action as well as school disciplinary action. Use of the School Network* must be in support of the student’s academic program, and be consistent with the spirit of the Goals and Criteria of Newton Country Day School of the Sacred Heart. Transmission of any material in violation of any federal or state law or regulation is prohibited.

*The School Network includes, but is not limited to, all Newton Country Day School shared files, the Google suite of applications, including Gmail, on-campus network and Internet Access, and the school website

Acceptable Use Policy and Technology Contract:

I will strive to act in all situations in accordance with the Goals and Criteria of Newton Country Day School of the Sacred Heart. I will help others to behave in a similar fashion.

In accordance with Newton Country Day School’s Acceptable Use Policy, I will not:

● Use the School Network or a personal device to degrade, hurt, harass, or threaten another individual or the school in any online communication This includes but is not limited to: email, texting, gaming, photography, and social media platforms

● Bring or use a personal access point onto the school campus.

● Access the Internet through any portal other than the School Network during school hours

● Use proxy avoidance IP numbers and programs or any IP cloaking devices, software, or programs

● Invade the privacy of other individuals (ex log into another person’s email or documents)

● Post personal communications or data (including photos or videos) over the School Network without approval from faculty or administration.

● Post photos or videos online depicting school events (performances, activities, dances, class projects) without approval from faculty or administration.

● Send or distribute pictures or texts of a sexual nature Students who receive any texts or photos of this nature will report it to the administration immediately.

● Post messages anonymously via email or social networking sites.

● Install or use peer-to-peer software (such as BitTorrent) to download media or files on any computers that connect to the School Network.

● Record class or meeting discussions without advance teacher approval OR use any meeting recording for anything but personal, private use. At no time may any portion of a recorded school meeting be posted online. I understand that it is a violation of Massachusetts law to secretly record anyone without their knowledge and consent, regardless of whether that person is physically located in Massachusetts or appearing remotely

● Use inappropriate language or discuss inappropriate subject matter when using email

● Reveal my own or another person’s personal information (physical or email addresses, phone number, passwords, etc ) over the Internet

● Reveal any personally identifying information, or information about the school to an AI (Chat GPT, Google Gemini, etc.) prompt.

● Visit inappropriate websites or chat rooms that do not contain information related to academics (including all sites that are violent or contain nudity).

● Display inappropriate material on a computer screen (including screensavers and wallpaper).

● Use the Internet for non-academic purposes during school hours

● Use social networking sites such as TikTok, Facebook, X (formerly called Twitter), Snapchat, or Instagram during school hours.

● Use personal email accounts and/or messaging apps during school hours. An exception is made for Seniors using personal email for future planning (i.e. college applications).

● Watch/stream television shows or videos during school hours unless they are being used for a class project. This includes use of Netflix, Hulu, YouTube, etc.

● Download music or videos at school, regardless of whether the music or videos have been legally obtained.

● Use the school’s name on online profile websites such as TikTok, Instagram, SnapChat, Facebook, Tumblr, etc.

● Install or remove software from any school computers.

● Use the School Network for illegal activity, including but not limited to violations of copyright laws or any other contracts or for the exploitation of minors.

● Use the School Network for acts of academic dishonesty, including but not limited to cheating, plagiarism, or helping others to cheat or commit plagiarism.

● Use the School Network for financial or commercial gain without express school approval.

● Degrade or disrupt equipment of the School Network or vandalize equipment or files of another user.

● Gain unauthorized access to resources or School Network entities.

● Use the School Network to send, solicit, or share compromising photos or content.

● Use the School Network to play games, online shop, etc.

Distance Learning (if necessary)

● Students will exclusively use their school emails for school-related work and events.

● Students will not use the “chat” function during class on any of the Internet platforms, including Zoom, Google Meet, Google Chat, for any non-school related conversations

● Students will be respectful of and kind to each other, and will not, under any circumstances, say anything unkind about another student on any of the Internet platforms being used.

● Students will be respectful of the usual student-teacher boundaries that exist in school in any communication, including phone calls, Zooms, text messages, and emails.

● Students will not record any content (in the form of screenshots or video recordings) from classes or any extracurricular events to post anywhere, including Snapchat, TikTok, or Instagram.

● Students will adhere to the same rules about distractions, including phone usage, watching videos, or playing online games, that exist in school in their synchronous classes

● Students will be aware of their online presence and not share Zoom or Google Meet links, invites, or passwords with anyone outside of the School.

● Students will be cognizant of their presence in synchronous classes, including ensuring that their background is appropriate and that they are adhering to their teachers’ requests about audio and video.

Privileges and Privacy:

● Privacy statement – Users do not have a personal privacy right in any information, data, or communications, including email messages and voicemail messages, created, transmitted, received, or stored on the School’s Network, communications systems, and equipment. Newton Country Day may access at any time any such data or information, whether or not that data or information relates to school business. These systems should not be used for any personal communication which you may wish to remain private and confidential.

● Users will not use their Internet access to obtain, view, download, or otherwise gain access to unlawful, obscene, abusive, or otherwise objectionable material. Violation of this policy will result in the loss of Internet privileges.

● Students must open and read emails sent from faculty or staff within 24 hours or by Monday morning if sent over a weekend.

● Use of personal communication devices such as smartphones and smartwatches during school hours is not permitted unless special permission has been granted. Middle School students’ phones are collected during homeroom and returned to students at the end of the day Personal devices will be confiscated if found to be in use without permission For example, sending and receiving text messages on a phone or smartwatch during class will result in confiscation of the device

● School-approved AI tools that are appropriate for students aged 13 and older will be used in the Upper School for academic purposes and under the guidance and supervision of a teacher.

Accounts and Passwords:

● The Gmail® email system permits easy and instant communication between students and faculty Personal email accounts, including messaging apps, may not be used for any reason during school hours in order to ensure that students remain focused on academics during the school day Students may access their school email from their laptop or from a home computer outside the school building.

● Any account names or passwords issued for use of the Network to students at Newton Country Day are intended for the exclusive use of Newton Country Day users.

● Students should not share their account password with anyone else. For security purposes, it is strongly recommended that all devices be protected with secure passwords, including password requirements when waking or powering on the device.

Ethical Use:

● Plagiarism of ideas, images, or information from the files of others or from the Internet will be grounds for disciplinary action.

● Theft or piracy of software and/or vandalism will result in cancellation of privileges and school disciplinary action.

● Inappropriate online communications between students, adults, or students and adults, such as bullying, harassment, blackmailing, or anything that makes the recipient uncomfortable, will result in cancellation of privileges and school disciplinary action. Should you receive or become aware of such communications,

you should immediately print a copy and bring it to the attention of parents or caregivers and school administration

● Any electronic communication that creates a hostile, disruptive environment on the School campus is a violation of any member of the School community’s right to be safe and secure. Actions deliberately threatening, harassing, or intimidating an individual or group of individuals; placing an individual in reasonable fear of harm; damaging an individual’s property; or disrupting the orderly operation of the School will not be tolerated.

Care of School Computer Equipment:

● No food or drink is allowed near school computers, projectors, copiers, printers, etc.

● Students should not make any unauthorized changes to any school computers or equipment. This includes unauthorized installing or removing of any software or hardware.

● A student’s laptop must be either with the owner or locked in a locker or authorized area at all times.

● In the Middle School, a Chromebook must be either with a student or placed in one of the charging stations at all times.

● Chromebooks are assigned to each student in the Middle School to be used exclusively for academic purposes. Students that do not exercise proper care of their Chromebook or use their Chromebook for non-academic purposes (i.e. gaming, online shopping, streaming, etc.) may have their Chromebook privileges suspended for a period of time.

Services:

● Newton Country Day will not be responsible for any technology damages, including loss of data resulting from delays, non-deliveries, or service interruptions sustained or incurred in connection with the use, operation, or inability to use the Network.

● Use of any information obtained via email, the Internet, or other sources are at your risk. Newton Country Day specifically denies any responsibility for the accuracy or quality of information obtained through the Internet.Devices are brought to school at the student’s and family’s own risk. While the school will make every effort to help students safeguard their belongings, Newton Country Day is not liable for lost, stolen, or damaged personal devices, nor for any resulting financial or data loss.

Consequences for infractions against stated policies

● Suspension of Network privileges (period of time to be determined on a case-by-case basis).

● In the Upper School, confiscation of laptops.

● In the Middle School, loss of Chromebook privileges

● Violations are subject to school disciplinary action; in Upper School, reviewed by the Honor Committee.

Intentional Use of Technological Devices during the School Day

The school’s technology device policies are designed to protect student learning and create an environment rich with in-person interaction and relationship building. Consistent with what we teach in our Health and Wellness curriculum, we encourage students to be mindful of their screentime and its impact on their attention and health both in and outside of school. During school hours, the following developmentally intentional policies are in place to support students in developing healthy technology habits.

Upper School Overview

In the Upper School, mobile phones must be turned off and put away during school hours. Younger students receive additional scaffolding to help them adhere to this policy. Students in all grades who demonstrate difficulty following this policy independently are required to turn their phones in prior to the start of Homeroom. Headphones are allowed in the Upper School and may only be used with teacher permission during class time. Students are free to utilize headphones at their own discretion during unscheduled periods. Smartwatches must be removed during formal assessments and at all times when they may cause distraction Laptop use during class is permitted at the teacher's discretion when pertinent to the class activity, such as for research, project design, computer programming, or data analysis Students are expected to refrain from accessing text messages and emails on their laptops during class time Student laptop privileges will be curtailed for misuse. In light of significant evidence that it enhances their learning, we encourage students to prioritize handwritten notetaking.

Mobile Phones: Off and Away During School Hours

Mobile phone use is not permitted during school hours. By the start of Homeroom (7:45 am) each day, students should make sure phones are switched off and put away. Put away

means not on one’s person (meaning not in one’s hand, sweatshirt pouch, pocket, belt bag worn during school hours, etc ) In Grade 9, specific cell phone storage units are provided These units are located adjacent to the faculty offices in their locker rooms In Grades 10, 11, and 12, students who have earned the privilege may store their cell phones in their lockers.

If a student is observed to be in possession of a mobile phone during school hours, the phone will be confiscated for the day and the incident will be documented. After the third confiscation, the student will lose the privilege of retaining personal responsibility for her phone during the school day and for the duration of the term will be expected to turn her phone in each morning and pick it up after school. The student’s advisor will communicate this loss of privilege to her parents. Certain Honor Code and Acceptable Use Policy violations may also result in privilege loss.

Special Permission

A teacher may give one-time special permission for a student to use a mobile phone for an academic purpose For example, during a museum visit, students may receive permission to use their phones as part of a photojournalism assignment

Neuropsychological or medical documentation that merits accommodations to this policy can result in special permission and exceptions.

Off-Campus Privilege Exception

Students in Grades 11 and 12 who have earned off-campus privileges are permitted to bring their phone with them and are exempt from this policy while off campus. As soon as they sign back in, they are expected to resume adherence to the off and away expectation.

Phone Free Zones After Hours

The Dining Commons and Chapel are always phone free, even outside of school hours.

After School Activities

Students are expected to follow the specific policies of school-sponsored after-school activities, including performing arts and athletics.These programs also enforce an off and away policy.

Other Devices

A teacher may ask students to put away smart watches and laptops during classes and assessments. If these devices appear to be distracting the student or not being used appropriately, the teacher may also confiscate the devices.

Confiscation

All confiscated devices, whether phone, smartwatch, or laptop, are stored at the Front Desk until the end of the school day. Confiscation results in documentation and can lead to privilege loss.

Middle School

Student phones, smartwatches and any personal device that connects to the internet are collected during morning homeroom and returned at the end of the day. If a student needs to make a call during the day, they should go to the Middle School Academic Office. Participation in all after-school activities are also phone-free. School email accounts in the Middle School are limited for use solely within the school’s email network. Middle School students that use their Chromebooks in violation of our technology policy may have their Chromebook privileges suspended for a period of time.

Bullying & Harassment Policy

Bullying and Prevention Plan

The mission of NCDS is articulated through the Goals and Criteria of Sacred Heart Schools. The fundamental premise is that each person is created by God and worthy of respect. All our interactions are opportunities to foster relations that build the community of the School. To enroll at NCDS is to accept, support, and make visible this foundational principle.

The Goals, personal and active faith in God, a deep respect for intellectual values, a social awareness that impels action, the building of community, and personal growth, all make clear that ideally the atmosphere in the School is welcoming, serious, inclusive, just, and joyful Each adult and child shares in the responsibility of creating a positive tone in the School

The Honor Code calls students in the Upper School to live in the spirit of the Goals in school and in their lives

A safe learning environment is one free of bullying and any other verbal or physical misconduct

The NCDS Bullying Prevention and Intervention Plan, set forth below, is published in response to the Massachusetts law (2010) against bullying and is an integral part of our

efforts to promote learning and to prevent behavior that might impede the learning process

It is important that this Plan be well understood by all members of our community The Head of School is responsible for the implementation and administration of the Plan Questions and concerns related to this Plan may be referred to her or to the Associate Heads of School, Upper or Middle School Heads

Policy against Bullying, Cyber-Bullying, and Retaliation

The School will not tolerate any form of bullying or cyberbullying, nor will we tolerate retaliation against any person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying.

The School recognizes that certain students may be more vulnerable to becoming a target of bullying or harassment based on actual or perceived differentiating characteristics, including race, color, religion, ancestry, national origin, sex, socioeconomic status, homelessness, academic status, gender identity or expression, physical appearance, pregnant or parenting status, sexual orientation, mental, physical, developmental or sensory disability or by association with a person who has or is perceived to have one or more of these characteristics. The School is committed to taking particular care attending to and supporting those vulnerable students.

Bullying and cyber-bullying are prohibited on school grounds and at school-sponsored events, activities, functions, and programs. Bullying and cyber-bullying also are prohibited at school bus stops, on school buses and other vehicles owned, leased, or used by the School, and through the use of technology or an electronic device owned, leased, or used by the School or that uses the School Network

In addition, bullying and cyber-bullying are prohibited at a location, activity, function, or program that is not school-related or through the use of technology or an electronic device that is not owned, leased, or used by the School or uses the School Network, if the bullying creates a hostile environment at school for a targeted student; infringes on the rights of a targeted student at school; or materially and substantially disrupts the educational process or the orderly operation of the school.

Definitions under the Law.

The following are drawn from the Massachusetts law against bullying.

Bullying is defined as the repeated use by one or more students of a written, verbal, or electronic expression or a physical act or gesture or any combination thereof, directed at a target that:

● Causes physical or emotional harm to the targeted student or damage to the targeted student’s property;

● Places the targeted student in reasonable fear of harm to herself or damage to her property;

● Creates a hostile environment at school for the targeted student;

● Infringes on the rights of the targeted student at school; or

● Materially and substantially disrupts the educational process or the orderly operation of the school.

Cyber-bullying - Cyber-bullying is bullying through the use of technology or electronic devices such as telephones, cell phones, computers, fax machines and the internet. It includes, but is not limited to, e-mail, instant messages, text messages, and internet postings, whether on a webpage, in a blog, or otherwise.

Cyber-bullying also includes (i) the creation of a web page or blog in which the creator assumes the identity of another person or (ii) the knowing impersonation of another person as the author of posted content or messages, if the creation or impersonation creates any of the conditions noted in the definition of bullying It also includes the electronic distribution to more than one person – or posting of material on an electronic medium accessible by one or more persons – if the distribution or posting creates any of the conditions noted in the definition of bullying.

Hostile environment - A hostile environment is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of a student’s education.

Retaliation - Retaliation is any form of intimidation, reprisal, or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying.

Legal Definitions and School Policy

It is important to bear in mind that stricter standards of behavior may apply under the School’s policies in order that we may prevent inappropriate verbal and physical conduct before a student has been subject to bullying as it is defined under the law. For example, although the law defines bullying as “repeated use” of certain expressions, acts, and/or gestures, the School reserves the right to apply disciplinary measures and other corrective

action in a case of single expression, act or gesture, if the School determines that it is of sufficient severity to warrant disciplinary measures or other remedial action or that the repetition of that expression, act, or gesture might reasonably result in bullying as defined under the law

Prevention of Bullying and Cyber-bullying

NCDS students know that as members of our community they have a right to be treated with civility and respect The Goals of Sacred Heart schools emphasize respect for differences. The School is clear in our expectations for student behavior. When necessary, parents are notified and asked to reinforce standards for membership in the NCDS community.

Each year the NCDS Student Handbook is reviewed with students and shared with parents. This handbook includes explicit policies about the acceptable use of technology, the state’s anti-hazing policy and appropriate conduct. The School, through orientation programs, assures that girls are well-informed about what is expected of them.

Advisory groups in the Upper School and TAG Teams and Homerooms in the Middle School focus on peer relationships and empower students to act if they feel targeted or if they witness other students engaging in bullying or other unacceptable behavior.

The School communicates that expectations for student conduct extend to corridors, locker rooms, lunch, recess, carpool, buses, athletic events, trips, off campus school activities and the like.

Reports of Bullying, Cyber-bullying, or Retaliation

Any student who is the target of bullying or cyberbullying or has witnessed an incident of bullying or cyberbullying or otherwise has relevant information about bullying or cyberbullying prohibited by this policy is expected to promptly report the matter orally or in writing to the Head of School or the Division Head or to any other faculty or staff member Also, any student who is subject to retaliation in violation of this policy or who knows of another student who has been subject to retaliation is expected to report it as soon as possible.

A parent of a student who is the target of bullying or cyberbullying or of a student who has witnessed or otherwise has relevant information about bullying or cyberbullying is strongly urged to promptly notify the Head of School or the Division Head. Furthermore, any parent who has witnessed bullying or cyberbullying or has relevant information concerning such an incident is strongly urged to come forward to the Head of School or the Division Head. A

parent should also report any incident of retaliation in violation of this policy to the Head of School or the Division Head

Any member of the faculty or staff of the School who witnesses or otherwise becomes aware of bullying or cyberbullying in violation of this policy or who becomes aware of retaliation against a student who reported information concerning a violation of this policy is required to report it immediately to the Head of School or one of the Division Heads A member of the faculty or staff may not make promises of confidentiality to a student or parent who informs him /her of an allegation of bullying, cyber-bullying, or retaliation. There are no exceptions.

Faculty and staff may not make reports under this policy anonymously. The School also urges students and their parents not to make reports anonymously. Although there are circumstances in which an anonymous report may be better than none at all, it is far more difficult to determine the facts of what occurred if complaints are made anonymously. Students and parents are encouraged to bear in mind that the School takes its policy against retaliation seriously. Also, while the School cannot promise strict confidentiality, because information must be shared in order to conduct an effective investigation, the School releases information concerning complaints of bullying, cyber-bullying, and retaliation only on a legitimate need-to-know basis

Responding to a Report of Bullying, Cyber-Bullying, or Retaliation

Preliminary Considerations. When a complaint of bullying, cyber-bullying, or retaliation is brought to the attention of the Head of School or the Division Head, an assessment is made as to whether any initial steps need to be taken to protect the well-being of students and to prevent disruption of their learning environment while the investigation is being conducted. As appropriate, strategies such as increased supervision may be implemented to prevent further bullying, cyber-bullying, or retaliation during an investigation.

Obligation to Notify. It is the policy of the School to notify parents of any student who is an alleged target of bullying, cyber-bullying, or retaliation and the parents of any student who may have been accused of engaging in such behavior promptly after a complaint has been made. There should be no contact between parents of the children directly involved.

Investigation. The following is an outline of the procedure that is pursued once a complaint has been brought to the attention of the Head of School or one of the Division Heads:

An investigation of the complaint is conducted by the Head of School or by the Division Head. That investigation may include (but will not necessarily be limited to) interviews with

the person who made the complaint, with the student who was the target of the alleged bullying, cyber-bullying, or retaliation, with the person or persons against whom the complaint was made, and with any students, faculty, staff or other persons who witnessed or who may otherwise have relevant information about the alleged incident

The Head of School or the Division Head conducting the investigation also may choose to consult with other teachers and/or the School’s health professionals

Resolution, Notification, and Follow-up. Following interviews and any other investigation undertaken, as the School deems appropriate, the Head of School or the Division Head will determine whether and to what extent the allegation of bullying, cyber-bullying or retaliation has been substantiated. If it is determined that the policy set forth in this Plan has been violated, the Head of School or the Division Head will determine what disciplinary action and/or other remedial action is appropriate and how it will be implemented.

The goal of an investigation and any disciplinary or other remedial process that is imposed following that investigation is to correct the situation to the extent it is reasonably possible and to take such steps as can be taken to prevent a repetition of the incident and to prevent the student or students targeted and others who participated in the investigation from being subject to retaliation.

In appropriate circumstances such as when a crime may have been committed or a child may have been subject to abuse or neglect of the type that is reportable under Section 51A of the Massachusetts laws, law enforcement or another appropriate government agency may be notified

Upon completion of the investigation, the Head of School or the Division Head who conducted the investigation will meet individually with the student or students who were the target of the alleged incident and the student or students against whom the complaint was made and their parents to report the results of the investigation and, where disciplinary or other corrective action is determined to be appropriate, to inform the parties of the steps that will be taken to correct the situation. Information provided in these meetings will be limited by confidentiality laws protecting student records.

Follow-up contacts will be made with any student found to have been targeted in violation of this policy and her parents to inquire as to whether there have been any further incidents.

Conclusion

This Plan is intended (1) to prevent bullying and cyber-bullying among our students, (2) to encourage students and their parents to have confidence in the School’s procedures and to come forward promptly whenever a student is subject to conduct that is prohibited by this or any other School policy; and (3) to implement appropriate discipline and other corrective measures when they are found to be warranted.

Hazing Policy (required by the Commonwealth of Massachusetts)

General Laws Chapter 269, Sections 17-19 requires all secondary schools, both public and private, to distribute copies of the anti-hazing law to student groups, student teams, and student organizations, and to all students.

This law reads as follows:

Crime of Hazing: Definition: Penalty C.269, S.17.

Whoever is a principal organizer or participant in the crime of hazing, as defined herein, shall be punished by a fine of not more than three thousand dollars or by imprisonment in a house of correction for not more than one year, or both such fine and imprisonment.

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

Notwithstanding any other provisions of this section to the contrary, consent shall not be available as a defense to any prosecution under this action

[Added by St 1985, c 536; amended by St 1987, c 665 ]

Duty to Report Hazing C 269,S 18

Whoever knows that another person is the victim of hazing as defined in section seventeen and is at the scene of such crime shall, to the extent that such person can do so without danger or peril to himself or others, report such crime to an appropriate law enforcement

official as soon as reasonably practicable. Whoever fails to report such crime shall be punished by a fine of not more than one thousand dollars [Added by St 1985, c 536; amended by St 1987, c 665 ]

Hazing Statutes to Be Provided; Statement of Compliance and Discipline Policy Required C 269, S 19

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

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

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

Each institution of secondary education and each public or private institution of post secondary education shall file at least annually, a report with the regents of higher education and in the case of secondary schools, the board of education, certifying that such institution has complied with its responsibility to inform student groups, teams, or organizations and to notify each full time student enrolled by it of the provisions of this section and sections seventeen and eighteen and also certifying that said institution has adopted a disciplinary policy with regard to the organizers and participants of hazing, and

that such policy has been set forth with appropriate emphasis in the student handbook or similar means of communicating the institution’s policies to its students The board of regents and, in the case of secondary institution, the board of education shall promulgate regulations governing the content and frequency of such reports, and shall forthwith report to the attorney general any such institution which fails to make such report. [Added by St. 1985, c.536; amended by St.1987, c.665.]

NCDS will promptly investigate all reports of complaints of hazing and, if necessary, will refer to a law enforcement agency.

Nondiscrimination Policy

Newton Country Day School of the Sacred Heart, a school for girls, admits students of any race, color, religion, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, sexual orientation, national and ethnic origin in administration of its educational policies, admissions policies, tuition assistance programs, and athletic and other school-administered programs.

The School will not tolerate discriminatory behavior, including intimidation, threats, or harassment of faculty, staff, students, or anyone else who visits or is part of our community. Retaliatory conduct toward persons who have reported possible bias, discrimination, or inappropriate behavior, who have assisted in an investigation, or who have otherwise exercised their rights under this policy is also prohibited Conduct in violation of this policy includes any action, including verbal or nonverbal communication, that contributes to, promotes, or is complicit in disrupting the School’s inclusive learning and working environment. Derogatory or intimidating statements, threats, acts of exclusion, or other mistreatment regarding a student’s or employee’s membership in or association with a member of a protected group, whether made in person or by telephone, postal mail, e-mail, internet posting, or any other means, will not be tolerated. This includes such statements made toward students, members of students’ families, employees, contractors, or other parties who support or participate in school activities.

Athletic Program and Policies

General Information

Athletics at Newton Country Day are rooted in the belief that sport is formational, competition can be fierce, and the experience should be fun Guided by the Sacred Heart

mission, our program develops student-athletes who grow in courage, confidence, and character through physical activity, teamwork, and commitment

Whether trying a sport for the first time or competing at the varsity level, Newton athletes are expected to give their best effort, support their teammates, and represent the School with pride

Program Overview

Newton Country Day offers interscholastic athletic opportunities across the Middle and Upper Schools. Sports vary by season, and each team holds tryouts. Participation requires a full commitment to the season’s practice and competition schedule. Games are typically held on Wednesdays, Fridays, and occasional Saturdays Practice and game schedules are posted and updated daily on the School website

Middle School Sports:

Fall: Cross Country, Field Hockey, Soccer, Volleyball

Winter: Basketball, Ice Hockey, Squash

Spring: Lacrosse, Softball, Tennis

Upper School Sports:

Fall: Crew, Cross Country, Field Hockey, Soccer, Volleyball

Winter: Basketball, Dance, Ice Hockey, Squash

Spring: Crew, Golf, Lacrosse, Sailing, Softball, Tennis, Track & Field

All sports require students to try out for a place on the team and, if they make the team, to attend all practices and games during the season. Team participation will require on average about two hours per day.

Games are usually held on Wednesdays, Fridays, and occasional Saturdays. Athletes are expected to attend all games and tournaments. In the case of inclement weather, for both practices and games, refer to the school website. Practice/game schedules are available on the School website and updated daily.

Students understand that by participating in a team sport, they represent the School. All school rules apply during practices, games and travel to and from away games.

Students are required to be in good academic standing to participate in the Athletic Program If a student needs to make up a test or meet with a teacher, they must do it outside their athletic commitments. If no time can be arranged, the athlete should speak

with the Athletic Director to be excused from practice. The absence will be considered unexcused if the athlete fails to speak with the Athletic Director

Please see the NCDS Athletics Handbook for more details on all the information below

Guiding Principles of NCDS Athletics

At Newton Country Day, we believe that participation in sport should:

● Be formational, building habits of discipline, accountability, and self-respect

● Be fierce, inspiring girls to compete with intensity, courage, and pride

● Be fun, offering joy, camaraderie, and lasting memories

Our student-athletes:

● Represent the School with integrity

● Respect coaches, teammates, opponents, and officials

● Embrace feedback and strive for improvement

● Build community and support one another

● Demonstrate flexibility, humility, and a positive attitude

● Grow in courage and confidence through challenge and competition

Uniform/Equipment

Students may be required to purchase equipment in order to participate in a sport. Equipment should be maintained with care and stored appropriately. If a student needs assistance obtaining, caring for, or storing equipment she should contact the Athletic Department.

Athletes must come to practice and games on time, ready to participate with all appropriate equipment and in complete uniform. School warm-up suits are required for all Upper School athletes and must be worn to home and away games. Other apparel is not permitted.

Students and/or family members may not produce apparel or swag using the School’s name, seals or logos without consent Any and all items to be used by individuals, groups, clubs or teams must be designed and ordered by the School and its vendors.

General Athletics Policies: Middle School

Tryouts and Team Placement

Every Middle School student has the opportunity to try out for a team each season. In

sports with multiple teams or levels, tryouts help us place each athlete on the team that best matches her current skills and supports her growth

Tryouts are held at the start of each season and are designed to give all students a fair chance to earn a place on a team Coaches consider a variety of factors when making team placements, including skill, effort, game understanding, attitude, and potential not grade level or outside experience Our goal is to help each athlete learn, grow, and contribute as part of a team, wherever she is in her athletic journey.

Attendance

Students are expected to attend all practices and games. Unexcused absences should rarely occur. If an athlete needs to miss a game or practice, they must communicate directly with their coach. If they cannot reach their coach, they may communicate with a member of the Athletics Team. Practices and games should not be missed for academic reasons. Make up assessments and homework must be completed at times that do not conflict with team commitments. Missing practices and games may impact playing time in future games.

Playing Time

In Middle School (grades 5-8), students can try various activities and sports, regardless of skill level or experience Here, we foster a basic level of respect for the game, understanding of sport-specific skills, and the joy of competition Our programs emphasize promoting physical activity and developing life skills like time management, collaboration, and work ethic through participation. As students progress through middle school from 5th to 8th grade, the aim is to help them develop their competitiveness and confidence in athletics. Adjusting for the range of talent, beginner-level teams focus on technique and skill development where playing time is equally balanced, while A teams are coached for competitive game play, situational awareness, and preparation for higher-level competition where playing time may not be equal but everyone will play.

Athlete Placement Process

The Athletic Placement Process (APP) is a Newton Country Day School program for evaluating 8th Grade students who want to participate in sports at the Varsity level. This plan is in place to ensure students have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, maintain personal health, and acquire both the knowledge and ability to create and maintain a safe and healthy environment

The APP has been created to assess each student’s physical and emotional maturation, physical fitness, and sport skill, so that a student may be placed at a level of competition

that should result in increased opportunity, a fairer competitive environment, minimized risk, and greater personal satisfaction The APP is to be used only when an individual athlete’s athletic skills warrant moving to the commencement or intermediate sport competition level, and therefore, ideally, it should be initiated by the Head Coach of the sport and/or Director of Athletics, who recognizes the student’s skill. The APP should be used prior to the beginning of the season so that the student athlete can participate in the try-out period.

General Athletics Policies: Upper School

Tryouts & Team Placement

Tryouts are held each season to provide all students a fair opportunity to earn a position on a team. Team placements are based on skill, effort, understanding of the game, attitude, and potential not grade level or outside experience. Every athlete is guaranteed at least three days of tryouts, with certain accommodations made for school-approved conflicts or injuries Within that period may a student choose to try out for a different sport with openings on the roster, unless prior written authorization has been discussed Students may be placed on junior varsity or developmental teams where they can best contribute and grow. Some sports with limited roster capacity may redirect students to more inclusive options to ensure a safe and productive experience for all, and in a season where all sports have limited rosters, cuts may be necessary.

Team Selection and Placement

The Upper School (grades 9-12) sports programs at Newton Country Day School are designed to be the pinnacle of competition. The ultimate goal is cultivating individual and team skills while consistently striving for championships. Playing time is determined by skill and competitiveness A junior varsity program may exist to give more athletes time and attention in that sport while also acting as a preparation stage for the varsity team Playing time on the JV level will be given to all players but may not be equal

Commitment and Conduct

Once a student accepts a spot on any team, she commits to that team for the season. This includes regular attendance at practices and games, consistent effort, and a team-first mindset. Students have three practice days to confirm their commitment. Switching sports mid-season is not permitted. Being a student-athlete means balancing academic and athletic responsibilities while embracing the values of dedication, accountability, and respect. Athletes are expected to model sportsmanship and contribute positively to the team culture throughout the season.

Daily Attendance & Eligibility

Students must attend academic classes to be eligible to participate in athletic practices or competitions on that same day Athletes who miss school due to illness or unexcused reasons may not attend or compete that day If a student must miss school for an excused reason and plans to return in time for a game or practice, she must receive clearance from the School Nurse and communicate with the coach.

Attendance Expectations

All absences whether from practices or competitions must be communicated in advance by the student directly to the coach. In cases of emergency or illness, notification should occur as soon as possible. Missing a practice or game without prior communication is considered an unexcused absence. Excused absences include: personal illness or injury, major family events, religious holy days, cultural holidays, academic obligations approved by the School (e.g., retreats, exchanges, class trips), or verified emergencies.

Examples of unexcused absences include leaving early for vacation, attending social events (e.g., dances), scheduling outside lessons or appointments during team time, or missing practice to complete homework

Consequences for Unexcused Absences

While attendance expectations apply across all teams, competitive and playing-time consequences vary slightly based on the sport Coaches will reinforce team-specific standards at the start of each season

For all sports:

● First unexcused absence: Coach-led conversation and playing-time impact

● Second unexcused absence: Athlete may lose starting position or game eligibility and must meet with the Athletic Director.

● Third unexcused absence: Athlete may be dismissed from the team and will be ineligible to receive team awards or serve as captain.

Additional Guidelines:

● Athletes absent (excused or unexcused) from practice the day before a game, match, or competition may not start or compete, at the coach’s discretion.

● Chronic lateness or patterns of poor attendance will result in a formal meeting with the Athletic Director and may lead to suspension or dismissal from the team.

Collegiate Recruitment & Special Events

Student-athletes pursuing collegiate sports may occasionally attend showcases or

tournaments. The School supports these aspirations and encourages students to communicate early Absences for recruitment purposes must be approved by the Athletic Director at least one month in advance

Physical Education Requirement in the Upper School

In the Upper School, students must complete six seasons of athletics or approved physical activity The School musical counts as one season Students not enrolled in a sport must participate in the dance program, fitness program, or another approved activity A current physical exam must be submitted through Magnus Health.

Additionally, the Health and Wellness curriculum is an integral part of the total Newton Country Day School experience. The program is designed to give students the informational background they need to make responsible decisions when it comes to living a healthy, active, safe, and productive lifestyle. Students must be enrolled in one Health and Wellness course each year.

Health,

Wellness, and Safety

Medical Information

Parents/caregivers and students agree, as a condition of continued enrollment, to consent to the release of a student’s health-related information, including relating to drug treatment, testing, and medical and mental health records, to employees or agents of the School, as determined by the Head of School or her designee, when necessary to meet the medical or safety needs of the student or School community or the legal responsibilities of the School.

The School will maintain appropriate administrative, technical, and physical safeguards to protect the security of all health-related information within its care of custody.

Parents/caregivers and students consent to allow employees and agents of the School who have a need to know medical and/or psychological information in order to serve the best interests of the student and/or the community

Electronic Collection and Storage of Student Medical Records

Newton Country Day school uses the Magnus Health Student Medical Record (SMR) System to collect our student health information Magnus Health SMR is a secure and easy way to submit and store health information online Each family will be provided log on instructions

for accessing their child's/children’s Magnus Health SMR account(s). Parents/caregivers will complete and submit requested information Timely submission of health information is vital in order to prepare for the beginning of school and preseason sports Every year following, parents/caregivers will simply return to Magnus Health and update the student’s account(s) with any new information. This tool increases security while collecting and maintaining this information, as well as providing secure access to your child’s/children’s information in the event of an emergency. Magnus Health SMR provides a web page dedicated to parents, detailing additional information about the service at www.magnushealth.com/parents. Magnus also provides customer support via phone (877-461-6831) or email (service@magnushealthportal.com).

Health Exams

In accordance with state law, health exams are required for all students. Each student should have an up-to-date exam (within the last 13 months) on file with the school’s health office before the start of school.

Illness at School

Should an Upper School student become ill at school, she must notify her teacher, be excused from class and report to the Health Office immediately. If the nurse is not available the student should report to the receptionist. Middle School students report to the Middle School Academic Office to have the nurse contacted It is essential that the School be able to contact a parent,caregiver, or a responsible person in the case of a student illness If parents or caregivers are not available, the emergency phone number provided to the school will be called and the individual will be asked to pick up the student No student may leave school without the permission of the Health Office or Registrar. A student leaving without such permission will be considered absent from campus without permission and may be suspended. It is the nurse who determines the need for dismissal due to health reasons and notifies parents/caregivers.

Students should remain home (or will be sent home) if they have any of the following: A fever of 100.4°F or higher, vomiting or diarrhea, contagious illness, or symptoms of a respiratory illness that interfere with the student’s ability to participate in school.

Students may return to school once they are fever-free for 24 hours without the use of fever-reducing medication, free from vomiting/diarrhea for at least 24 hours, on antibiotics for at least 24 hours (if applicable), or cleared by a healthcare provider when appropriate.

Medication

All medications are dispensed through the Health Office. Students are not permitted to carry or keep any medication, including prescription medications, over-the-counter drugs, and supplements, on school property unless explicitly authorized by the School Nurse with written permission from both the student’s healthcare provider and parent/guardian

Self-Carry Authorization

Students with chronic conditions such as asthma, life-threatening allergies, diabetes, or pancreatic insufficiency may carry and self-administer emergency medications (e g , EpiPens, inhalers, insulin, or pancreatic enzymes) with written authorization from the student’s healthcare provider, written consent from the parent or guardian, and the student has been evaluated by the School Nurse, and deemed capable of safe self-administration.

Backup Medications

For students with severe asthma or life-threatening allergies, a backup inhaler or EpiPen may be kept in the Health Office in addition to the one the student carries.

Please contact the Health Office for medication authorization forms or with any questions regarding your child’s medication plan at school.

For short-term prescription medications; (e.g.,. those requiring administration for ten school days or fewer), the pharmacy-labeled container may be used in lieu of a licensed prescriber’s order. If the school nurse has a question, she may request a licensed prescriber’s order. Medication will only be dispensed from correctly labeled pharmacy containers. Parents/caregivers or other responsible adults may deliver medications directly to the School nurse during school hours. If your daughter requires any daily medication during school hours, please contact the School nurse for the appropriate forms

Non-prescription medications are dispensed with parental permission under the direction of the School nurse

Student Support Services

Philosophy and Scope of Support

We are committed to fostering the academic, social-emotional, and personal growth of every student Our Student Support Services team includes the school psychologist, learning specialists, school nurse, counselors, and the Health and Wellness Coordinator The team collaborates closely with students, families, faculty, and external providers to support student well-being and academic success.

Our Approach

We aim to provide responsive, strengths-based, and developmentally appropriate support through a combination of short-term services, preventative programming, consultation, and referrals when necessary. We recognize that every student’s needs are unique, and we strive to create a safe and supportive environment in which each student can thrive. While we strive to support a wide range of learners, there are occasions when a student’s needs may exceed the support structures we can provide In such instances, we work closely with families to determine the most appropriate path forward

Services We Provide

● Short-term, solution-focused counseling for social-emotional concerns

● Academic accommodations for students with documented learning differences

● Health and wellness education and prevention programming

● Consultation and collaboration with faculty to support student needs in the classroom

● Coordination of school-based support teams and meetings

Referrals To Outside Providers

There are situations where a student's needs may exceed the scope of school-based services. In such cases, we will work closely with families to access referrals to outside providers for:

● Long-term or specialized therapy

● Neuropsychological or educational evaluations

● Medical consultation or medication management

● Executive functioning coaching or targeted learning interventions

Collaboration with Outside Providers

When a student is receiving outside support (e.g., therapy, evaluation, medical treatment), collaboration between the school and provider can significantly enhance care To support this, families may be asked to complete a Release of Information Form, which allows two-way communication between school personnel and outside professionals This partnership ensures a more coordinated approach, enabling us to better support the students’ needs within the school setting.

Confidentiality and Consent

All services provided by Student Support staff are confidential, developmentally appropriate, and guided by professional ethical standards. Information shared by students will be treated respectfully and shared only with those who need to know, in accordance with legal and ethical guidelines Parental consent is typically required for ongoing services and communication with outside professionals

Medical Leave of Absence

Students may be granted a medical leave of absence with appropriate documentation from a licensed healthcare provider The leave must be approved by the school administration in consultation with the Student Support Team During the leave, the school will work with the family to support the student’s well-being and determine an appropriate plan for academic reintegration, as needed.

Safety and Emergency Procedures

Building Hours and Security

The main building is open between the hours of 7:00 a m and 6:00 p m Monday through Friday. After 6:00 p.m. all students should be in the Theater lobby. Offices are open until 4:00 p.m. There is no entrance to the building on weekends without the permission of the Facilities Office. No person living on campus is authorized to open the building for any reason. Please do not disturb the privacy of any of the campus residents. No student may be in Barat House at any time.

These policies are intended to assure a safe environment for our girls and for our faculty. All have been trained to stop any visitor, however well known to the School, and ask if they may be helped. Cameras are in use on the campus. Information is digitally stored.

Parents/caregivers are asked to support our efforts to secure a safe environment by checking in with the receptionist. When coming to the School, signing in and signing out at the front desk is essential so that we know who is in the building at all times. Should a fire

drill occur we must know who is in the building so that we can account for all. For the safety of our students and staff, we will consider visitors who do not check in to be trespassing A school staff member may ask them to leave school property

The school operates during school days from 7:30 a m - 4:00 p m Parents are asked to contact administrators and faculty during school hours Parents/caregivers wishing to make appointments with faculty members should call the teacher directly Direct phone lines to teachers are available on the School website. Teachers are in class during the day. Parents/caregivers may expect to have telephone calls returned within 24 hours. Upon arrival for an appointment, parents/caregivers are asked to check in with the receptionist who contacts the appropriate person.

Off-Limits Locations

For matters of safety and privacy, the following areas are off-limits to students: the elevators (except for medical reasons), kitchen, parking areas (including student vehicles during school hours), mailroom, faculty rooms, and Barat House. The Athletic Training Room is available for Upper School students during the day, after school, and until after sports. For Middle School students, the Training Room is available after school for a student participating in that sports season. The Training Room is also available for anyone that gets hurt during a practice or game No student should be in a faculty office without a faculty member present

Emergency Procedures

In an emergency, the School uses the web-based data system, Veracross This system enables the School to send time-sensitive messages to families via text and email within minutes. The school also uses the online RUVNA application to inform authorities and track students in the case of an emergency that requires lockdown or a hostile event protocol to be initiated.

Annually, faculty and staff undergo training in emergency protocols, with step-by-step directions to ensure that we are equipped to manage a variety of emergency situations. In the fall, all students and faculty participate in a Safety Day Workshop.We conduct regular drills with students to establish familiarity with these emergency protocols When discussing various safety topics with students, we strive to utilize developmentally appropriate language

● Evacuation "Get out, stay out" - This response is used when there is a fire or other unsafe internal condition. Students and staff evacuate to designated assembly areas.

● Shelter in Place "Stay inside, stay safe" - This response is used when there is an external security threat, severe weather, or an airborne hazard. It is also used when there is a medical emergency Students and staff stay inside classrooms with little or no use of hallways or common areas External doors may be locked based upon the specific situation Instruction will typically continue

● Lockdown "Silent and invisible" - This response is used when there is an internal security threat Students and staff are hidden and quiet in locked and darkened classrooms

● Hostile event response "Run, hide, fight" - This response is used when there is an active act of violence in progress Staff and students assess the situation and determine the best course of action. They may evacuate immediately or they may be instructed to follow lockdown procedures described above until a safe method of evacuation is identified. The situation is assessed continuously and groups of staff/students are empowered to adjust course in response to specific events.

Weapons Policy

NCDS does not tolerate the possession of any kind of weapon on campus Students shall not possess, handle, transmit, or conceal any object that can be considered a weapon on School grounds or at any School-related event What qualifies as a weapon shall be defined by the administration, but includes, and is not limited to: firearms, knives, ammunition, fireworks, explosives, or biological or chemical weaponry.

Threats of Violence

Non-Violence Policy

As a Catholic community dedicated to cultivating peace and meaningful human relationships, we expect persons to treat one another with respect and compassion at all times. Any use of words, gestures, or behaviors that diminish the human person in any way is, therefore, to be avoided When such actions occur, intentionally or unintentionally, the values of compassion and reconciliation call members of the community to work together toward healing injuries and cultivating nonviolence In the case of more serious injury, however, or when such injury is threatened, the response of the administration will be swift and serious.

Verbal and Written Threats

“Defamation is that which tends to injure the reputation, or to diminish the esteem, respect, goodwill or confidence in which a person is held” (Black’s Law Dictionary, p 375) Actions that are defamatory in nature, such as participating in intense arguing; disregarding school policies and procedures; saying untrue things about another which injure that person’s reputation; writing derogatory information about another person; making fun of another person using gestures, pictures, or symbols; and communicating information about another person through electronic media like a website will result in school-issued consequences. Even if the information communicated is true, when the purpose of sharing is to damage the character or emotional well-being of another, it is defamatory in nature and will not be tolerated.

Physical Threats

Behaviors that threaten the safety of another person or of the school in general will not be tolerated at any time Such actions include but are not limited to: vandalizing students’/teachers’/school property; stealing; getting involved in physical confrontations and altercations (no matter the intentions); bringing weapons to school; causing or threatening physical harm to oneself or another.

Internet-Based Violation of Nonviolence Policy

Cyber-bullying is of particular concern at NCDS whenever a student’s use of Internet websites like Facebook, Snapchat, Instagram, Twitter, TikTok and/or other social media platforms result in the posting of texts and/or images that are not in keeping with the NCDS mission, its values, and its policies. While the school cannot limit a student’s access to such sites from at-home or off-campus computers, the school will take disciplinary action whenever an NCDS student is involved in posting information that is derogatory, racist, offensive or threatening with respect to another NCDS student or to the school Such activity is damaging to the other’s reputation and is in violation of the school’s faith-based stance on human respect and the cultivation of a loving, Sacred Heart community. Students who indirectly participate in bullying and/or cyberbullying by giving the impression that they support or agree with the negative behavior may also face disciplinary consequences.

Within the internet violation policy is any audio or video recording or still images within the campus of NCDS without permission of the teacher, and/or taking electronically transmissible images of students without their knowledge and permission Posting or sharing videos and/or media content contrary to the school's mission will result in disciplinary action

NCDS calls upon all NCDS parents/caregivers to monitor their daughters’ at-home online activity, and to discuss with them the potential consequences and dangers associated with these activities In partnership, NCDS will make such education part of its orientation programs, counseling sessions, and disciplinary procedures for all students These programs will include, when necessary, collaboration with educational psychologists, law enforcement officers, and families and students who believe themselves victims of such activity.

Online activity, both on-campus and off-campus, which will result in disciplinary action includes but is not limited to the following:

● Making denigrating comments about another NCDS student or about Newton Country Day School of the Sacred Heart

● Creating videos or online posts that use derogatory language, or include racial slurs, contradictory to the values upheld by NCDS;

● Using vulgar language that shows disrespect for the Sacred Heart values taught at NCDS;

● Posting images of oneself or of other students suggesting evidence of alcohol use, drug use (including vaping), or vulgar gestures;

● Identifying oneself or another student as a member of the NCDS community in the contexts of objectionable texts and/or images (e.g. posting images of oneself or others wearing the NCDS uniform/gear, or making references to persons or places associated with the NCDS campus).

Procedures in Response to Student Threats

It is the policy of NCDS to respond to any act which threatens another’s physical, mental or emotional well-being swiftly and seriously. We cooperate with law enforcement, and we cannot guarantee an immediate phone call to a parent/guardian. A school official will contact a parent as soon as it is possible.

Procedures may include:

Immediate reporting of any and all student threats to self or others to the administration. Referral to the appropriate law enforcement agency.

Notification to the student’s parent/guardian

Suspension of the student who has made the threat pending full evaluation of the situation

Possible dismissal from NCDS.

The consequences for a student whose verbal or written comments, including email messages or social media posts whether private or public, that threaten serious bodily

harm to themselves, another student, or member of the faculty or staff or destruction of property, may include, but not be limited to:

● A suspension or leave from the School;

● Reporting to law enforcement;

● Treatment or consultation by a psychologist or psychiatrist at the parents’ expense and/or by the School counselor, both of whom may be asked to submit a written evaluation.

If it is determined that the student was serious about the threat and has the capacity to carry it out, the student may be placed on medical leave or withdrawn from the school.

Increased Security Measures

It is possible, with the cooperation of the Newton Police Department and other state and federal law enforcement agencies, that the School may need to increase its level of security because of a possible disturbance that is external to the building (e g , in the surrounding neighborhood). When this happens, visitors are not allowed on campus or in any school building, students and staff are not allowed to leave, and existing security measures are reinforced. Teaching and learning may continue (depending on the disturbance). The safety of our students and staff is our highest priority at all times.

Notification To Government Authorities

In appropriate circumstances, such as when a crime may have been committed or a child may have been subjected to abuse or neglect of the type that is reportable under M.G.L. c. 119, § 51A, law enforcement or other appropriate government agencies may be notified. At any point after receiving a report of misconduct, including, but not limited to, bullying, harassment, discrimination, hazing, sexual assault, or sexual harassment, the school may notify local law enforcement or other government agencies. If the school receives a complaint involving students from another school, the school may notify the appropriate administrator of the other school so that both may take appropriate action

Student Welfare

Custodial Rights

In case of divorced parents, the School will interact with the parent or caregiver who has legal custody of the student The School ordinarily will deal with the parent or caregiver having legal custody in matters of absence, lateness, truancy, early dismissal, disciplinary issues, school records, etc Access to in-person conferences and the records and information pertaining to a minor child, including, but not limited to school records, may

not be denied to a parent/caregiver because the parent/caregiver is not the student’s primary residential parent/caregiver. Full rights apply to either parent/caregiver unless a court order specifically revokes these rights. In the latter case, it is the custodial parent’s responsibility to provide evidence of such a court order

Testifying in Divorce or Custody Proceedings

Parents agree not to compel the attendance, testimony, or deposition of any school employee in any divorce, custody, or other legal proceedings which may in any way involve the dissolution of marriage or the determination of parental/custody rights. If a parent or legal caregiver breaches this policy, any school personnel who are required to attend legal proceedings may be represented by an attorney. In addition, any and all legal fees and costs incurred by the School will be charged and become the responsibility of the parent or legal caregiver.

Child Protective Investigations

Massachusetts law provides that any faculty member, school administrator, or counselor who knows or has reasonable cause to suspect that a child is abused by a parent, legal custodian, caregiver, or other person responsible for the child’s welfare must report such knowledge to the Department of Children and Families (DCF). The school will cooperate with all child protective investigations by DCF or the local law enforcement agency.

Reports should be made to the DCF Greater Waltham Area Office at 781-641-8500 or, if after working hours, the DCF Child-at-Risk Hotline at 1-800-792-5200. Reporters are required by law to mail or fax a written report to DCF within 48 hours after making the oral report. A report shall contain:

● the names and addresses of the child and the child's parents or other person responsible for the child's care, if known;

● the child's age;

● the child's sex;

● the nature and extent of the child's injuries, abuse, maltreatment or neglect, including any evidence of prior injuries, abuse, maltreatment or neglect;

● the circumstances under which the person required to report first became aware of the child's injuries, abuse, maltreatment or neglect;

● whatever action, if any, was taken to treat, shelter or otherwise assist the child;

● the name of the person or persons making the report;

● any other information that the person reporting believes might be helpful in establishing the cause of the injuries;

● the identity of the person or persons responsible for the neglect or injuries; and

● other information required by the Department.

Child protective investigations by DCF or local law enforcement agencies sometimes include interviews of students at school and may occur without advance notice. When it is reasonably possible, the School will seek to notify the parents or legal caregivers that their child has been asked to participate in a child protective investigation The School may also request the presence of a school staff member during investigative interviews on school property. However, please note that DCF and local law enforcement have the discretion to conduct unannounced interviews and to disallow school staff members’ presence during these interviews.

Parent/Caregiver Partnership

Communication Channels

Email Communication Policy

While email can be a productive way to initiate and schedule communication, the School prefers to engage in live discussion via telephone rather than email in most circumstances, aware that live conversation allows for a thorough discussion and honors a full and nuanced view of our students. The faculty checks their email and phone messages each school day and will return parent/caregiver messages in a timely manner Mindful that the faculty is focused on the girls throughout the day and their own family life in the evenings, in most circumstances, faculty are able to respond within 24 hours or on the workday following a weekend.

External Communications

The School posts noteworthy stories, photos, and videos of student achievements, traditions, and activities on the School website and social media accounts For purposes of communication, promotion, and advertising, Newton Country Day also publishes pictures and articles in print publications.

Press releases and photographs about students’ achievements, newsworthy programs, and events of community interest may be submitted to media, especially hometown newspapers.

A required media permission form is completed by families in Veracross during enrollment/re enrollment.

Media Policy Governing Student Participation in News about the School

Occasionally reporters or other members of the media contact students directly for interviews For the protection of the student, the School has a policy requiring written permission by a parent or caregiver for any media interviews with students The School is not responsible for any statement made by students to the press or for any consequences arising from such statements

Students and parents/caregivers are considered to have granted permission for the release of names and images as outlined above unless a written notice withdrawing that permission is sent or emailed to Communications.

Journalists covering School-related news may ask to contact the student or her parents/caregivers at home. If that happens, the School will call the parents/caregivers who may choose to return the call at their discretion. It is school policy not to release the address or telephone number of any person associated with the School.

Newton Notes

The Communications Office produces Newton Notes, a monthly parent e-newsletter to update families on events, activities, schedules, etc. In addition to email, Newton Notes is also available on the Parents’ section of the website. It is intended to be the main source for school information during the year, so review it carefully.

Student Information and Learning Management Systems

The school utilizes the Veracross Student Information System (SIS) to securely manage student data and provide academic information to students and parents via the Veracross Parent and Student Portals.

The Veracross Parent Portal provides access to:

● Student Attendance Requests

● Class Schedules & Reports

● Academic Resources, including Summer Work and Transcript Requests

● Access to the Magnus Health Portal

● Directories & Contact Information

● Family & Financial Information

● School Logistics & Bookstore

The Google Classroom Learning Management System (LMS) supports student learning by providing access to course documents, links to helpful resources, and digital tools.

Conferences and Reporting

Family/Teacher Conference

Conferences are held in the fall and spring. Fall Conferences occur in November

Information about scheduling a conference will be sent to families from the Registrar’s Office. During the fall, parents/caregivers and their daughters meet with the student’s academic teachers. In the spring, conferences take place with the student’s academic advisor

Reports of Student Progress

Interim Reports may be sent whenever a faculty member wishes to inform parent(s) or caregiver(s) of a student’s progress In general, these reports are sent at the midpoint of each marking period

Term Reports at the mid-point of each semester indicate a student’s progress as well as areas of concern or special recognition Term Reports at the conclusion of each semester contain a student’s grade to date in each course

Timeline of Communication Touchpoints with Parents/Caregivers

Regular touchpoints between teachers and parents/caregivers promote strong partnerships that support student growth, reinforce shared goals, and ensure open communication about academic and personal development.

August

● Advisors reach out to introduce themselves and open lines of communication. September

● Ninth Grade Advisory Student/Parent/Caregiver Orientation and Picnic

● Parents/caregivers attend Back to School Night

October

● Advisors check in with parents/caregivers

● Interim Reports (as needed)

November

● Term 1 Reports

● Students, parents/caregivers, and teachers participate in Conferences (Grades 5-12)

December

● Interim Reports (as needed)

January

● Semester 1 Reports

February

● Advisors check in with parents/caregivers.

● Interim Reports (as needed)

March/April

● US Course Discernment Conferences (Grades 9-11) [Course Selection Orientation

Evenings for rising 9th Graders]

● Term 3 Reports

● Family/Advisor Conferences (Grades 5-11)

May

● Interim Reports (as needed)

June

● Final Grade Reports

● Holistic Advisory Letters

Advancement Office

The Advancement Office strengthens the school by building strong relationships and encouraging philanthropic support from parents, grandparents, alumnae, and friends We work across the community to foster connection through events, communications, and volunteer opportunities, and to inspire generosity that sustains the school’s mission and programs.

The Fund for Newton Country Day

The Fund for Newton Country Day provides unrestricted financial resources and allows Newton Country Day to attract exceptional students and faculty. It is the philanthropic priority of the School and we look to our entire community for support and participation.

Like other independent schools, we rely on the generosity of our alumnae, parents, past parents, trustees, grandparents, and friends to help us meet our operational needs. Every gift makes a difference and helps sustain the legacy of Sacred Heart education.

While parents at Newton Country Day may be asked to support other school initiatives and individual class fundraisers, we make every effort to minimize the number of solicitations. We do ask that parents consider making a gift to the annual fund first because this support is critical to our daily operations.

For more information contact the Advancement Office at (617) 559-4733.

Parents’ Association

Every parent is a member of the Newton Country Day Parents’ Association, a group that actively supports the School in its commitment to the Goals and Criteria of Sacred Heart

education. The Association meets monthly and the meetings are open to all. The Executive Board is composed of the Head of School, the officers of the Association, Committee Chairpersons, and two or more representatives from each class

The purpose of the Association is to facilitate communication and strengthen the School community by coordinating activities It sponsors fundraising events, creates opportunities for parents to get to know one another, and provides hospitality at numerous school functions. The Association also organizes the services of parent volunteers who contribute both time and talents to the school. It may serve as a sounding board for the school and addresses issues that are of concern to students and parents/caregivers alike.

Events and Programs sponsored by the Parents’ Association include:

The Fund for Newton Country Day

The Parents’ Association recognizes the importance of the Fund for Newton Country Day and endorses the goal of 100% participation by current families.

Faculty and Staff Appreciation Breakfast

One morning in April, parents come together to show the faculty and staff their appreciation by holding a drop-in breakfast. Help is needed with decorations, food donations, coordination, and staffing the event.

Mater Brunch

The Mater Brunch is held in April. It is an opportunity for students and caregivers to celebrate, serve, and join together for a liturgy.

Parents’ Independent School Network (PIN)

The Parents’ Independent School Network (PIN) provides parent education, information, communication, resources, and inspiration to help their children become more mature, responsible, and productive members of society PIN parent representatives meet once a month at the Middle and Upper School levels around a designated topic at a different independent school often with a guest speaker The school representatives report back to the Parents’ Association.

Service Committee

The Service Committee coordinates parent sponsored initiatives throughout the year. The main focus is Thanksgiving Baskets, which provides 100 families with dinner and non-perishables The Committee also assists as drivers for student service trips

Volunteer List

A list of volunteer opportunities is posted on the Parents’ Section of the School website. We invite and encourage all parents to volunteer for special events or committees

Business Matters

Transcripts

A request for an official transcript must be made in writing, by email, or by completing the Transcript Request Form found under Parent Resources on the website

An official transcript bears the signature of the Registrar or other senior academic administrator as well as an imprint of the School seal An official transcript is sent only to another institution of education, a scholarship agency, or to a school system An unofficial transcript may be released to a student upon her request

Ordinarily, requests for transcripts are processed within two weeks of receipt of a signed release form In keeping with federal law, all transcript requests are acted upon within 45 days of receipt of the signed form. The text of the pertinent federal law (34 CFR § 99.10(b)) is available upon request or can be found on the U.S. Department of Education’s website.

Admission

Newton Country Day School of the Sacred Heart seeks girls of academic ability, integrity, imagination, and spirit who would thrive in a rigorous program of studies. Admission to the School is determined on the basis of an interview, the student’s academic record, standardized testing, and letters of recommendation The Admission Committee looks for applicants who will benefit from Newton Country Day’s program and contribute to the School community

Newton Country Day School of the Sacred Heart, a school for girls, admits students of any race, color, religion, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, sexual orientation, national and ethnic origin in

administration of its educational policies, admissions policies, tuition assistance programs, and athletic and other school-administered programs

Interested parents are encouraged to contact the Admissions Office The application deadline is January 15 The acceptance notification date is March 10

Tuition Assistance

A Sacred Heart education is an incredible investment in a girl’s future. NCDS believes in enrolling talented students with great potential and awards millions annually for demonstrated financial need to make the School accessible to a range of families

The tuition assistance application process begins in the fall for the following year Parents must submit an online application using Clarity The deadline for submitting the application for tuition assistance is December 1 for returning/current families, and a new application must be submitted each year. Full-pay families who decide to apply for tuition assistance must adhere to the December 1 deadline and must be in their second full year at the school before requesting aid. The deadline for applicants/new families interested in tuition assistance is January 15.

Returning families receive their preliminary tuition assistance award with their re-enrollment contracts in early February. Accepted applicants receive their tuition assistance award along with their admission decision on March 10. Newton Country Day School cannot guarantee consideration for late applicants.

Student Contracts

On February 1, one email per student is emailed to each family’s preferred email address.

The deadline to complete your child’s enrollment for the upcoming academic year is February 15th. Re-enrolling students must submit their contracts with a non-refundable deposit by the specified date. Please notify the Admissions Office if you do not receive your child’s February 1 email.

A contract for a re-enrolling student may be withheld for academic or personal reasons, at the sole discretion of the School. As set forth in the contract, student withdrawals must be made in writing by June 1

“We understand we may cancel enrollment in writing prior to June 1st, without penalty, except forfeit of the Enrollment Deposit Unless this Enrollment Contract has been canceled by written notice received by Newton Country Day School by June 1, 2026, our obligation to pay all fees for the full school year will be unconditional and no

portion of fees paid or outstanding will be refunded or canceled. We understand and agree that if our child is withdrawn or dismissed from Newton Country Day School, which the School may do at any time in its sole discretion for academic or any other reason it deems appropriate, then the unpaid balance of the tuition for this academic year will become immediately due and owing as liquidated damages for the breach of this Enrollment Contract. We agree to pay all costs and expenses, including reasonable attorneys’ fees, that the School may incur in the enforcement of this Enrollment Contract.”

Parent/Caregiver Agreement Form

To ensure a strong partnership between home and school, we ask parents and caregivers to review the Student Handbook carefully with their child Agreement is acknowledged during the enrollment process

Any regulation or requirement in this handbook may be changed or amended at any time by the Head of School.