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Welcome from the Head of School

Dear Shady Hill Families:

Since 1915, students, teachers, parents, guardians, apprentices, administrators, grandparents, alumni, and friends have helped to shape Shady Hill into the school it is today. Each person has played a part in the history of this lively community of learners who benefit from our fundamentally different way of teaching Our wonderful blend of personalities, perspectives, and commitment to our School is a hallmark of the Shady Hill community.

We are committed to a strong home/school partnership which relies on parents' understanding and support of our community expectations and processes. Our 2023-2024 Family Handbook outlines school policies, procedures, and expectations for behavior Please review this latest edition and take particular notice of the summary of changes We ask that you share any relevant information and the School’s expectations with your child(ren).

I look forward to seeing you on campus in the fall. Warm regards,

Mark J. Stanek | Head of School

The Shady Hill School (“Shady Hill” or the “School”) Family Handbook (the “Handbook”) is published and distributed to members of the Shady Hill School community to provide information on aspects of tudent and campus life so that students may gain as much as possible from their experience at the School. Students, parents, faculty, administration, and staff hould all read and be familiar with the contents of the Handbook so that each member of the community knows and understands our community’s expectations While policies in this Handbook will generally apply, the School may take actions that it determines to be in the best interests of the School, its faculty, and its students. This Handbook does not limit the authority of the School to alter, interpret, and implement its rules, policies, and procedures before, during, and after the school year. This Handbook is for informational purposes only. It is not intended to create, nor does it create, a contract or part of a contract in any way, including, but not limited to, between Shady Hill School and any parent, guardian, or student affiliated with or attending the School. Shady Hill School may add, revise, and/or delete School policies before, during, and after the school year

Equity Office

The Equity Office partners with every constituent of the School and seeks to implement strategies and programs that lead to more equitable opportunities and outcomes for all Shady Hill community members The Equity Office organizes student affinity groups and gatherings, and works closely with Diversity at Shady Hill (DASH) to organize both affinity groups and learning cohorts for parents/guardians The Equity Office staff includes the Director of Equity and Inclusion, Assistant Director of Equity and Inclusion, an Administrative Assistant, and an Equity Liaison in both the Lower and Middle school divisions respectively.

Dr. Laniesha Gray, Director of Equity and Inclusion

617-520-9329; laniesha.gray@shs.org

Devon DeWolf, Assistant Director of Equity and Inclusion

617-520-5288; devon.dewolf@shs.org

Paran Quigley, Middle School Equity Liaison

617-520-5246; paran.quigley@shs.org

Jonathan Wall, Lower School Equity Liaison

617-520-9349; jonathan.wall@shs.org

Division Heads (Lower School: Beginners–Grade IV; Middle School: Grades V–VIII)

Division Heads are responsible for the academic program, curriculum, faculty, and departments of their respective divisions. For an appointment, please contact Meghan Thomsen.

Dr. Leesa Mercedes, Interim Lower School Head

617-520-5228; leesa.mercedes@shs.org

Chia-Chee Chiu, Middle School Head

617-520-5258; chiachee.chiu@shs.org

Meghan Thomsen, Registrar and Lower and Middle School Academic Administrative Assistant

617-520-5221; meghan.thomsen@shs.org

Cory Grant, Director of Student Life (LS/MS)

The Director of Student Life works in both divisions to contribute a positive student experience The role includes community building and discipline as well as student focused programs such as assemblies, partners, pods and the Student Board.

Admission Office

617-520-5200; admission@shs.org

This Office focuses on enrollment and re-enrollment in all grades. Together with the Business Office, it is also closely involved in financial aid for new and returning students.

Sarah Wooten, Director of Enrollment Management

617-520-5219; sarah.wooten@shs.org

Sandra Zuckerman, Assistant Director of Admission

617-520-5204; sandra.zuckerman@shs.org

Advancement Office

617-520-5257

The Advancement Office coordinates all aspects of fundraising, including the Shady Hill Fund and other unrestricted gifts, capital gifts, gifts to the endowment, gifts-in-kind, and planned gifts. The Office also coordinates alumni relations and is a liaison between the School and the parent body, alumni, parents of alumni (which we call “PALS”), grandparents, and friends of Shady Hill.

Betsy Ginsberg, Director of Development and Alumni Relations

617-520-5225 (desk) 978-505-7215 (cell); betsy.ginsberg@shs.org

Devon Wilson-Hill, Assistant Director of Development and Alumni Relations 617-520-5238; devon.wilsonhill@shs.org

Erika Whitters, Advancement Events Coordinator

617-520-5255; erika.whitters@shs.org

Doug Raymond, Director of Advancement Services and Research

617-520-5223; doug.raymond@shs.org

Brenda Paredes, Advancement Coordinator

617-520-5257; brenda.paredes@shs.org

Business Office

The Business Office oversees the School’s financial activities. For questions regarding your statement or financial assistance, please contact Phyllis Grant, Director of Student Accounts/Assistant Director of Financial Aid.

Maureen Nunez, Chief Financial Officer/ Chief Operating Officer

617-520-5216; maureen.nunez@shs.org

Phyllis Grant, Director of Student Accounts and Assistant Director of Financial Aid

617-520-5217; phyllis.grant@shs.org

Vincent Quirk, Controller

617-498-3402; vince.quirk@shs.org

Suk Wan Chin-Chow, Accounts Payable Specialist

617-520-5210; suk.chinchow@shs.org

Lyndsey Starks, Director of Human Resources

617-498-3406; lyndsey.starks@shs.org

Luke Binney, Staff Accountant

617-520-5222; luke.binney@shs.org

Marketing and Communications Office

Through the website, social media, email updates, Shady Hill publications, and advertising, this office helps people understand how the mission of the School plays out every day. The Marketing and Communications team is also responsible for emergency and time sensitive

Michele Snyder, Director of Marketing and Communications 617-520-5209; michele.snyder@shs.org

Tatum Lee, Communications Systems Specialist

617-520-5269; tatum.lee@shs.org

Moriah Giovannucci, Multimedia Marketing Specialist

617-520-9317; moriah.giovannucci@shs.org

Teacher Training Center (TTC)

The TTC encompasses the teacher residency program, a graduate program in collaboration with Lesley University and Boston University, an induction and mentoring program for new faculty and staff, the Future Teacher Institute, and the Central Subject Institute.

Additionally, it endorses the School’s faculty and apprentices for initial licensure in early childhood, elementary, and middle school education. The TTC aims to recruit and train a diverse cohort of apprentices and welcomes referrals from the SHS community.

Desirée Ivey, Executive Director, Teacher Training Center 617-520-5232; desiree.ivey@shs.org

Teacher Training Center Apprentice Teachers

Caroline Boston

Kayla Burgess

Kim Morrell

Katie O’Brien

Olivia Primeaux

Alexzandra Roman

Earl Simons

Technology Office

This office plans for and oversees all aspects of technology use in classrooms and offices

communications like snow days.

Cynthia Dobe, Chief Information Officer

617-520-5211; cindy.dobe@shs.org

Will Borden TTC ’04, Director of Academic Technology

617-520-5213; will.borden@shs.org

Auxiliary Programs

617-721-9013 or auxuliary@shs.org

This office oversees the daily Afterschool program as well as Extended Day, Study Hall, Enrichment, Fun Camps, Summer Programs, and music lessons

Alida Salins, Director of Auxiliary Programs

(office) 617-520-5241; alida.salins@shs.org

Peter Green, Associate Director peter.green@shs.org

Front Desk

Phone: 617-520-5260 Fax: 617-520-9387; front.desk@shs.org

The Front Desk Staff in the Administration Building confirms daily attendance and dismissal records, assists families in submitting attendance information via SchoolPass, checks late students in and early-dismissal students out, answers the School’s main phone number and greets visitors It is staffed from 7:45 AM to 4:45 PM.

Kelly Dietel

Health Services

shs.nurses@shs.org

obin Patch, School Nurse and Health Director

617-520-9353;robin.patch@shs.org

his office promotes wellness and treats illness in our community This office can provide first aid, administer medication, and assist families with health issues. The office also reviews all health and immunization records in compliance with state regulations and is ailable to consult with students, parents, and staff

Skylar Seligman, Lower School Counselor

Brooke Menard, Middle School Counselor

617-520-5278; brooke.menard@shs.org

The Middle School Counselor supports the social, emotional, and behavioral needs of students in collaboration with their teachers Brooke meets with students individually and through intentional groups, supports families to address concerns at home, and connects families to outside resources. She collaborates with other members of the Middle School Administrative Team to provide holistic support when concerns arise and provides crisis intervention as needed.

Mary Zizzo, School Nurse

y.zizzo@shs.org

Learning Resources

The Directors consult with Division Heads and teachers regarding the academic-support needs of students and meet with parents regarding individual students They also work with teachers and tutors to set up diagnostic screening programs, coordinate tutoring programs, achievement testing, participate in the screening of applicants, and act as consultants to the Admission Committee.

Sachi Rodes

Hanh Cho, Lower School Director of Learning Resources

617-520-5230; hanh.cho@shs.org

by Brown, Middle School

Director

617-498-3498; abby.brown@shs.org

of Learning Resources

Literary Specialists, Learning Specialists, and Tutors

Louis Caldarella TTC ’00

Margaret McGaffigan

Carole Cutler-Rubin

Susan Kline

Marya Outterson

Paul Rocklin TTC ’09

Karyn Ginsburg

Nora MacDonald ’01 TTC ’15

Betsy Hetzler

Amanda Marinell

Kate Hest

Margot Roux

Karen Shakman

Secondary School Advising (aka Next Schools)

This office works closely with students, parents, and teachers in the careful selection of and application to secondary schools. This process typically begins in the spring of seventh grade.

Keri Hughes, Secondary School Advisor

617-520-5231; keri.hughes@shs.org

Service Learning Coordinators

The coordinators work with faculty to integrate service learning into the curriculum.

Karen Shakman, Middle School Service Learning Coordinator

karen.shakman@shs.org

TBD, Lower School Service Learning Coordinator

Faculty

Beginners Gradeheads

Maggie Beasley

Caitlin Jackson TTC ’14

Laura Ryan

Sarina Tcherepnin ’83

Kindergarten Gradeheads

Anthony Amoroso

Betsy Anderson TTC ’86

Amy Bergquist

Vanessa Phifer

Grade I Gradeheads

Neha Bhangdia

Tamyko Morris

Maggie Rosenbaum

Sally Snickenberger

Grade II Gradeheads

Jonathan Wall

Kameshia Shepherd

Galen White

Grade III Gradeheads

Katie Goldman

Jenni Lind, TTC ‘21

Jackie Mundis/Grace Wettach

Grade IV Gradeheads

Niko Brattke TTC ‘20

Brooke Maloney

Chris Theodorou TTC ’90

Grade V Gradeheads

Mellisha Culpepper

McKenna Daly

Tracy Eisenberg

Anne Moncreiff de Arrarte TTC ’15

Grade VI Gradeheads

Katherine Hesko TTC ’08

Antonio Humphrey TTC ’18

Craig Morgan TTC ‘19

Lisa Iaccarino

Grade VII Gradeheads

George Langdon

Kate Radlauer TTC ’20/David Powers TTC’18

Brynne Obeid

Donavan Payne

Grade VIII Gradeheads

Paran Quigley

Ross FitzGerald

Jody Coleman

Kelly Davidson/Nandini Roy, TTC ‘99

Academic Departments

Studio Arts

Nina Alexander, Studio and Shop (Chair)

Kirk Goetchius ’76, TTC ’86 , Studio

Jenny Sorblom

Performing Arts

Darin Goulet (Chair)

Pandelis Karayorgis

Kabir Sen ’92, TTC ’07

Erin Warwick

Library

Jody Kopple, Library Director

Susanna Paterson, Librarian

Marta Rivas TTC ’99, Librarian

Mathematics

Tom Harding TTC ’88 (Chair)

Heather Koerber TTC ’94

Suzanne Locke

Eric Rosenthal

Jake Nunes

Steven Goldman, LS Math Curriculum & Instructional Specialist

Movement, Physical Education, and Athletics

Melissa Carver, Director of Athletics and Physical Education, and Coach

Alex D’Abruzzo, PE Teacher and Athletics Coach

Brendan Murphy, Assistant Director of Athletics and Coach, and PE Teacher

Meagan Ramos, PE Teacher and Athletics Coach

Stephanie Travers, PE Teacher, and Beginners-Grade V Physical Education Curriculum Coordinator

Science

Tracy Polte (Chair)

Barbara Bratzel

Stephanie Campbell

Johanna Mendillo

Mary Patterson

Emma Shoemaker

Siqi Wei

World Languages

William Yepes Amaya (Chair), Spanish

Sara Fromme, Mandarin

Pat Horn, French

Faculty Coaches

Amy Sullivan

Hannah Jones

Facilities Department

This office oversees the care, maintenance and repair of the buildings and grounds and plays an active role in construction, landscaping projects and safety.

Dominic Marchio, Director of Facilities

617-520-5256; dominic.marchio@shs.org

Andre Watson, Director of Campus Safety and Transportation Coordinator

617-520-5267; andre.watson@shs.org

Jeremy Byington, Manager of Buildings and Grounds

617-520-9340; jeremy.byington@shs.org

Robel Bonilla, Manager of Custodial Services

617-520-5286; robel.bonilla@shs.org

Facilities Crew

Walter Aguilar, Custodian

Edwin Salvador, Custodian

Rigoberto Bonilla, Custodian

Erick Hernandez, Asst. Manager of Custodial Services

Al Da Costa, Painter

Nilson Reyes, Manager of Setups and Work Orders

Food Service

Maggie Casterline, Chef

617-520-5226; maggie.casterline@shs.org

Section 1— School Mission, Philosophy, and Governance

Shady Hill is a diverse, inclusive school that offers a rich, multicultural curriculum. It is our diversity—in ethnicity, family structure, gender, gender identity, race, religion, sexual orientation, and socio-economic background—that makes us a wiser and stronger community We teach children to explore human similarities and differences; to challenge stereotypes; and to understand how our perceptions affect our ideas about truth. A Shady Hill education validates children’s individual lives and prepares them to succeed in a multicultural society.

We are committed to building a community that understands and values our diverse world, and we actively seek students, faculty, and staff from a wide range of backgrounds and perspectives. We promote social justice and seek to eliminate bias in school life, including admissions, hiring, and financial aid. Our Board maintains and affirms this commitment by formally reviewing the diversity of our community and our admissions, hiring, and retention results on an annual basis.

Approved by Shady Hill’s Board of Trustees, January 2013

Accreditation

The School is a member of the National Association of Independent Schools (NAIS), the Association of Independent Schools of New England (AISNE), and the Massachusetts Department of Elementary & Secondary Education (DESE).

Shady Hill School Non-Discrimination Statement

The School admits qualified students of any race, ancestry, national or ethnic origin, sex, religion, disability, gender identity, sexual orientation or any other status protected under applicable law, and extends to them all the rights, privileges, programs, and activities generally accorded or made available to students at the School. The School does not discriminate on the basis of race, ancestry, color, national or ethnic origin, sex, religion,

disability, gender identity or sexual orientation, or any other status protected by applicable law in the administration of its educational, admissions, financial aid, athletic and other policies and programs.

School Philosophy

Shady Hill serves students by providing an educational program designed to enhance their opportunities for healthy, happy, and productive lives. It also offers graduate-level teacher training that prepares and certifies promising individuals for careers in education. Shady Hill’s program enables students (grades B to VIII) to explore and understand their world and to test their powers Experiences in classrooms, studios, the woodshop, and on the playing fields, stretch students’ abilities and help to develop their respect for the accomplishments of others. While our program promotes the growth of the abilities and talents of our students, teachers pay close attention to protecting students’ childhoods At each level, appropriate play is designed to enable students to learn and practice new skills

The whimsy, humor, enthusiasm, and joy that students often bring to their campus, studies, and activities are encouraged, celebrated, and evident around the School. Numerous opportunities are provided for each student to feel successful and affirmed by the Shady Hill community. The School seeks to develop independent, confident, and intellectually curious learners, who respect themselves and others, are kind and honest, and are endowed with a generosity of spirit that will enable them to live selfless productive lives

As a multicultural school, our students and faculty come from a variety of backgrounds We believe that a varied and inclusive community is an educational and moral imperative that empowers us all; that factors such as gender identity, class, ethnicity, race, religion, and sexual orientation shape our understanding and experience; and that diversity provides richness and meaning in all our human interactions We reflect these beliefs in the day-to-day activities of the School, as well as in our policies in admission, hiring, financial assistance, and curriculum. By nurturing the individuality of every student and by respecting and responding to differences, we acknowledge the range of perspectives that form any truth and that foster an honest, powerful learning environment.

Shady Hill believes in material simplicity and in coexisting with the fullness and richness of the intellect and the spirit. In the belief that students do their best in an environment where clear expectations and mutual respect are the rule, Shady Hill searches for an appropriate balance of structure and freedom.

The curricula at Shady Hill convey a global perspective and celebrate the contributions of many cultures There is a balanced emphasis on process and content, and on depth over breadth. Emphasis is placed on learning how to learn, how to formulate the illuminating question, how to see, and how to evaluate

Shady Hill places a high value on a sense of common purpose at the School and makes significant efforts to construct and nourish a community that includes all its members working together. The Home-School Partnership is the basis of Shady Hill’s strength, and membership in the community implies a responsibility to it.

Philanthropy at Shady Hill

As is the case with virtually all independent schools, Shady Hill operates as a gift-supported institution; tuition alone does not cover the School’s full operating costs. Each year, the

annual operating drive—called the Shady Hill Fund—raises more than $2,000,000 to make possible the School’s rich programming, competitive teacher compensation, economic diversity, and other essential elements of the School’s operations. Financial donations from community members to the Shady Hill Fund and to occasional capital campaigns are critical elements in the School’s financial health.

The Advancement staff and volunteers from many of the School’s constituencies (i.e., parents, alumni, teachers, and grandparents) solicit gifts to the Shady Hill Fund from every member of our community. Participation is a point of great pride at Shady Hill. The School asks that each family’s gift be personally meaningful to them, knowing that there is no “one-size-fits-all” giving level. One hundred percent parent participation in the Shady Hill Fund is a goal Shady Hill aspires to, as a reflection of school spirit and community cohesion.

The Board of Trustees

The Board of Trustees is tasked with attempting to ensure the present and future well-being of the School. Its members, who are elected by the Shady Hill Corporation, include current parents at the School, alumni, former parents, faculty, and administrators The standing committees currently include Advancement, Audit, Buildings and Grounds, Executive, Finance, Governance, Investment, Nominating, and Diversity & Equity. The Board Chair appoints additional committees as needed to undertake projects on behalf of the School. Board committees, in most cases, include broad participation: trustees, parents, administrators, faculty, and alumni.

The Board of Trustees—2023–24

Alyssa Haywoode, Chair

Sarah Wasserman, Vice Chair

Jeita Deng ’94, Treasurer & Finance Chair Kate Sutliff, Clerk

Holly Ambler ’80

Lisa Case

Zara Cooper

Sasha Eskelund

Angela Garcia

Kafi Harrington

Kim Henry

Katherine Hesko TTC ’08

Lidiane Jones

Ted Killory

Devereaux McClatchey

Melissa McGaughey

Matt Ogden

Satu Parikh

Francine Rosenzweig

Sally Snickenberger

Mark Stanek, Head of School

Pratt Wiley, ’91

By Invitation

Betsy Ginsberg , Director of Development and Alumni Relations

Dr Laniesha Gray, Director of Equity and Inclusion

Maureen Nunez, Chief Financial Officer/ Chief Operating Officer

Dr. Daryl Wright, Assistant Head of School

About the Shady Hill School Corporation

Shady Hill School was founded in 1915 as a parent-owned cooperative. In 1925, the School ceased to be a parent-owned cooperative and became a chartered, professionally operated, not-for-profit corporation, registered with the Commonwealth of Massachusetts

Today, every parent of currently-enrolled students is a member of the Shady Hill Corporation, which is presided over by the Board of Trustees. The Corporation’s Annual Meeting is typically held on the first Wednesday in May. The Corporation’s responsibilities include nominating potential trustees, voting on the slate of trustees recommended by the Nominating Committee of the Board of Trustees, and approving changes to the Board’s Bylaws and the minutes from the Annual Meeting

The Board of Trustees works to advance the School’s mission by ensuring the long-term well-being and vitality of the School including specific responsibility for strategic planning and fiscal oversight. Additionally, the Board of Trustees hires and evaluates and supports the Head of School. The Head oversees the daily operations of the School including faculty and staff supervision and the educational program.

Shady Hill School’s Parents Council

Parents’ Council is composed of Class Parents from each section of each grade and its officers: co-chairs and a vice chair The 2023–2024 Parents Council officers are:

Co-Chairs: Sasha Eskelund, Caleb Williams ‘84 and Cheryl Etu-Williams

Vice-Chairs: TBD

Each gradehead section has one or more Class Parents, who serve one-year terms Class Parents support classroom teachers and work to foster a warm, inclusive, and welcoming community for parents. They also help parents get questions answered by directing them to the appropriate resource within the School.

Parents Council hosts Parent Coffees and Parent Community Evenings throughout the year These events provide social activities and educational forums with speakers whose expertise includes topics chosen to align with the School’s mission and of interest to parents.

Shady Hill is a community that welcomes the involvement of parents in the life of the School. Parents interested in volunteering should contact the Parents Council officers

The Shady Hill Fair

The Shady Hill Fair is an annual favorite for the whole family. This year’s Fair will be held in person on campus, on Saturday, October 14. This year’s Fair Co-Chairs are Anastasia Contos, April Nunnucci, Sarah Swettberg and Carrie Murphy

How to Launch a Parent-Initiated Shady Hill Sponsored Event or Activity

A notable feature of Shady Hill is the School’s robust partnership with parents around creating a nurturing, engaging learning experience for students. Each year, the Parents Council and DASH co-chairs plan parent-education programs in partnership with the School administration. Since most events are planned in advance, it can be challenging

(shs.pc.chairs@gmail.com)

to add more to the existing calendar. If a parent has an idea for parent education or programming, we request that the idea be brought to the Parents Council and/or DASH co-chairs Through their regular meetings with school staff, the co-chairs are positioned to share the idea and determine whether or not it can be added to the calendar Parents may not launch official Shady Hill-sponsored events without approval from the School. If parents have an idea for a student program, please see the appropriate Division Head.

Diversity at Shady Hill (DASH) (dash.cochairs@gmail.com) DASH was founded in 1987 by a group of parents and faculty to help foster and celebrate the diversity of the Shady Hill community DASH strives to help cultivate an atmosphere of mutual respect and welcomes participation from ALL members of our community by:

1. organizing educational, supportive, and enrichment opportunities for parents;

2. coordinating events to support underrepresented families through our family affinity groups; and

3. hosting social gatherings for the full SHS community

Groups that are part of DASH include:

Parent Affinity Groups

SHS parents and guardians connect through shared experience and shared identity via activities and learning opportunities Affinity groups are open to those who identify with these specific affinities. If you are interested in getting involved in affinity group leadership, please contact the Director of Equity and Inclusion. Parent leaders are listed on the Parent Portal.

• AAPI Families: Serves as an affinity space for families who identify as Asian American/Pacific Islander

• Families of Children of Color: Serves as an affinity space for Families of Children of Color (children of Black/African/African American, Latinx/Hispanic, Native American, Middle Eastern, Asian or Pacific Island, Biracial, or Multiracial descent)

• International Families: Serves as an affinity space for first generation (non U.S. born person) and second generation (person with at least one non U.S born parent) families

• LGBTQ+ Families: Serves as an affinity space for families/households with lesbian, gay, bisexual, transgender, and queer (LGBTQIA+) adults and/or children

• Neurodiverse Families: Serves as an affinity space for families/households with neurodiverse (students with learning differences) children

Parent/Caregiver Learning Cohorts

SHS parents and caregivers connect and build relationships through robust learning communities that challenge prejudice and create meaningful action. Learning cohorts are open to all parents/caregivers

Parent/Caregiver SEED: An opportunity to participate in a series of engaging, interactive

sessions on diversity, equity, and inclusion. Multimedia stories, hands-on simulations, conversation, and reflection are intended to generate deep conversations and action about race, gender, and class equity. Sessions are led by SHS community members trained as facilitators by the National Seeking Educational Equity and Diversity (SEED) Project.

Section 2— Community Expectations

Shady Hill’s Home-School Partnership

At Shady Hill, we believe that fulfilling the School’s educational mission hinges on having a positive, constructive working relationship among the School, each student, and each student’s family. Shady Hill endeavors to build a relationship with families that deepens over the years and endures even after students graduate The partnership is most successful when the School and the student’s parents/caregivers act with mutual respect, transparency, consideration, and assumed goodwill.

To foster this kind of home-school partnership, the School expects that all members of our community engage in the following practices:

• Treat all members of the community with respect and value

• Champion the School’s mission and its unique pedagogy

• Uphold the School’s commitment to being a diverse and inclusive community

• Engage in direct and open communication with all School employees, and maintain a collaborative, restorative approach when conflicts and challenges arise.

• Understand and support the School’s philosophy, policies, and procedures.

• Seek to resolve problems and secure information through appropriate channels. For families, follow the recommended communication sequence for a concern or inquiry regarding your child by speaking first to your child’s teacher, and then, if necessary, to the Department Chair, Division Head, Director of Equity and Inclusion, Assistant Head of School, and Head of School, in that order

• Recognize the School’s responsibility to do what is best for the entire community, while trusting that we also advocate for the needs of each individual student.

• Understand that the School will discuss only your own child’s situation with you and will generally not share the issues or experiences of another student.

• Respect the value of time and process in School decisions

• Foster a positive School culture on and off campus by refraining from and redirecting mean-spirited or disrespectful conversation.

• Understand the School’s disciplinary philosophy and process and recognize that its authority in disciplinary matters is final.

Shady Hill is deeply committed to building and maintaining a collaborative home-school partnership with our families. The School values its positive relationships with current parents as well as with parents of generations of alumni and looks forward to fostering a strong bond between home and school. However, if a parent, guardian, family member, or other adult involved with the student, in the sole judgment of the School, fails to comply

with these expectations or any other policy or procedure of the School, engages in conduct either on or off the School’s property that could undermine the authority of the School’s administration, behaves in a manner unbecoming of a member of the School community, or otherwise may interfere with the School’s accomplishment of its mission and/or educational goals, the School may dismiss or refuse to re-enroll a student.

General Conduct

General principles of respect guide all behavior on campus: respect for one’s self, respect for others, and respect for the environment. Behavioral expectations apply beyond our campus, including School transportation, field trips, sports events, and other School-related events off campus. Our rules are designed to create a safe, trusting community and strive to keep students physically and emotionally safe. The rules in this Handbook are not exhaustive, and some expectations are unstated. It is expected that families will support the School in the enforcement of rules and behavioral expectations.

Essential Expectations

The following expectations are non-negotiable elements of our community’s core values

1. Emotional Safety

• We believe that creating an environment where students feel safe emotionally is critical. We emphasize the importance of respecting differences in others— differences in gender, ethnicity, race, socioeconomic status, religion, sexual orientation, physical and intellectual ability, age, and all of the other differences that contribute to the rich diversity of our School community Failure to respect differences seriously compromises our community

• We strive to combat prejudice in all forms, including in speech. We recognize that words have the power to negatively impact others, and we prohibit speech that discriminates, attacks, disparages, demeans, intimidates, or deliberately mischaracterizes an individual or group based on their identity. Offensive language is unacceptable. Offensive speech can take many forms, including, but not limited to, negatively biased categorical statements, stereotypes, slurs, and epithets Use of any language that compromises an individual’s sense of safety is unacceptable.

2. Physical Safety

• Physical assault will not be tolerated.

• Language threatening physical harm or violence is unacceptable

• Possession or use of fireworks (including firecrackers), a firearm, a pellet gun, a knife, or any other dangerous weapon or facsimile thereof is prohibited. Any knife may be considered a dangerous weapon. Certain types of knives, including, but not limited to, switchblades, double-edged knives, dirk knives, or any knives with a detachable blade, and fireworks are illegal in Massachusetts.

• Propelling any projectile at a motor vehicle, an unwilling or unsuspecting person, or a building, so as to endanger another, is considered reckless behavior and is also prohibited by the School.

• Drugs, alcohol, tobacco, e-cigarettes, and vapes are not allowed at Shady Hill.

• Unauthorized use of fire is not permitted, and students may not tamper with fire extinguishers or alarms Fireworks are not permitted on campus

• Under suspicion of theft, suspected possession or weapons or illegal or prohibited substances, or suspected violation of any other School rule of

conduct and to ensure safety, the School may at any time search student belongings, cubbies and lockers.

3. Personal Honesty

• The School exists within a climate of honesty and trust. We expect students to be truthful in all circumstances

4. Academic Honesty

• Students are expected to approach their academic work with integrity Academic dishonesty, including cheating and plagiarism (including unauthorized use of AI), is unacceptable Though the School’s philosophy emphasizes collaboration, the School also strives to teach students the importance of taking responsibility for their own work, and acknowledging when any work submitted is the result of collaboration. Each case is treated individually and with the potential for learning in mind.

5. Bullying, Harassment, Discrimination, and Intimidation

The School is committed to providing a safe learning environment for all members of its community and one that is free from bullying, cyber-bullying, harassment, discrimination, hazing, sexual harassment, and other forms of interpersonal misconduct. The School is also committed to clearly and promptly addressing any behavior that is impeding the learning of any student or interfering with the experience of any other member of the School community. More detailed information is provided in Section 12 of this Handbook and in Appendix B, Expectations for Student Interpersonal Relationships and Bullying Prevention and Intervention Plan

6. Sexual Harassment

Through education and intervention, the School endeavors to maintain an environment free of sexual harassment. The School does not tolerate verbal or physical behavior that constitutes sexual harassment. Most unwelcome and/or harassing behavior in children stems from ignorance or unwelcome or excessive flirting or teasing Being sensitive to other people’s feelings and communicating clearly are frequently the best ways to prevent sexual harassment.

Sexual harassment is defined as behavior involving a single instance or repeated instances of unwelcome and inappropriate verbal and/or physical conduct of a sexual nature Examples include unwelcome sexual advances, requests for sexual favors, touching, gestures, innuendo, and other conduct of a sexual nature that has the purpose or effect of: 1) creating a sexually intimidating, hostile, or offensive environment; 2) creating an environment based on sex that interferes unreasonably with a person’s academic performance; or 3) creating a situation where an evaluation of a student depends on their submitting to and/or not objecting to the inappropriate sexual behavior Sexual harassment between students and between students and employees is prohibited: it violates both state and federal law and also the School’s core values

The School takes seriously all complaints of sexual harassment or retaliation and will investigate each complaint thoroughly and promptly. A student or parent who wishes to report any alleged violation of the School’s sexual harassment policy, including any instance of sexual abuse, should contact the Head of School or any other administrator The School may act unilaterally to end sexual harassment where such intervention is deemed warranted.

7. LGBTQIA+ Students

The School strives to provide a safe, supportive environment where students can succeed

academically and socially. To that end, the School promotes respect for all people and does not tolerate harassment or bullying (either on or off campus) based on sexual orientation, gender, gender expression, or gender identity that affects a student’s experience at the School. This includes cyber-bullying through the use of electronic technology (on or off the School’s campus or network). (See Appendix B for our policy on bullying.) The School will work closely with students and their families to honor each student’s wishes with respect to use of School facilities, participation in athletics, accuracy of student records, name and pronouns, and privacy, all in accordance with applicable law and to the extent that the School’s campus facilities reasonably permit.

8. Community Expectations Related to Technology

Technology and its related devices are a prominent part of our world today. Understandably, the School has guidelines on cell phone use, email, social media, sexting, and bringing in computers from home. The School’s technology-related community expectations are outlined in the School’s Technology Policies section of this Handbook. A few of these rules we want to highlight include:

• Students may not bring hand-held electronic games to campus

• All cell phones and personal electronic devices (ipads, smart watches and others) should be turned off and stored in student backpacks until the conclusion of the school day.

• Students wearing smart watches must comply with the cell phone policy.

9. Other Important Rules

• Students must stay on the School grounds during school hours

• Students may not rollerblade, skateboard, ripstick, bike, scooter, or heely on campus

• Students are expected to walk bicycles and scooters on School grounds, including the pedestrian path, parking lots, and the hill down to the Front Circle.

• Middle School students may use the far field for snowballing, with appropriate clothing and under adult supervision.

• Students must wear shoes indoors and out (except for dance classes).

• Students should walk around The Green, not across it.

• Students may not wear hats in the Assembly Hall, unless in accordance with sincerely held religious beliefs

• Students are not permitted to chew gum on campus.

Section 3 — Getting to and from School

Arrival and Start of School Times

• Campus opens at 7:50 AM.

• Students may enter classrooms beginning at 8:00 AM.

• Middle School (V-VIII) begins at 8:10 AM.

• Lower School (B-IV) begins at 8:10 AM.

Dismissal Times

• Beginners: Noon every day

• Kindergarten: Noon on Wednesday

• Grades K - VIII: 3:15 PM on Monday, Tuesday, Thursday, & Friday; 2:30 PM on Wednesday (except K see above).

• Grade VI-VIII Athletics: 4:45 PM on Monday, Tuesday, Thursday, & Friday for practices and/or HOME events. For AWAY events, dismissal varies and ranges from 5:00 to 6:00 PM depending on the return commute Please note that exact schedule depends on team placement.

Greenways—Shady Hill’s Sustainable Transportation Program Shady Hill is committed to reducing the number of cars coming to and from campus “Green” travel helps to create safer streets, increases convenience for families, decreases impact on the neighborhood, reduces pollution, and sets a good example for students. We currently offer students free T passes and fee-based buses. The “Greenways” Resource Board on the Parent Portal provides maps and information to help families plan and implement getting to and from School.

Shady Hill’s School-Bus Program (bus.info@shs.org)

Bus service is available to all students. Beginners must either be accompanied by an older sibling or have an older student assigned to them as a “Bus Buddy.” Buses are operated by Local Motion, Inc under contract to Shady Hill School. The routes are as follows:

• Blue—Cambridge and Somerville

• Green—Beacon Hill, South End, and Back Bay

• Orange—Dorchester, Roxbury, and Jamaica Plain

• Purple—Lincoln, Arlington, and Belmont

• Red—Brookline

• Yellow—Newton

General Schedule

• Buses are scheduled to arrive at Shady Hill at approximately 8:00 AM.

• Buses depart from school roughly ten minutes after regular dismissal times (i.e., 2:40 PM on Wednesday and 3:25 PM on Monday, Tuesday, Thursday, and Friday).

• Buses will load and unload on campus behind the shop and in front of the ceramic studio Faculty escorts are on hand to assist students in getting on and off buses.

Morning Bus

• Students should be at the bus stop at least five minutes prior to the scheduled departure time in order to allow the bus to stay on schedule

• If a student misses the bus, it is the family’s responsibility to get the student to School.

Afternoon Bus

• For a smooth, efficient dismissal, it is very important that the School is notified of ANY change in a student’s afternoon bus schedule, short- or long-term.

Parents should submit changes to bus dismissal in SchoolPass as early as possible, but no later than 1:45 PM (1:00 PM Wednesdays) on the day of a change. When this is not possible, send an email with change information to bus.info@shs.org and/or call the Front Desk. SchoolPass sends change notifications to gradeheads, but you may also notify the gradehead.

• For Beginners–Grade III students, an adult or older sibling must meet the bus and walk the student home. Exceptions can be made in special circumstances. Each bus driver has a list of students who must be met at their bus stop by an authorized adult. If there is no such person to meet a student, that student will not be released. The student will be taken back to Shady Hill at the end of the trip and a parent will be notified.

• To have a friend ride the bus home, a parent of the student bus rider must submit the “Form for Playdate Guest Bus Ride”, found on the Parent Portal resource board’s Greenways Bus tile by 1:45 PM with the friend’s name and the date of the bus ride. Questions? Email bus.info@shs.org or contact the front desk.

Bus Expectations

Riding the bus is a privilege. Students who do not adhere to the community expectations outlined in this Handbook, the guidelines below, or other expectations set by the School, will not be permitted to ride the bus and may also incur additional disciplinary consequences, as the School determines appropriate All families whose children take the bus are expected to review these guidelines with their children.

• Students must wear seatbelts and are to remain seated at all times unless the bus has come to a complete stop and they are getting on or off the bus.

• Beginners must either be accompanied by an older sibling or have an older student assigned to them as a “Bus Buddy.”

• All Lower School students must ride in the front half of the bus, with Beginner through Grade II students in the first three or four rows

• No body parts or belongings may dangle out of a bus window

• No food or beverages may be consumed on the bus

• Riders are expected to keep the noise level down. Quiet talking is okay • Riders should leave no trash.

• Responsible use of cell phones is permitted.

• Students listening to music must wear headphones.

Drop-Off / Pick-Up Procedures

Shady Hill’s campus opens to students each school day at 7:50 AM. Classrooms open to students at 8:00 AM. Families who walk their children to class should be mindful of the teacher’s supervisory and routine responsibilities and are expected to leave when teachers begin the day’s activities. Starting around Grade III, students often begin to prefer briefer “goodbyes” so that they have time to connect with friends and teachers

• Beginners & Kindergarten Carline: B&K students are to be dropped off in the Front Circle (178 Coolidge Hill) in the mornings B&K students are also dismissed from the Front Circle and should be picked up there. Vehicles must display a current Front Circle placard (mailed home by the School in late August) on the passenger side of the dashboard. Arrivals Carline begins at 7:50 AM. If the “drop-off has ended” sign is displayed, please check students in at the front desk before proceeding to the classroom. Dismissal Carline times: B,

12:00 PM everyday; K, 3:15 PM M/T/Th/F and 12:00 PM Wednesdays.

• Grades I–VIII Carline: Generally, Grade I–VIII students are assigned to be dropped off and picked up in the Gym or Arts Loops (56 Coolidge Avenue). Pick-up in the Arts Loop or Gym Loop is most efficient when drivers display the SHS placard with their child’s name and grade level. Arrivals Carline begins at 7:50 AM. If the “Drop-Off has ended” sign is displayed, please check students in at the front desk before proceeding to the classroom. Dismissal Carline times for Grade I-VIII, 3:15 M/T/Th/F and 2:30 PM Wednesdays.

Please find the Traffic & Parking guidelines on the back of your Drop-Off/Pick-Up Placard.

Parking During Drop-Off

• Front Circle: Until 8:30 AM, certain parking spaces are designated for families walking B&K students on to campus. Additional spaces are designated until 9:00 AM for any grade to use for short-term drop-off parking.

• Coolidge Avenue: There are areas for cars displaying Cambridge-resident permits as well as for non-Cambridge residents Non-resident parking is restricted to 8:00 AM– 1:00 PM and after 6:00 PM.

Street cleaning on Coolidge Avenue takes place the fourth Friday of the month between April 1 and December 31. On these Fridays, there is no parking between 8:00 AM and 2:00 PM.

Parent-Accompanied and Independent Walker/Biker Arrivals

• Front Circle-entry only: All non-car riders, regardless of assigned carline location (front circle/gym loop/arts loop), should arrive via the front circle and proceed to their classrooms, or to the front desk when tardy. Please walk bicycles/scooters while on campus.

Independent Student Travel To & From School (walking, cycling, MBTA, ...)

• Permission Online Form and SchoolPass Notification Required: To permit Grade IV–VIII students to be dismissed and travel to and from school independently (i.e., walk, bike, or take the MBTA), families must complete a Student Transportation Permission Form, found. Families can find this form in the Files & Forms section of the Parent Portal. By signing this form, families are accepting any risks inherent in their child’s independent travel. Also, students agree that, after dismissal, they will not linger on or near campus or return once they have left campus. In addition, student dismissal plans in SchoolPass should be set to “Independent Transit” as a default, or as “move to” activities for specific days, and should be maintained with daily, up-to-date information for student safety For families living in neighborhoods within walking distance of Shady Hill, grades B-III students may be granted permission to depart campus with their Middle School (grades V-VIII) siblings who have previously been given permission to leave campus as independent walkers without a supervisory adult. This permission form is intended for students walking from SHS to home If you feel that your B-III student may walk with their V-VIII sibling without a supervisory adult, please email front.desk@shs.org to request access to the permission form on your Parent Portal. A separate form is required for each B-III child. Parents/guardians who

are interested in having their grade IV independent walker accompany a younger sibling should contact the Lower School Head. These requests will be discussed and agreed upon between the School and family case-by-case.

• T Passes: The Business Office provides free monthly student MBTA passes to those traveling to and from school via public transportation. Students who use Charlie Cards for occasional rides may obtain these at the student rate from the Business Office.

• Safety Tips for Walkers and Cyclists and Public Transportation Users: The School recommends that parents discuss safety precautions with students who go to and from School on foot, by bicycle, or on public transportation. A “walk pool” or “bike pool” may help improve safety and enjoyment of travel to and from school.

○ Students should only cross at the Greenough Boulevard crosswalk (in front of the BB&N Gym) or the Coolidge Avenue crosswalk. Crossing at the big Mt. Auburn Street/Fresh Pond Parkway intersection is not recommended at ANY time.

○ If students are walking or biking on Coolidge Avenue, they are expected to travel only on the east (i.e., Shady Hill) side where there is a sidewalk, having crossed to that sidewalk at the traffic light where Coolidge Avenue meets Mt. Auburn Street.

○ Students riding scooters to or from school are expected to use the sidewalk rather than the street.

Attending Athletic Events as Fans

Students are welcome to cheer on their fellow students at SHS home games, but they need to be accompanied by a supervising adult. Students may not self-dismiss and stay on campus by themselves to watch a game Students in Grades VI-VIII are welcome to drop into Study Hall, where we make a point of taking students over to watch games as much as possible within the parameters of our schedule.

Parking and Maintaining Cordial Relations with the Coolidge Hill Neighborhood

Shady Hill seeks, as much as possible, to minimize the impact of a school with over 500 students located at the back edge of a residential neighborhood. Naturally, the traffic and parking associated with the nearly 400 Shady Hill families accessing the School are prominent issues Here are some courtesies we ask that you extend:

• Avoid parking on Coolidge Hill or Coolidge Hill Road. Instead, park in our lots or on Coolidge Avenue. This includes Shady Hill families with Cambridge parking permits. While technically legal, it strains the neighbor-School relationship.

• Only B&K families with a Front Circle placard should drive on Coolidge Hill. Generally, Grades I-VIII drop-off and pick-up is in the Gym or Arts Loop at 56 Coolidge Avenue, with the exception of late arrivals and early dismissals which all take place in the Front Circle at 178 Coolidge Hill.

• Drive SLOWLY and CAUTIOUSLY on Coolidge Avenue and Coolidge Hill.

• We ask that cars not idle while waiting in the carpool line.

• For reasons of safety and neighborly relations, drivers are not to turn right off

of Coolidge Hill to go down Coolidge Hill Road, as it is a series of narrow, winding streets with poor sight lines.

• Spectators for athletic events should refrain from parking on campus until dismissal is complete, around 3:40 PM.

Section 4—Attendance Arrival and Attendance

On-time arrival and regular daily attendance are essential if students are to keep up with their studies and participate fully in the activities of the School.

• Campus opens at 7:50 AM.

• Students may enter classrooms beginning at 8:00 AM.

• Middle School begins at 8:10 AM.

• Lower School begins at 8:10 AM.

• All students arriving after the start of school need to check in at the front desk before heading to class

Students are responsible for their classwork and assignments during any absence, whatever the reason.

Absences, Late Arrivals, Early Dismissals It is very important to notify the School of ANY change in a student’s school attendance schedule.

If a student will be absent or tardy, families must submit the attendance change through SchoolPass by 8:05 AM. After 8:05 AM, please also call or email the Front Desk. Students arriving late must check in at the Front Desk before going to class. (Note: Some gradeheads may ask parents to also inform them directly about absences, late arrivals and early dismissals.)

For an early dismissal, families may also submit the early dismissal time and reason through SchoolPass as soon as possible All students dismissed early should be picked up at the Front Circle and the parent/caregiver must sign the student out at the Front Desk before leaving campus Early dismissals should be completed by 30-minutes prior to regular dismissal times, meaning 2:45 M/T/Th/F and 2:00 W, to mitigate the impacts on end-of-day classroom proceedings and carline traffic.

• Front Desk: front.desk@shs.org, (617) 520-5260

• Bus: bus.info@shs.org (For last-minute changes, call the Front Desk.)

• Afterschool: auxiliary@shs.org, (617) 721-9013

Absences from School Due to Illness or Injury (See the Student Health Services section for more information regarding the School’s health guidelines.)

The School depends on parents to be partners in promoting the health of students and staff

• If your student is absent due to illness, please submit the absence through SchoolPass and include the reason for absence.

• If a student is sent home with a fever or symptoms that may be contagious, the student must stay home until symptom-free for 24 hours. If this happens during school hours, please keep the student home from School for the following full school day.

• In cases of extended absence due to illness or unavoidable circumstances, please contact the student’s gradehead, Division Head and the Health Director

Permission for Special Absences

Requests for permission to be absent from school for any reason other than illness or religious observance must be made in advance to the appropriate Division Head. It is a student’s responsibility to ensure that any work missed is made up to the satisfaction of the teachers involved and not to ask them to provide special assignments or prepare work in advance Note that it will not be possible for teachers to replicate certain lessons and assignments for students to complete away from the classroom.

Excessive Absenteeism

Shady Hill’s academic calendar has been designed to provide sufficient class time for the School’s curricular requirements, and each day is important to our students’ educational experience. Thus, the School expects regular and timely attendance.

The School may take appropriate steps to address any concerning attendance patterns. If a student exceeds 8 absences in the course of a school year, the student’s parent(s)/guardian(s) may be required to meet with the student’s gradehead, the Division Head, and other appropriate administrators If the student exceeds 16 absences, a second meeting may be required to discuss the student’s continued status, including whether the student will be required to repeat the grade level, withdraw from the School, or lose eligibility to re-enroll in the School.

Students are expected to depart campus immediately after dismissal from the classroom or athletics unless their parents/guardians sign them up for Extended Day, Afterschool, or Afterschool Study Hall. At dismissal, students will be released only to a parent, appointed carpool driver, or adult listed on the student’s Authorized Pick-Up list (found on SchoolPass). For students in Grades IV–VIII, families may also sign an authorization allowing their children to independently walk, bike, or take public transportation home. In specific cases, B-III students may be dismissed as sibling-accompanied walkers To learn more about these options, see “Section 3 – Getting To and From School” in this Handbook.

Section 5—Navigating Daily Life at School

The Role of Gradeheads and Department Teachers

Gradehead teachers serve as the student’s homeroom teacher and families’ first point of contact for questions or concerns Department teachers support the work of gradehead teachers in the younger grades and teach groups of students in a department setting throughout the grades.

Auxiliary Programs: Extended Day, Afterschool and Study Hall

Extended Day for B&K

Extended Day is designed for families who need their Beginners or Kindergarten students to remain at School until the end of the full school day or until Afterschool begins. These younger students can relax in their classrooms, enjoy lunch, recess, and rest time in comfortable, familiar surroundings

Extended Day is available to Beginners from Noon to 3:15 PM on Mondays, Tuesdays, Thursdays, and Fridays.

On Wednesdays, Extended Day is available to students in Grades B and K, beginning at noon dismissal. Extended Day ends at the 2:30 PM dismissal, at which point some students go home and some stay for Afterschool.

Afterschool Programs

Afterschool is available daily from dismissal until 5:45 PM on most school days The program maintains a focus on the mission of the School in the planning and implementation of its curriculum. The Afterschool team aims to provide a stimulating, fun environment in which students can explore their imaginations, develop friendships, and test their abilities. Afterschool operates in two main groups. There is a Beginners and Kindergarten group with a daily rest break and regular crafts and activities developed by the B&K Afterschool teachers with special care paid to the developmental needs of our youngest students And there is a Grades I-V Afterschool Group, including a quiet homework space available for students in Grades III-V

All students will have a daily healthy snack choice option, restorative and multi-age recess play times, and the chance to try out a variety of challenge-by-choice activities. Depending on the day, there will also be a range of additional enrichments that families can sign up for. Music Lessons will also be available for sign-up, depending on instructor availability, on a first-come-first-serve basis

Afterschool Study Hall is available to Grade VI-VIII students free of charge on a pre-registered or drop-in basis. Additional enrichments for older students may also be available on specific days. Families can register for Afterschool or Study Hall through CampBrain, to begin the year. Registrations will be due August 14 (https://auxiliaryprograms.campbrainregistration. com/).

Afterschool and Extended Day are available also on a drop-in basis, once the school year starts, using the Afterschool & Extended Day Drop-in Form found in the Parent Portal.

For more information, please consult the Auxiliary Family Handbook found on the Parent Portal or contact the Director of Auxiliary Programs, Alida Salins, at 617-721-9013 or alida.salins@shs.org

Recess

Morning recess occurs at staggered times, usually between 10:00 AM and 11:00 AM. Afternoon recess occurs before or after students’ lunch periods. Students generally go outside in all but the worst weather Recess is a time for students to choose and structure their own play

School Attire 35

Shady Hill’s student dress code supports equitable educational access and is intended to avoid reinforcing gender stereotypes. We believe that student dress codes and administrative enforcement should not reinforce or increase marginalization or oppression of any group based on race, gender, ethnicity, religion, sexual orientation, household income, gender identity, or cultural observance

Students are expected to dress neatly and comfortably for school. Appropriate clothing equips students’ participation in all “hands-on” learning activities, including running, jumping, climbing, and sitting on the floor. Because they are often outdoors, students need appropriate jackets, boots, hats, and mittens for New England weather Younger students should have a complete change of clothes at school. Please put students’ names on all clothing

Shady Hill believes that a relaxed environment encourages both play and learning for young students. We encourage parents to discuss the guidelines below at home and use them to set developmentally and culturally appropriate limits for students. These guidelines apply to all grades:

• Clothes must have no obscene or offensive language or graphic

• Clothing should not promote drug or alcohol use, including related advertising.

• Clothing should not reveal undergarments.

• Skirts and shorts should be an appropriate length such that students can participate comfortably in all school activities. An appropriate length also constitutes covering undergarments and buttocks.

• Protective footwear must be worn at all times. Flip-flops may not be worn.

Students wearing clothing not consistent with these guidelines will generally receive a warning and parent notification for the first occurrence and may be asked to change clothes. Subsequent occurrences may result in the student being asked to change, parent(s) being notified, and further disciplinary action, as determined appropriate by the School.

Food at School

Please refer to the School’s Food Allergy policies in the Student Health Services section of the Handbook for more information about what food may be brought to campus

• Recess Snack: A limited selection of snack will be provided by the School in 2023-2024. Families are strongly encouraged to pack extra snacks in lunch boxes.

• Lunch: The lunch experience is seen as an important part of building community. We encourage students to take a break from the pace of the school day by eating and engaging in quiet conversations. All students bring lunch from home The School will not provide milk in 2023-2024.

• Birthday Snacks: ood-related special birthday snacks are permitted for 2023-2024 school year

Managing Healthy Nutrition

Shady Hill is committed to collaborating with parents to support the development of healthy nutritional habits. The School asks parents to pack nutritionally dense whole foods (including fruits and vegetables) for their children's lunches and snacks Parents are asked to

avoid foods high in sugar such as candy, soda and sports drinks.

Lost & Found

Shady Hill’s Lost & Found system strives to make it easy for families to find lost items To facilitate this system, we ask families to please label students’ belongings! A clearly labeled item helps the School identify its owner.

• Each building on campus has a Lost & Found location (e.g., cubby, locker, or bin) designated by a graphic of a green t-shirt that is labeled “LOST & FOUND”

• Labeled items are periodically collected from around campus and then hung in the Lost & Found closet in the gym hallway

• Unlabeled items are deposited in a blue rolling bin in the gym hallway.

Both the bin and closet are accessible when the gym is open. All items will be displayed prior to major holiday breaks and assemblies. Unclaimed items may be donated to a local charity following these events.

Visitors to Campus

For the safety of our students, our Visitor Name Badge policy includes parents, family members, alumni, and visitors from outside our community.

• Upon arrival, all visitors must check in with the Front Desk to obtain a Visitor badge.

• Special events for an entire class and all-School events are exceptions to this policy

• Visitors can park in the spaces marked “Visitor” in the Front Circle

Student-Visitor Policy

The School’s practice is to allow non-SHS enrolled student visitors once per family per year. Approval should be requested with the appropriate Division Head at least 24 hours in advance. Given the schedule of classes and assessments and other considerations, the School may refuse a request for a student visitor

Security Cameras on Campus

The School has installed video cameras at certain open and public spaces on campus, such as all official entrances to the School’s campus, as well as at key campus crossroads The School seeks to balance the security, safety, and other benefits derived from the use of video surveillance with any privacy concerns of the School’s employees, students, families, and guests. In all cases, security equipment is used in a manner that adheres to legal statutes and ethical standards where the right of privacy is concerned and is not used where there exists a reasonable expectation of privacy, such as in restrooms, locker rooms, etc. These surveillance cameras record visual footage in each location, but do not record any sound or other audio.

Section 6—General School Policies

Grading System and Progress Reports

Parents learn about their child’s academic progress primarily through parent/teacher conferences, written reports, and, in Grades VII and VIII, letter grades. Shady Hill does not give out academic awards, assign grade-point averages or rank students in a class.

Conferences

The School sets aside time for parent-teacher conferences, and there are no classes scheduled on these days. The issues discussed at these meetings are incorporated into a summary of information shared with parents during the conferences; and any decisions agreed upon are incorporated into students’ term reports A copy is sent to the parent/ caregiver(s) attending the conference; another copy is filed in the student’s student record. This year’s Conference Days are November 1, January 25 (B&K) and May 22 (B-VII). Conferences may continue to operate in a hybrid fashion for 2023-24.

Families in the Middle School have the opportunity to participate in a Listening Conference with their child(ren)’s gradehead during the first few weeks of school. The Listening Conference is designed to provide parents/guardians the opportunity to share their hopes, fears and questions

In June, eighth-graders present their portfolios in lieu of a parent-teacher conference. Fun camp sign-ups will be available to provide childcare on those days if needed.

Parents are encouraged to make appointments with their child’s gradehead or the appropriate department teacher to discuss concerns or questions arising during the year Arrival and pick-up times are not appropriate for impromptu parent-teacher conferences as the teacher is responsible for the whole class at those times.

Written Reports

Written reports on student progress are sent to parents as many as three times a year, depending on the student’s grade For Beginners through Grade IV, reports are intended for parents only and should not be read to students. Parents of students in Grades V and VI should read reports first and then decide how much to share with their children. Teachers write reports to both parents and students in Grades VII–VIII and have conferences with students about their reports. If a teacher has particular concerns about a student in Grades VII–VIII, then a mid-term “Comment of Concern” is sent home

Grading

Prior to Grade VII, students do not receive letter grades. Beginning in Grade VII, students receive a letter grade in each academic subject at the end of each trimester, along with narrative reports. June reports for Grade VIII Central Subject will consist of feedback on a student’s portfolio presentation.

Promotion Standards

Teachers, along with the Head of School and the Administration, make the decision regarding a student’s placement and readiness to move from one level of the School to the next. A student is promoted to the next grade when the student has satisfactorily met the expectations of the student’s current grade, when the School feels it can continue to meet the student’s needs, and when the behavior of the students are consistent with the School’s policies. In making these determinations, the School may consider, among other things, whether a student is physically, emotionally, socially, psychologically, and academically ready

to meet the expectations of the subsequent grade, as determined by the School. Excessive absences and/or tardiness may also factor into whether a student should be promoted.

Standardized Testing

The School believes that the teachers who interact regularly with a student are the best judges of a student’s academic progress. Test results provide only partial information because they deal only with a particular time and condition and with a small area of content. Tests at School are used to supplement teachers’ assessments of student performance Nevertheless, the School understands that there is a role for certain kinds of testing The School’s testing schedule for Grades B-VIII is:

• Beginners: Diagnostic testing along with mid-year developmental screening.

• Kindergarten–Grade IV: Diagnostic testing for basic literacy and math development.

• Grades III–VIII: Standardized tests, which begin in Grade III, offer a view of a student’s progress relative to the student’s peers. In Grades III-VIII, the School uses the NWEA MAP Growth tests for this purpose

• Grade VII: Students take a practice Grade VIII SSAT in March. The Secondary School Advisor shares the scores during the family meeting in the spring.

• Grade VIII: Students may take the Secondary School Admission Test (SSAT) and/ or Independent School Entrance Examination (ISEE) as part of their applications to secondary schools. In some instances, Shady Hill serves as a formal test administration site for the SSAT

Secondary School Placement Process (aka Next Schools)

Graduates from the School move on to a variety of schools for ninth grade: public and private, boarding and day, co-ed and single sex, urban and suburban. The School’s secondary school placement process is designed to help students and their families make thoughtful and deliberate choices regarding their next school experience The School’s placement process aims to help students and parents move smoothly through the initial brainstorming to a final decision. Beginning in the seventh grade, the School’s Secondary School Advisor assists students and families with this process.

Located in the greater Boston area, the School has the benefit of being surrounded by a multitude of independent, public, and parochial school options – some of the most competitive schools in the country Some families hear this and may already begin to feel overwhelmed or daunted. However, the School encourages students and families to maintain their perspective, looking instead at the numerous opportunities and options for students The School believes the key is in the right “fit.” It is not only about the amenities, or the college acceptance rates at certain schools, or status While these things rightfully have their place, and will inevitably have some degree of influence, at its core, the process and choice are about fit. All schools have a unique environment. Finding the environment that “clicks” for each family is the key to finding the school that will bring out the best in the student. That, balanced with factors such as appropriate academic rigor, structure, or extracurricular participation, helps to lead to happy students.

Family–School Communication

The Front Desk in the reception area of the Administration Building is the communication center for phone and written messages. The main phone number is 617-520-5260 and the

email is front.desk@shs.org. The front desk is generally staffed from 7:45 AM to 4:45 PM.

The School has a telephone system that provides access to School offices by means of a directory These offices and their numbers are also listed on the back of this Handbook. After hours, the main number is answered by an automated system that enables parents to access extensions and leave voice messages or leave a voice message for the Front Desk staff.

School Directory

On the portal, the School has a directory of the most up-to-date class lists and contact information for families, faculty and staff, and other members of the community The Directory may only be used for School-purposes, and not for personal or commercial purposes Failure to properly use the Directory may result in restricted use and other consequences, as determined appropriate by the School.

Keeping Family Contact Information Current

Families are expected to keep the School appraised of all contact information to ensure they get all school communications and notifications. If contact information (home or work phone numbers, email addresses, or mailing addresses) changes, families must update their contact information on the Parent Portal ASAP. To update contact information: Log into the Parent Portal > Open the drop-down menu next to your username > Click on Profile and edit the necessary fields.

Also, if a parent will be away for an extended time, please notify the School about who will be responsible for the student and how we can reach the parents and caretaker in case of illness or emergency.

Contacting Parents in Case of a Local or National Emergency

In the event of a local or national emergency, the School’s goal is to maintain a calm, safe environment for students. As appropriate, we will send a text, email, and/or recorded phone message to the community with relevant details and pick-up procedures. We will also post information on the homepage of the School’s website: www.shs.org.

Snow Cancellations

In the event of a cancellation, we will contact parents via our emergency system. Voice, text, and email messages will be sent out about snow day plans. The announcement will also be posted on the School’s homepage: www.shs.org. Should a storm begin during the school day, the School will communicate with families about whether there will be an early dismissal. Families concerned about driving conditions may make arrangements to pick up students early In this case, check out at the Front Desk, and notify any bus or carpool of the change in plans.

Multiple Households

In order for the School to communicate effectively with families and support each student, it is important for teachers and administrators to be aware of students who spend time in multiple households. On the Parent Portal, parents and guardians are expected to identify whether co-parenting arrangements exist. If there are court-ordered guidelines regarding visitations, picking up a student from School, parent involvement in field trips, or other issues, please notify and provide proper documentation to the Lower School and/or Middle

School Counselor. This documentation will be held confidentially and only shared with the Division Head(s)and/or other appropriate individuals as necessary to facilitate the child(ren)’s experience at school. Also, it is important for parents to share their family plans where they are applicable

Believing that a child’s educational experience is enhanced through active parent participation and partnership, the School seeks to facilitate communication with all parents. Absent a court order to the contrary, all parents for whom the School has contact information will receive normal school mailings (i.e., grades, teacher comments, all-School emails) and other School communications As part of this commitment, it is the parents’ responsibility to ensure that any communication from the School is shared among their family In addition, parents are expected to include any other parent(s)/guardian(s) of their child on electronic communications to the School, including emails to teachers. Given the unique legal situation of each family, the School may make exceptions to this policy on a case-by-case basis.

The School expects separated or divorced parents to cooperate and partner with the School in respect to their child’s education. For this reason, the School will not get involved in nor mediate parental disputes or custody issues.

School Photography & Student Media Information

The School arranges for each student to be individually photographed for their student records and for inclusion in the yearbook. Families are able to order these photographs online. Ordering information is published in the Weekly Friday Update.

In order to portray its program accurately and vibrantly, the School makes a concerted effort to highlight the accomplishments of our students and faculty, as well as to publicize the strength of the entire program offered by the School, in a variety of media formats

For instance, the Marketing and Communications Office and teachers regularly take photos and videos of students engaged in School events and activities. Occasionally, the School also hires a professional to take photos and/or videos. Students’ media information including student names, photographic images (for example, portrait, picture, video, or other reproductions), audio recordings of students’ voices, video recordings of students, and/or reproductions of students’ work and likenesses—may be used for educational and/or promotional purposes in print and electronic media. Outlets for publication of students’ media information may include, without limitation,, the School magazine, marketing materials, the School website, press releases, social media outlets (including, but not limited to, Facebook, and Instagram), newsletters, and local news outlets.

Shady Hill has an “opt-out” image policy. Any parent who wants to limit the use of a student’s media information must notify the Director of Marketing and Communications in writing or by email (communications@shs.org.) While the School strives to abide by parent/guardian wishes, we do not guarantee use of a student’s name or image will never occur.

Lesbian, Gay, Bisexual, and Transgender Students

The School strives to provide a safe, supportive environment that will help students succeed academically and socially. To that end, the School promotes respect for all people and will not tolerate harassment or bullying based on actual or perceived sexual orientation, gender identity, or gender expression. This is the case whether the bullying or harassment takes

place on or off campus, including cyber-bullying through the use of electronic technology (on or off the School’s campus, and on or off the School’s network). Particularly with respect to transgender and gender non-conforming students, the School will work closely with students and their families to strive to honor their wishes with respect to the use of School facilities, participation in athletics, accuracy of student records, the use of name and pronouns, and privacy, in accordance with applicable law, and to the extent that the School’s campus facilities reasonably permit.

Student Affinity Groups

Student affinity groups provide a supportive space for students to convene with peers and faculty who share similar identities or experiences They are facilitated by faculty and meet regularly during lunchtime to build community and to have student-led conversations about experiences in and out of school. Groups formally begin in Grade I, with gatherings for B&K occurring periodically.

• Children of Color: Children of Color Lunches occur in grade-level clusters, starting in Beginners. Students who identify as children of color (Asian, AAPI, Black/African/African American, Latinx/Hispanic, Middle Eastern American, Native American, biracial and multiracial heritage) may choose to attend.

• School Sisters and School Brothers: Students in Grade I to Grade VIII who identify as Black/African/African American may choose to attend School Sisters or School Brothers.

• Rainbow Kids: Students in Grade I to Grade VIII with LGBTQ+ family members may choose to participate in Rainbow Kids.

• Gender Expansive Kids: Students in Grade I to Grade VIII who are gender expansive (transgender, non binary,gender-nonconforming, or a gender identity other than cisgender) may choose to attend.

• Middle School Gender-Sexuality Alliance (GSA): The GSA provides an alliance space for middle-school students to learn and talk about the issues and unique experiences of the LGBTQ+ community In Middle School, all students may choose to attend GSA meetings and events.

• Middle School Gatherings: The following meetings take place instead of middle school assembly several times throughout the year: African American/Black Students (Students who identify as African American/Black or Multiracial/African-American/ Black), Asian Students (Students who identify as Asian, Pacific Islander, or Multiracial/Asian), Biracial/ Multiracial Students (Students who identify as Biracial or Multiracial), Hispanic/ Latinx Students (Students who identify as Hispanic/Latinx or Multiracial/Latinx), Jewish Students (Students who identify as Jewish), Gender Expansive Kids (transgender, non-binary, gender non-conforming, or a gender identity other than cisgender), and Neurodiverse Students (Students with Learning Differences).

Teacher/Classroom Gift Giving

At the holidays or at the end of the school year, parents often ask about appropriate ways to show appreciation to their child’s teachers and other staff Parents are urged to consider gifts that support the Shady Hill values of a student-centered education—simplicity in material things, commitment to economic diversity, and sensitivity to the feelings of others

A student- or family-made card or gift is a wonderful way for students to thank teachers in a personal manner. At year-end, Class Parents may also gather handmade art or photos to make a shared gift of appreciation for their gradeheads. Also at the end of the year, Parents

Council offers parents the option to contribute to a collection that is distributed to gradeheads and used to fund a collective gift to benefit all SHS teachers.

Extended Leave of Absence

Should a student’s extended absence from School be necessary or desired, a leave of absence may be appropriate A leave for medical reasons will be handled in accordance with the School’s Medical Leave policy, which can be found in the Student Health Services section of this Handbook. The School may recommend or grant a request for a voluntary leave of absence for other compelling reasons. The initial request for a voluntary leave of absence should be made in writing to the appropriate Division Head. The School requires sufficient supporting documentation prior to the approval of any leave The sufficiency of any supporting documentation will be determined by the School. The School makes the final determination as to whether to grant a leave of absence, as well as the duration of the leave and the conditions necessary for a student’s return (including, but not limited to, whether the student must reapply for admission). Whether the period of leave is counted towards academic requirements for promotion and graduation will be determined by the School.

Leaves of absence may be noted in the student’s educational record, including on the student’s transcript. A leave of absence may be appropriate pending the outcome of an investigation involving student misconduct. However, a leave of absence will not be used in lieu of disciplinary action to address violations of the School’s code of conduct, rules, or policies. Additionally, a student granted a leave of absence while on academic and/or disciplinary status may return on that same status. Families remain financially responsible for tuition and other fees while the student is on a leave of absence

Pets on Campus

While we understand that pets play an important part in the lives of many of our families, we ask that families observe the following rules in order to maintain the safety and health of all students Families (and neighbors) may not bring pets to the School during:

• School hours (7:30 AM to 6:00 PM);

• Events when students are on campus, including athletics events; and

• School-sponsored events, including field trips.

After going through an approval process, employee dogs may be permitted on campus. However, no dogs are allowed in buildings used by students with dog allergies or other concerns triggered by dogs, or in the shared spaces in the Administration Building.

Background Checks

With student safety as a priority, the School conducts state and national criminal history and sex offender registry checks on all current and prospective faculty and School staff who may have direct and unmonitored access to children, including any individual who regularly provides school related transportation to students It is also School policy to require that prospective faculty and staff with direct and unmonitored access to students undergo a fingerprint-based check, which is run through the Federal Bureau of Investigation and provides access to national criminal history databases.

The School requires any volunteers who will work independently with students to undergo a state criminal background check or “CORI” (Criminal Offender Record Information) and a state sex offender registry check or “SORI” (Sexual Offender Registry Information).

Examples of the types of volunteer activities requiring a background check include, but are not limited to, field trips and tutoring students one-on-one. We require similar checks on contractors or subcontractors doing work on our campus as well as on parents who are acting as athletic coaches (paid and/or volunteer).

A background check is typically not necessary for parent volunteers involved with larger School functions at which many adults are typically present or in instances where there is only the potential for incidental unsupervised contact with students in commonly used areas of the School grounds.

These background checks require the completion of a brief application form and verification of a government-issued photographic identification and are only conducted with the consent of an individual employee or volunteer. A volunteer’s service, and an individual’s employment, is contingent upon the successful completion of the checks, which may take several days or weeks to process.

Completed CORI and fingerprint-based check forms must be returned to Human Resources in advance of volunteering.

Security and Fire Drills

The School holds drills throughout the year to accustom students to the proper procedures in the event of an emergency For fire drills/events, students and their gradehead teachers will proceed promptly to their assigned places on the turf where the Division Heads will check attendance. Everyone else, including campus visitors, must gather at the west end of the Beehive building and check in with the Front Desk person. The School asks that adults set a good example for students by following instructions and refraining from talking during the alarm. During a shelter-in-place event, visitors should go to the nearest open building. All of the above procedures are subject to change based on the specific facts of any particular emergency

Asbestos Hazard Emergency Response Act

This notification is required by the Asbestos Hazard Emergency Response Act (AHERA, 40 CFR Part 763 of Title II of the Toxic Substances Control Act). Asbestos Management Plans have been developed for the School. These plans are available and accessible to the public at the School’s Facilities Office. This notification is required by law and should not be construed to indicate the existence of any hazardous conditions in our school buildings.

Section 7—School Assemblies and Events

Lower and Middle School Curriculum Nights

In the early fall, the Lower and Middle Schools typically each sponsor an evening presentation for parents, with the divisions meeting separately. Parents are strongly encouraged to make every effort to attend these meetings as important information about the coming year is shared on these evenings Parents will typically hear from the relevant gradehead and department teachers, receive curriculum outlines and other important information, and have a chance to visit classrooms Parents also will have the chance to meet other parents with students in the same section.

Please plan to attend.

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Middle School (V-VIII) Curriculum Night: Thursday, September 21

• Lower School (B-IV) Curriculum Night: Thursday, September 28

• The Parents Council typically hosts receptions before these events.

School Assemblies

All students attend at least one assembly each week. The Lower School assemblies provide students with a chance to share their work and whimsy with other classes and community members, including parents when invited. We request that community members attending an assembly follow the audience guidelines outlined below in order to ensure an optimal environment for students.

A Special Note for Parents About Middle-School Assemblies The Middle School morning meetings and assemblies are additional teaching and learning venues that affirm students’ developmental need for exploration, risk-taking, and increasing autonomy. As such, the School asks that parents not attend these morning meetings and assemblies. Exceptions are made for Grade VIII parents who are welcome to join us for their child’s Grade VIII declamation and parents who attend by invitation of a teacher.

Community-Wide Assemblies

• Gratitude Assembly: Tuesday, November 21, all-school assembly; 5-star dress

• Black History Assembly: Friday, February 16, all-school assembly; 5-star dress

• May Day: Wednesday, May 10, all-school celebration; 5-star dress

• Lower School Closing Day: Thursday, June 13 Grades B–IV & VIII; 5-star dress

• Grade VIII Graduation & Middle School Closing: Friday, June 14 Grades V–VIII; 5-star dress

Five Star “Fancy As You Feel” Dress for Community Assemblies

Some community events are acknowledged as special enough to warrant clothing appropriate for a special occasion. These events are designated “five-star fancy as you feel” events. This standard generally means that students are expected to wear clothing that their families deem appropriate for a more formal occasion. Please help ensure that students and guests dress accordingly.

Cameras During Assemblies, Performances, and Community Events Recently,

we have found that videotaping and photography by audience members at school events have detracted from the overall experience that we want as a community. Audience members are asked to remember that the performance or event is for the benefit of the students We therefore ask parents and other guests to abide by the following guidelines:

• Anyone attending a School event is asked to enjoy it live and minimize the use of recording equipment during an event. Please avoid blocking other people’s view.

• Parents, students, and guests may not distribute images, videos, sound recordings, etc of Shady Hill performances or activities on the Internet. Recordings may not be sold, unless approved by the School in writing

• At the discretion of the School, professional videographers may be hired to record performances or activities. Parents will generally be informed ahead of

time if a performance will be video-recorded by the School.

• Parents are asked to model the quiet, attentive audience behavior that the School teaches to students.

• Younger guests who become restless and noisy during an assembly should be taken out of the assembly

Parking for Assemblies

In keeping with the School’s understanding with the neighborhood, parents should park on Coolidge Avenue and not on Coolidge Hill or Coolidge Hill Road. We request that even Cambridge residents with parking stickers respect this arrangement. Please see the Parking and Maintaining Cordial Relations with the Coolidge Hill Neighborhood policy for a more complete description of parking at Shady Hill.

Birthdays and Parties

Parties Outside of School

Birthday parties, bar/bat mitzvahs, and other parties are an opportunity to reinforce SHS’s commitment to respecting others and making all students feel valued members of their class. While parents may not be able to and/or desire to invite every student in their child’s class or grade, we expect that families will refrain from inviting a large proportion of students and excluding the remaining few. Please help students from feeling excluded by:

• Mailing or emailing invitations; do not hand them out in school.

• Reminding students not to talk about party plans while they are at school.

• Not sending party “swag” to school (i.e., sweatshirts with party dates, etc.).

• Planning party pick-ups away from school. Try to use an alternative pick-up spot, or ask parents of guests to deliver their children to the party

Parties in School

Parents may want to celebrate a student’s birthday by sending in a special snack for the class to share at recess. Please consult with the gradehead before sending such a treat. Food allergies and sensitivities are rising precipitously. SHS is committed to classroom celebrations that are inclusive of all community members Please consider non-food celebrations when appropriate Anytime food will be provided as part of a celebration, class breakfast or bake sale: 1. The gradehead must be alerted ahead of time 2. All food must include a detailed ingredient list (unlabeled food will not be served). For further details, please see the School's Food and Allergy policies in this Handbook. The School will provide paper goods for serving food.

Grade VII and VIII School Socials/Dances

The Student Board sponsors socials/dances for Grades VII and VIII. Drop-off and pick-up guidelines will be emailed to families in advance of the dances Please help us to ensure the safety of everyone by adhering to the following guidelines:

• All Shady Hill behavior rules and expectations apply to dances.

• If a student wishes to bring a guest, the student must inform the Division Head or Student Programs Coordinator for permission prior to the dance.

• All students must sign in and out with an adult.

• Students must surrender cell phones at the dance entrance Students may only use their devices in the presence of an adult.

• Once at the dance, students must stay in the designated area. The campus is not open.

Faculty representatives will be present and are in charge at all times.

• Students may not leave the dance before it is over unless they are signed out by an adult.

• Families must pick up students promptly at the end of the dance

• Only students living in the Coolidge Hill neighborhood will be allowed to walk home

Scheduling a Parent Event on Campus

In an attempt to ease overcrowding of the School calendar and scheduling conflicts for parent events, the following procedures have been adopted:

• To launch a parent-initiated, Shady Hill-sponsored event or activity, please refer to the How to Launch a Parent-Initiated Shady Hill-Sponsored Event/Activity policy

• To schedule an event (e.g., a class potluck, grade meeting, etc.), contact the Executive Assistant to the Head of School at 617-520-5214.

• The Executive Assistant will review the request and determine if there are any scheduling problems and will inform the contact person as soon as the event date is confirmed.

Rental of School Space

The School rents the Gym to insured outside sports leagues after school and on weekends Our playing fields are not rented. However, they are shared with BB&N on weekends and after school, so it is possible to see non-Shady Hill athletes using our fields. Any questions related to the rental of School facilities should be directed to the Controller in the Business Office at 617-498-3402.

Section 8—Student Health Services

Health Services At Shady Hill

The Health Office is open each day during school hours. There is a full-time School Nurse on campus who evaluates students who become ill during the school day and contacts their families as appropriate The School Nurse is also responsible for ensuring that all student medical forms are current and on file The School Nurse does not conduct health examinations, such as vision, hearing, or scoliosis screenings

Students with minor injuries or who feel ill should go to the School Nurse for assistance. Routine first aid, assessment of illness, and comfort measures are provided. If a student’s condition requires medical attention or care at home, the School will contact the parent/ guardian. Families should ensure that the School has up-to-date phone numbers (home, work, and cell phone numbers) for parents and others (relatives, friends, neighbors, etc.) who routinely assume temporary care of the student if the student’s parent(s) cannot be reached. It is important and expected that students are picked up promptly when they become ill. Students should not call or text a parent to go home without being seen by the School Nurse.

The School Nurse will attempt to contact parents regarding illness or injury, minor or serious, but in circumstances that warrant immediate attention when the School is unable to reach the parents/guardians, designated emergency contacts, or the student’s physician, the

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School physician will be consulted to determine appropriate management. In the event of a serious emergency, an ambulance will be called, the student will be taken to the nearest hospital emergency room. Emergency situations arising on campus will generally be referred to Children’s Hospital Boston or Mount Auburn Hospital.

The School neither diagnoses nor treats injuries that occur on non-school time, but does offer temporary first aid for problems that arise during school. If a student complains of a persistent earache, sore throat, rashes, or joint pain, such complaints warrant a call to the student’s primary care provider.

Student Medical Records

The School uses Magnus Health Portal to electronically collect and maintain students’ health information. Families are asked to provide the School with information about the student’s physical and emotional health. In part, this information is obtained to comply with state law; it is also needed to keep the School well informed of the health of all students Parents are required to upload and enter their child’s health information, including immunization records and annual physicals before the start of the school year An Authorization To Treat And Share Health Information must be on file for every student. If any medical information changes during the year, parents are expected to promptly update the student’s information online through the Magnus Health Portal located in the Magnus Resource Board on the Parent Portal. Please note that students may not attend school unless their annual physical and health information is current. The School is sensitive to the privacy of this information. Please refer to the Confidentiality policy in this Handbook for more information about how this information is used.

Immunizations

In accordance with Massachusetts law, the School requires all students to provide proof of up-to-date immunizations or a certificate of exemption before attending school. Proof of immunization should be recorded on a Certificate of Immunization form and signed by a medical professional. A student with a qualified religious and/or medical exemption must provide the School with an Immunization Exemption Certification, pursuant to state law. A Medical Immunization Exemption Certification must be signed by a medical professional, attesting that the student is exempt from a specific vaccine(s) because of medical reasons A Religious Immunization Exemption Certification must be signed by the student’s parent or guardian, attesting that immunization conflicts with their sincerely held religious beliefs. Students who do not provide proof of up-to-date immunizations or qualify for an exemption will not be permitted to attend the School or participate in any School activities.

If there is a risk of a vaccine-preventable disease impacting campus or the School community, the School may choose to exclude non-immunized students, including those with valid religious or medical exemptions, from school and all School activities Excluded students will not be permitted to return until (1) the danger of the outbreak has passed; (2) the student becomes ill with the disease and completely recovers; or (3) the student is immunized. In determining whether there is a risk of a vaccine-preventable disease, the School may consult with appropriate medical professionals and/or the Massachusetts Department of Public Health.

COVID-19 Vaccine

Shady Hill School requires that all students and employees receive the COVID-19 vaccine and remain up to date with booster shots as recommended by the FDA and CDC Proof of

vaccination must be submitted to your child’s health profile in the Magnus Health Portal. Per our 2023-2024 enrollment contract students are able to submit (and the School will consider) religious or medical exemption forms for this requirement.

Communicable Illnesses

The School may exclude any student who (a) has a communicable illness, (b) has been exposed to an infected person, and/or (c) has traveled to an area impacted by a communicable illness, if the School determines that such exclusion is appropriate for the welfare of the student or the School community The School may also screen students or require students to be screened by appropriate medical professionals to determine whether they pose a risk to the community. The School’s decisions shall be based on current and well-informed medical judgments concerning the illness, the risks of transmitting the illness to others, the symptoms and special circumstances of each individual who has a communicable illness, and an analysis of the identified risks and available alternatives for responding to an individual with a communicable illness If and when appropriate, the School will disseminate information to students and families regarding campus health and safety issues through regular internal communication channels. For example, the School may provide families with information about the nature and spread of communicable illnesses, including symptoms and signs to watch for, as well as required steps to be taken in the event of an epidemic or outbreak. We encourage all parents and guardians to contact medical professionals with any questions or concerns about communicable illnesses or immunization issues

Absences from School Due to Illness

The School depends on families to be partners in promoting the health of students and staff Please refer to the Attendance policies above regarding the expectations to report illness-related absences to the School.

If your child is sent home with fever or symptoms that may be contagious, the student must stay home until symptom-free without the aid of fever-reducing medications for 24 hours. If this happens during school hours, please keep the student home from School for the following full school day

Please notify the School Nurse daily with updates regarding your child’s health and submit absences from school through SchoolPass.

Please keep your children home if they are unable to participate fully in classroom activities or have had any of the following in the past 24 hours:

• Fever: If your child has a temperature of 100.0 F or 37.7C or above keep your child home until 24 hours after the temperature returns to normal, without taking any medication (i.e., acetaminophen [e.g., Tylenol], ibuprofen [e.g., Motrin], Aleve). (NOTE: This temperature recommendation may change during flu season.)

• Cold (Upper Respiratory Illness): If your child has a prolonged cough with symptoms such as fever or excessive nasal drainage, and/or mild sore throat, keep your child home until these symptoms lessen, usually 24–48 hours and consult your child’s primary care provider Children with mild symptoms may attend school.

• Nausea, Vomiting, or Diarrhea: If your child has nausea, diarrhea, or is

vomiting, keep your child at home until 24 hours after the last episode. Do not send your child to school if they have taken anti-diarrheal medications (i.e., Pepto Bismol or Imodium).

• Rash: If your child has an undiagnosed rash, keep your child home Call your child’s primary care provider and inform the School Nurse about the condition. Once diagnosed, please consult the School Nurse before sending your child back to school.

• Skin Fungus (e.g., ringworm): Keep your child home and contact your child’s primary-care provider if your child has a skin fungus. They may return to school if the fungus is small and in a covered area. For exposed ringworm, your child may return to school after 24 hours of using the recommended medication and with the affected area covered.

• Strep Throat: Children with strep throat (a sore throat that often presents with fever, headache, and sometimes a rash) must receive antibiotics for 24 hours before returning to school. Please consult the School Nurse before allowing your child to return to school.

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• Taking Medications: When a physician prescribes antibiotics for a communicable disease (e.g., bacterial conjunctivitis or impetigo), please keep your child at home until they have taken 24 hours of medication. Call the School Nurse before sending your child back to school.

Illness and Injury Outside of School

Shady Hill would like to support students who experience serious illness or injury outside of school. If a student has a serious illness (pneumonia, mononucleosis, surgery, etc.) or an injury (concussion, orthopedic injury, etc.), parents are expected to inform the Health Director prior to the student returning to the classroom. The Health Director,the Division Head and the Learning Resources Director will work with the teachers and staff to support the student’s successful return to campus, Students returning to school after serious illness or injury may need to provide a written note from an appropriate medical provider stating that the student is capable of returning and identifying any restrictions for returning to School activities

Medical Leave

A medical leave from school may be appropriate in case of serious illness, bodily injury, or mental health condition, as determined in accordance with this policy. Decisions about granting or requiring a medical leave, or reinstating a student who has been on leave, rest with the senior administrators, the Health Director, and the School Psychologist/School Counselor; they will be guided by the principal goal of a medical leave: to give the student the opportunity to regain health and thereby function consistently, productively, and safely at school. In the absence of a treatment plan that, in the School’s opinion, meets these needs, the School may decline to grant a medical leave request, and instead require the student to withdraw.

A student’s family may also request medical leave Whether initiated by the School or the family, the School requires that any request for medical leave be accompanied by sufficient supporting documentation (as determined by the School) to allow the School to evaluate the leave request, including, but not limited to, at least the following information: (a) a recommendation from the student’s treating medical professionals that the student would benefit from taking a medical leave; (b) a description of how the student’s medical condition

limits the student’s ability to participate in required academic or extracurricular activities; (c) the plan for treatment of the student’s medical condition; and (d) an anticipated date for the student’s return.

Additionally, in certain situations, the School may require that the student be evaluated and subsequently placed on a medical leave. The School may initiate a discussion of a leave of absence in circumstances including, but not limited to

• When mental health or physical symptoms are or may be impeding a student from functioning appropriately academically;

• When a physical or mental health condition interferes with a student’s attendance at school;

• When a student behaves in ways that may be self-destructive, threatening, or dangerous to others;

• When a student is not engaged in treatment that the School has made a condition of attendance, after the student has been evaluated by medical and/or mental health professionals, who have deemed such treatment appropriate; or

• When a student exhibits symptoms or behavior that is of concern to the School.

This initial discussion may include, as determined by the School,, the student’s gradehead, senior administrators, the Health Director, the School Psychologist/School Counselor, the parents, or the student, as deemed appropriate The purpose of this initial discussion is to establish the steps that the family is taking to ensure that the student is well enough to participate fully in life at school; and the further steps that the School may require if the situation does not improve.

The School may require the family (parents and student) to enter into an agreement detailing the parameters of any leave The agreement may include conditions and requirements for the student’s return to school. While a student on leave is excused from attending class, the student must make arrangements to make up missed work either while on leave (if possible) or upon return. While the School will strive to minimize academic disruption, the School may require that a student drop a course or courses if a prolonged absence will make it difficult for the student to satisfactorily complete the requirements of the course To return to school from a medical leave, a student’s family must provide a thorough, written professional evaluation of the student’s current mental health and/ or medical condition from the physician, psychiatrist, or other professional(s)who treated the student during the medical leave. The School may require additional evaluation by a physician or mental health consultant of its choosing. The guiding principle of re-admission from a medical leave is the School’s confidence that the student can return safely and productively; and that the student’s return will not compromise the student’s continued recovery, interfere with the School’s ability to serve other students’ needs, or place an undue burden on the School. The decision regarding any student’s return to the School from a medical leave will be determined by the School. As a corollary to this principle, a student whom the School determines can safely participate in the regular school day may nevertheless be restricted from participation in field trips or other similar school activities.

Medications at School

Students may not bring, and will not be permitted to maintain, medicine of any kind (with the exception of approved rescue medications such as metered dose inhalers and

epinephrine auto-injectors) with their personal belongings. Parents are expected to attend to students’ medication needs outside of school whenever possible; however, if a student must take a daily prescription medication, parents are expected to provide the School with a Permission to Medicate Form signed by the student’s doctor and parent(s). The Health Director, in collaboration with the parent/guardian and the student’s primary care provider, will establish an individualized medication administration plan for any students who must take medications at school.

All medications must be kept in the Health office. A responsible adult should deliver medications to the School in a pharmacy or manufacturer-labeled container When filling prescriptions, please request separate bottles for School and home When possible, a parent should meet with the School Nurse to deliver the medication. The School cannot store more than a 30 school-day supply of a student’s prescription medications. Non-prescription medications must be delivered to the school nurse in the original manufacturer labeled container.

Medications will be dispensed by School nursing staff or by School personnel who have been designated and trained in accordance with the School’s policy regarding delegation of medication administration.

The Health Director, in collaboration with the parent/guardian and the student’s physician, will also establish an individualized medication administration plan for any student requesting medication self-administration privileges The student will be involved in the decision-making process and the student’s preferences respected to the maximum extent possible In a collaborative effort, the Health Director together with the student, the student’s parent/guardian, and the physician will determine the student’s understanding of the student’s medication(s) and competency in the administration of the student’s medication(s). Based on this determination, the Health Director will allow or disallow self administration privileges in accordance with state and federal laws Controlled medications such as stimulants must be administered by the School nursing staff or their designees and may not be self-administered. The self-administration of medication(s) shall include self-administration while on School property or during School-sponsored trips. In the case of rescue medications such as epinephrine auto-injectors, a duplicate dose of life-saving medication provided by the parent will be stored at the Health Office. It is the sole responsibility of the parent/guardian to notify the School Nurse in order to update the student’s medication administration plan with respect to any medication(s), dosing revisions, and health status changes Misuse of the privilege to self-administer medication(s) will result in immediate revocation of said privilege(s). The School will not assume any responsibility for students not in compliance with this medication self-administration policy.

Non-Prescription Medications

Students are not permitted to carry over-the-counter medication at school. The School Nurse may provide students with certain non-prescription medications, as determined appropriate by the School Nurse, provided the signed permission and authorization form is on file with the School. If your student requires regular doses of medication, a Physician’s Order must be provided to the School, along with the appropriate parental authorization form.

Field Trip Medication Policy

In addition to the expectations set forth in this policy, families must complete a Medication Administration Form for Field Trips that identifies any medication, prescription and/or over the-counter that a student may require while participating on the trip The School is unable to administer medication to students on school trips unless the appropriate documentation

is on file and the medication is provided to the School Nurse in advance of the trip. Please contact the School Nurse or Health Director at least seven days before the scheduled departure date to discuss how and when the medication will be provided to the School. All medications must be received by the School five days prior to the field trip departure date

Discarding Medications

Medication not picked up within one week following the termination of the order, or the end of the school year, will be destroyed.

Medical Marijuana

The intoxicating effects of marijuana interfere with a student's ability to perform to the best of their ability. Therefore, even if marijuana is prescribed for medical use within the laws and regulations of the state of Massachusetts, students may not use medical marijuana or possess any related paraphernalia while on school campus or while attending any School-affiliated or School-sponsored events, whether on or off campus. The School treats the use of medical marijuana by students similarly to the way the School handles the use of other prescription medications: parental consent is required and the student must have a Medication Action Plan on file with the School Nurse covering the use of medical marijuana. Because the use of medical marijuana is subject to additional regulations beyond the regulations in place for the use of other lawful, prescription medications, students with a valid authorization to use medical marijuana may only use medical marijuana in their homes or in a medical treatment facility that permits such use; students may not use medical marijuana or possess any related paraphernalia while on the School campus or while attending any School-affiliated or School-sponsored events, whether on or off campus

If, in the School’s judgment, a student is impaired due to the influence of medical marijuana while at School or while participating in a School-sponsored or School-affiliated activity, the School may send the student home.

Alcohol, Drugs, and Nicotine

A student may not buy, sell, possess, or use alcohol or other unauthorized drugs or substances, including nicotine and tobacco-related products (including e-cigarettes and vapes), and/or any paraphernalia associated with the use of illegal drugs, alcohol or nicotine and may not intentionally misuse products that can act as inhalants, while enrolled at the School. Such conduct is also prohibited by all community members while on campus and at School sponsored events and activities The School provides information to parents and students about the health and social impact of drug, substance, and alcohol use and abuse. Students are prohibited from using medications, both prescription and over-the-counter, in any manner other than as prescribed or intended by the manufacturer.

Use of Tobacco and Nicotine Products

In addition to the restrictions above, and in accordance with Massachusetts law, all students, parents, visitors, or other members of the School community are prohibited from using any tobacco or nicotine products while on campus, participating in any School sponsored activities, or traveling via any School transportation. The prohibition on the use of tobacco/nicotine products also extends to the advertising or promotion of tobacco/nicotine products anywhere on campus, at School functions, and in School publications, as well as on clothing worn by students, parents, visitors, or other members of the School community on the School’s campus or at School-sponsored events.

For the purposes of this policy, “tobacco product” is defined as a product containing, made,

or derived from tobacco or nicotine that is intended for human consumption, whether smoked, chewed, absorbed, dissolved, inhaled, snorted, sniffed, or ingested by any other means including, but not limited to, cigarettes, cigars, little cigars, chewing tobacco, pipe tobacco, snuff, electronic cigarettes, electronic cigars, electronic pipes, electronic nicotine delivery systems, or any other similar products that rely on vaporization or aerosolization; provided, however, that “tobacco product” shall also include any component, part, or accessory of a tobacco product. For the sake of clarity, the prohibitions in this policy also extend to the use of electronic cigarettes and similar products, regardless of whether they contain tobacco or nicotine.

In addition to the disciplinary consequences set forth in this Handbook, violations of this policy may result in mandatory education classes on the hazards of using tobacco products

Parents’ Role in Alcohol/Drug Prevention

Parents are often concerned about the use of alcohol and drugs by students and the social acceptability of its use The following goals have been developed for parents as a guide for discussion and as a foundation for community agreement.

As parents we will:

• Become informed about the facts of alcohol and drugs so that we can discuss these substances credibly with our children.

• Develop and communicate to our children a clear position about alcohol and drug use.

• Promote and encourage social activities without alcohol and drugs

• Not serve alcohol to other people’s children who are under the legal drinking age or allow under-age people to bring alcohol or drugs into our homes

• Support School and law enforcement policies regarding the use of alcohol and drugs by young people.

• Request and endorse the implementation of comprehensive and meaningful alcohol and drug abuse prevention programs.

In addition we will:

• Take responsibility for our own children and be concerned for the welfare of the children of others

• Set a responsible example for our children.

• Attempt to resist peer pressure and encourage our children to do likewise.

• Help our children develop healthy concepts of themselves and effective problem solving, decision-making, and communication skills.

• Not sponsor or condone activities for our children that we are unable to control (such as parties with limited or no adult supervision).

• Communicate openly with other parents to establish a sense of community and to provide support in giving consistent messages to our young people.

The Lower School Psychologist and the Middle School Counselor are available for consultation with parents and students on a variety of issues, including drugs and alcohol.

Shady Hill School’s Food and Food Allergy Policies Food-Allergy Policies

Shady Hill is making an effort to create an environment that is “Tree Nut/Peanut Aware”, and therefore as safe as possible for students with life-threatening tree nut/peanut allergies. To that end, our goal is to give students with life-threatening tree nut/peanut allergies a chance to feel comfortable and the opportunity to be a part of and not excluded from special celebrations and activities within the school setting Therefore, we request that parents DO NOT send any kind of nuts to school.

Even with every effort being made, please be aware that Shady Hill cannot guarantee that items brought into the School have been prepared in a nut-free facility. Therefore, parents should educate and guide their children in eating any shared food.

Faculty and staff will be given a list of all students with life-threatening allergies. Classroom letters may also be distributed to families to make them aware if a student in their child’s class has life-threatening allergies.

The School Nurse will train faculty and staff bi-annually to notice symptoms of anaphylaxis and the proper utilization of Epi-pens and conduct food allergy education, either in the classroom or at divisional assemblies, as appropriate.

School-Wide Food-Safety Policies

• The School requests that parents DO NOT send food (lunch or snack) to school that contains nuts. This includes peanut paste, Nutella, all nuts and cooking oil containing peanut oil, as well as foods containing nuts.

• All food items brought to school for special snacks, birthdays, or other celebrations with the intent to share among classmates must be tree nut/peanut free. Food may be store-bought or homemade but MUST include an ingredient list. Please note that products may contain nuts unless the ingredient label specifies that it is nut-free and/or manufactured in a facility that does not process nut-containing products.

• Home-prepared items may be brought in for these special events with the expectation that families will make every effort to avoid cross-contamination at home with tree nut or peanut products and that a list of ingredients will be sent in along with the food item. Unlabeled food will not be served.

• All food items brought to school for special snacks, birthdays, or other celebrations with the intent to share among classmates must take into account other severe allergies and/or sensitivities (e.g sesame, gluten) when present within the student cohort. The School requests that parents send special snacks that can be enjoyed by all students.

• Gradeheads must be notified prior to any special snacks being provided to the classroom.

• An ingredient list must be provided for all food served at picnics, potlucks, and Parent-/community-sponsored events (including the Shady Hill Fair). Children are expected to be under the direct supervision of parents at these events

• Students should not share food with other students.

• Students and Faculty will wash hands before and after lunch with soap and water to be sure that allergen contaminants are not spread.

• The School will supply cleaning solution for tables.

• Prepackaged lunches are available to students who have forgotten their lunches.

Lower School Food-Safety Policies

• Upon a family’s request, a tree-nut/peanut-free and/or gluten-free table will be available in classrooms for students with allergies. Students may be joined at this table by other students as long as these students do not have products containing the allergens in their lunches

•

Middle School Food-Safety Policies

• Snacks for field trips will be tree nut/peanut free. The School will provide chaperones with lists of individual allergies, as determined appropriate by the School.

• Pizza Lunches are provided by parent volunteers who obtain pizza that is free of tree nuts/peanuts Gluten-free pizza is also available Parents serve dessert in individually wrapped, ingredient-labeled packages

• All food celebrations, including classroom breakfasts and bake sales, will be tree nut/ peanut free. Items must include an ingredient list or it will not be served.

Afterschool Food-Safety Policies

• A limited selection of snacks is offered by Afterschool staff

• Ingredient lists must be provided for all food served at picnics and potlucks Children

• are expected to be under the direct supervision of parents at these events.

•

Lice Management Guidelines

Our lice management guidelines reflect standard practice as recommended by the Centers for Disease Control, American Academy of Pediatrics, & National Association of School Nurses. They all recommend that students with eggs and/or head lice remain in school.

Lice are very common. No school is ever lice free, just like no school is free of head colds. Head lice do not cause disease and are not dangerous to a child. Children with head lice are not considered sick, nor is head lice considered a public health issue

The School is encouraging parents to do a monthly conditioner comb-out to check their children for head lice regularly throughout the year. This is because recent studies have shown that head lice have developed resistance to the most commonly used lice treatment products containing pesticides.

Multiple studies have repeatedly proven that school rarely is the place of lice transmission. The major mode of transmission is through direct head-to-head contact at sleep-overs, in close playing environments, and with relatives. Activities such as hugging, play wrestling, and sharing a bed all offer opportunities for lice to spread. Head lice live only on people and do not infest pets, homes, or schools. They are seen more often in very young children who play very closely together Although this strikes fear into the hearts of many parents, it is important to keep head lice infestation in perspective There is still a very strong, yet undeserved stigma regarding head lice in the U.S

Here at Shady Hill, we try very hard to deal with the cases we have each year in a matter of-fact manner that does not make the child feel ashamed or singled out. If at all possible,

and if families are willing to work with the School, we will make every effort to keep students in school. However, families who do not follow the School’s best practices for head lice management instructions will be referred to a professional lice treatment service before they are allowed to return to school.

The School will check any student reported by parents or staff to possibly have lice That family will be notified and given information about the eradication of head lice and an OMG Lice comb (if requested). Parents and caregivers of children with head lice are encouraged to check all family members and talk to the parents of their child’s playmates.

We want to work with you to deal with head lice Families who follow our best practices for head lice management instructions will not be excluded from school. Families who do not follow our best practices for head lice management instructions will be referred to a professional lice treatment service before they are allowed to return to school. The School is here to partner with families to develop a treatment plan and answer questions they might have about head lice and appropriate care.

Concussions

A concussion is a complex disturbance in brain function, due to direct or indirect trauma to the head, related to neurometabolic dysfunction, rather than structural injury. A concussion occurs when there is a direct or indirect injury to the brain and can occur with or without a loss of consciousness. Proper management is essential to the safety and long-term future of the injured individual.

Concussion Awareness: Concussions can result in transient impairment of mental functions such as memory, balance/equilibrium, and vision. Therefore all suspected head injuries should be taken seriously. Coaches, teachers, parents, teammates, and classmates are critical partners in identifying those who may potentially have a concussion. A student suffering a concussion may not be aware of the condition and/or may try to hide the injury (for instance, to stay in a game or practice).

The guidelines outlined below are intended to help ensure that students who experience concussions are identified, treated and referred appropriately, receive appropriate follow-up care during the school day, and are recovered before returning to full activity.

Concussion Information: Students, parents, coaches, and teachers at the School will be provided with information on the nature, effects, and appropriate management of concussions. The School requires all students and parents/caregivers to review the HEADS UP to Youth Sports: Online Training | CDC Injury Center annually.

ImPACT Test: ImPACT is a computerized exam used by schools across the country to diagnose and manage concussions ImPACT test results provide a baseline in the event of an injury consistent with a concussion to aid in further evaluation. New students in Grade VII must take a baseline ImPACT test before the start of the school year, as must all students in Grades VI and VIII (unless they were new in Grade VII). Any students who are diagnosed with a concussion will be required to take a post-injury test to help determine their readiness to resume normal activities

Student Concussions: During the school day, students who experience a bump, blow, or jolt to the head will be evaluated by the School Nurse or athletic trainer, using the U.S. Department of Health and Human Services Centers for Disease Control and Prevention

(CDC) checklist. The Health office will notify the family anytime a concussion evaluation is performed. Students who have symptoms consistent with a concussion will be referred to the health care provider of the family’s choice. Students who experience a bump, blow, or jolt to the head during athletics activities will be pulled from play for the day by the coaching staff Coaches will contact parents/guardians and will advise them to have the student evaluated by a health care provider The School strongly recommends that, in these situations, families utilize a health care professional with experience in diagnosing and treating concussions. In appropriate situations, School staff may accompany the student, by ambulance, to a hospital emergency department.

Returning to School/Play: After being diagnosed with a concussion, it is recommended that the student refrain from all physical activity and avoid screens for 48 hours after which the student is encouraged to return and participate in classroom and limited physical activities as tolerated. Families are expected to communicate with the Health Director on a regular basis concerning the student’s neuro-cognitive recovery and readiness to resume academic and physical activities. A support team consisting of the School Nurse, the Division Head, the Divisional Learning Resources Director, the gradehead and the Athletic Director will work in conjunction with the child’s family to coordinate accommodations as needed and a return to full academics and play according to school guidelines. Any modifications must be reasonable and consistent with the School’s academic program, as determined by the School at its sole discretion. Resumption of physical activity (including recess) will follow a graduated/stepwise process. Students diagnosed with a concussion must be cleared by a healthcare professional and “return to baseline” on their ImPACT cognitive testing prior to resuming full contact physical activity

As outlined in the medical leave policy, it may be necessary for the student to take a medical leave of absence to recuperate from the effects of the concussion. As in the case with all medical leaves, written clearance must be provided to the Health Director in advance of a student’s return to school.

Toilet Training

All students must be toilet trained by the time they begin school. This means they must be able to determine when they need to go to the bathroom and be able to express that need to a teacher They should also be able to deal with their clothing and their own toileting needs

Section 9—Student Support Services

Learning Resources

Through the use of a wide range of teaching and assessment methods, the School seeks to create an educational environment in which all students have an opportunity to thrive. The Learning Resources Department is intended to support and/or supplement classroom instruction when the need arises. Students may receive small group support both within and outside the classroom. Also, students may be tutored individually during or after school hours Additionally, the Director of Learning Resources and the School Counselor consult with teachers and the Division Heads to help support students who are experiencing academic and/or social-emotional difficulties.

Accommodations

The School does not discriminate against qualified applicants or students on the basis of

disabilities that may be reasonably accommodated. The School will discuss with families of applicants with known disabilities whether the School will be able to offer their children the appropriate accommodations to help them be successful at the School.

The School is committed to ensuring that students with disabilities are provided with equal access to the School’s programs and services, in accordance with applicable laws For students who seek additional support or curricular adjustments, the School requires documentation indicating that the student’s disability substantially limits a major life activity. Students who present the School with appropriate documentation of disability will be granted those requested academic accommodations that are supported by the documentation and considered reasonable in the School’s educational setting Any adjustments to the academic program would be made through an interactive process between the student’s family and representatives of Shady Hill. No waivers of academic graduation requirements will be granted.

Even after supportive services and accommodations have been put in place, a student may still not be able to fulfill the student’s academic requirements satisfactorily In such instances, the student’s gradehead teacher, Division Head, the Head of School, other school administrators, or other support personnel may decide that the accommodations put into place may not suffice to ensure the student’s success at the School. At that time, the Head of School, Division Head, or other School administrators will decide whether it is appropriate for the student to remain at the School.

Mental Health and Other Counseling

The School has on staff a Lower School and Middle School Counselor in addition to a Health Director. These Mental Health Professionals are available to speak with students to help facilitate educational, social, and emotional support, on an as-needed basis. They are part of a team of faculty members and administrators who collaborate with respect to students’ educational experience at the School. As part of this collaborative effort, the Mental Health Professionals may share information obtained from parents and students on a “need-to-know” basis with other employees of the School and a student’s parents. Please refer to the Confidentiality Policy in this Handbook for more information.

Should the School determine that it is in the best interest of a student to obtain services of a psychologist or other mental health professional not employed by the School, the Mental Health Professionals may assist in a referral for such services

The Directors of Learning Resources are available to consult with parents regarding evaluations for assessing students’ educational, intellectual, psychological, speech and language, and occupational therapy needs. The School maintains a list of referrals to assist families It is recommended that the results of such evaluations be shared with School personnel so that appropriate recommendations can be implemented.

Confidentiality

Members of the School community commit themselves to maintaining appropriate professional tact and discretion with regard to confidential information they receive However, confidential information may be disclosed to the Head of School, appropriate administrators, outside professionals, law enforcement officers, parent/guardians, and others when there is a compelling reason for doing so, including, without limitation, in cases of health and safety emergencies (when students or others are in imminent danger of harm); when there is concern about a student’s ability to function academically, emotionally,

physically, and/or mentally within the school environment; or when legal requirements demand that confidential information be revealed.

Child Abuse and Neglect Reporting

The School is committed to the highest standards of care for our students and seeks to ensure that our students are protected from inappropriate or hurtful actions by adults responsible for their care, as well as by anyone else who may mistreat a student. In accordance with Massachusetts law, all School employees are required to report suspected abuse or neglect of any student under age 18.

Massachusetts law requires School employees having “reasonable cause to believe” that a child has been abused or neglected to report such knowledge or suspicion immediately to DCF. Suspicion or belief may be based on factors including, but not limited to, observations, allegations, facts, or statements by a child, a victim, or a third party. Such suspicion does not require certainty or probable cause The responsibility to report rests both on the School and also on all School employees While a School employee may wish, and is indeed encouraged, to consult with the Head of School prior to making a report of suspected child abuse or neglect to DCF, all employees are required to report their reasonable suspicions to DCF, even if the Head of School may not agree with the employee’s concerns.

Section 10—Admission, Re-enrollment & Financial Information

Annual Enrollment Contracts and Re-Enrollment

Admission to Shady Hill is for one school year only, and the decision to offer re-enrollment is made annually. Re-enrollment contracts for current students are generally sent to parents or guardians in January for the next school year and are generally due in early February

Information regarding tuition, enrollment policies and payment policies accompany the enrollment contracts. Re-enrollment of a current student is contingent upon the student’s completion of the current school year in good standing academically, socially, and financially. The School may decide to deny any student the opportunity to re-enroll in the School.

In some cases, it may be determined that it is not in a student’s best interest to continue at the School. This difficult conclusion is only reached after extremely careful consideration. While parents are involved in this process, the School will make the ultimate decision and will assist, if possible, in the process of identifying an appropriate alternative school.

Families should understand that the School may not offer a re-enrollment contract for a student if the parents have been uncooperative or if their actions have in any way undermined the effectiveness of our faculty or employees, or if re-enrollment is not in the School’s or student’s best interests.

Family Leave

Any family considering an extended leave from the School should contact the appropriate Division Head and Director of Enrollment Management to discuss re-applying for admission.

Sibling Admission

Siblings of currently enrolled students must meet the criteria used for all applicants to predict success at Shady Hill, both academically and in relationships with peers

• Sibling applicants to Beginners have a priority timeline only—these students are evaluated early in the school year. Applications are due in October; student assessments occur in November, and we aim to share decisions by Winter Break. See www.shs.org/bsib for deadlines and necessary information.

• Sibling applicants to Grades K–VIII follow the deadlines and cycle for all applicants to their respective grades Admission decisions are made within the context of our overall goals for the individual grade and the community at large

The Admission Committee’s primary concerns are predicting success in our classrooms and building dynamic classroom communities. We retain flexibility in determining the relative weights of competing priorities and may deny admission to any applicant, regardless of affiliation to the School.

Separation from School

Written notice of withdrawal of the Student’s enrollment in the School must be received by the Director of Enrollment Management by May 1 as provided in your re-enrollment contract. Such cancellation will result in forfeiture of the deposit. After the May 1 deadline, as set forth in your enrollment contract, the obligation to pay the full tuition for the entire academic year, plus all other charges, will continue in full.

Student Withdrawal

Occasionally, it may be necessary for a student to withdraw from the School. For parent initiated withdrawals, parents should contact their child’s Division Head as early as possible, and by May 1, when considering a withdrawal. The obligation to pay the full tuition for the entire academic year plus all other charges is addressed in the enrollment contracts signed by families and generally described in the above Separation From School policy.

Tuition Insurance Plan

Information regarding an optional Tuition Insurance Plan is typically made available for families in January with the re-enrollment contracts for the next academic year.

Payment of Fees

The Business Office handles all financial transactions of the School. Payments for tuition and other incidental billings should be made via the FACTS account that each family is required to have. All questions regarding a family’s billing statement should be directed to the Director of Student Accounts/Assistant Director of Financial Aid.

As set forth in your enrollment contract, the following tuition payment plan options are typically available to families

Overdue Payments

Students for whom scheduled payments have not been received prior to the beginning of the school year will not be allowed to attend school, unless a written agreement has been reached with the CFO Students may be subject to immediate suspension if the scheduled

payments have not been made when due. A late charge of 1.5% per month on the unpaid balance will be assessed on all past due amounts Balances unpaid as of June 30 may cause a student’s space in the fall to be forfeited.

In order to participate in graduation ceremonies, Grade VIII students must have account balances paid in full by May 15. Also, the School will not mail any student records when there is a past due balance (greater than 30 days), and any student records picked up at the School will be stamped with the wording “FINANCIAL OBLIGATIONS UNMET.”

Families should refer to the enrollment contract for more information about consequences for delinquent student accounts

Supplies and Payment for Lost Items

Our tuition is structured to include the cost of most supplies and books. Some books are loaned to students for the year, and students are expected to return them in good condition or a charge will be made On occasion, students are asked to pay for equipment or supplies for individual projects The School stresses the conservation and care of materials and appreciates parent support in this area.

Students are given several written notices before the end of the school year about library and classroom books, school-owned sports equipment, clothing, and locks, all of which must be returned by the end of the year Students will be charged for unreturned school property and parents billed accordingly Final reports may be held until students have returned school property or paid for lost items. All obligations must be met by the last day of school.

Financial Aid

Approximately 20% of families receive need-based financial aid grants toward tuition. Financial aid is available to families in a wide range of financial circumstances, and grants vary in size. Award size is determined by demonstrated need, and we use a third-party service to evaluate financial need via objective standards

Awards are granted annually, and families must reapply each winter for the following academic year. We are committed to continued support of returning students—financial aid grants will reflect demonstrated need as long as a student is enrolled. The annual re-application process enables us to review any shift in circumstances. Families seeking to renew financial aid must update their financial aid application and submit tax materials for annual review

To appeal a financial aid decision, please contact the Director of Enrollment Management or the Director of Student Accounts/Assistant Director of Financial Aid.

When a student enters Shady Hill without financial aid from the School, it is expected that the family will not need financial aid for the duration of the student’s tenure at Shady Hill, unless there is a significant, documented shift in financial circumstances

To discuss a new financial-aid application or for questions regarding a current financial aid award, please contact the Director of Enrollment Management. Families currently receiving aid should contact the Director of Student Accounts/Assistant Director of Financial Aid with any questions

Section 11—Technology Policies

Section 11 groups together the School’s expectations regarding technology This includes the policies on devices and online behavior and the School’s Student Acceptable Use Policy. For students to use the School’s computers and technology, families must sign a form based on these policies This form is entitled the Acceptable Use Policy (the “AUA”), and it is distributed to students during the first days of school. Students review and discuss the agreement with their family and then return a signed form to the School. Please note that these policies and the AUA are not intended to create, nor do they create, a contract or part of a contract in any way, including, but not limited to, between the School and any parent, guardian, or student affiliated with or attending the School.

Student Use of School Telephones and Cell Phones

We encourage students not to bring cell phones to campus. If a student must bring one, the device must be off (i.e., the power is off, and the device is not merely set to “vibrate”) and stored in a backpack during the day Unauthorized use of cell phones or other electronic devices to make or receive telephone calls is not permitted at any time at the School. Use of such mobile devices to retrieve or send information is allowed, with faculty permission, in classrooms.

In addition, the School prohibits students, parents, and School community members from using cell phones or other electronic devices to record (video, audio, or otherwise) the School environment without express permission from the faculty member supervising the class, activity, or other School-sponsored event.

Should a student need to use a cell phone, the student is expected to request a teacher’s permission and stay with that adult while using the cell phone. Accordingly, we ask that parents refrain from communicating with their children via text or voicemail during the day.

Rather, messages of an urgent nature can be relayed to students via their gradehead and/ or the Front Desk. Students may use the telephone at the Front Desk for emergencies or to call home about transportation or homework.

Student Use of School Mobile Devices

The School provides access to mobile devices for student use These mobile devices serve as valuable tools for students, providing equitable access to resources that students will need to complete assigned work. All mobile devices are expected to be used for academic purposes only.

Students in grades I and II will have use of an iPad. Students in grades III-VIII will have use of a Macbook Air laptop These devices are owned and configured by the School and are intended to support the educational program. All school devices are content-filtered by the School and are enrolled in a management console which allows for the installation of apps that are identified for classroom use by teachers.

If a School-owned device experiences any technical difficulties during the school year, please contact the student’s gradehead. Please ensure that your student takes proper care of the device by not eating or drinking around it. Please also help avoid dropping it or stringing the

power cord across a walkway creating a tripping hazard that might cause the device to be pulled off a table accidentally.

At the end of the school year, the device will need to be returned to the School. If any of the items are damaged due to negligence, lost, or not returned, families may be responsible for the replacement value of the item.

e-Safety Policy

The School sometimes incorporates online and remote learning programs in its curriculum and program. The purpose of this e-Safety policy is to help ensure a safe, secure, and supportive online and remote learning environment for students, employees, and all members of the School community, consistent with the School’s standards, mission, policies, and protocols should that be necessary The School strives to create such an environment while also making it as effective and user-friendly as possible At all times, however, the School’s online and remote learning environment is subject to the requirements and limitations of the School’s online and remote learning technology.

This e-Safety policy is intended to work in concert with the School’s other rules and policies, including those set forth in this Handbook. Students and parents are, therefore, expected to continue to comply with all School policies and standards of academic and social behavior as stated in the Family Handbook and elsewhere, including, but not limited to, the School’s Acceptable Use Policy, and policies related to bullying, cyberbullying, and interpersonal misconduct. This policy sets forth additional, modified, and/or clarified expectations for the School’s online and remote learning environment.

• Dress Code: When visible in the online and remote learning environment, and in any related interactions, students are expected to be appropriately dressed, which requires that students adhere to the dress code policy as stated in the Handbook/adhere to a modified dress code as stated herein.

• Cyberbullying and Online Conduct: When participating in the online and remote learning environment, and in any related interactions, it is of the utmost importance that students maintain and model the highest standards of conduct, respect, and integrity, including by refraining from any activity that might constitute or contribute to cyberbullying or other prohibited interpersonal conduct.

• Chat Functions: Students are expected to use any chat functions in an appropriate and respectful manner.

• One-On-One Interactions: School faculty, staff , and administrators may provide virtual one-on-one meetings with students as appropriate. The School may seek to limit one-on-one interactions to those necessary to support the academic and social well-being of students and families

• Recording: Online and remote learning sessions and communications should not be considered confidential and may be recorded. One-on-one sessions and group sessions may be recorded in the event of an absence or other faculty-decided purpose. Students are prohibited from (a) recording any part of any online and remote learning program, and (b) sharing, broadcasting, and/or making public any materials created or recorded by the School, its employees, or anyone else in relation to the School’s online and remote learning programs

• Risk Management: All members of the School community are responsible for maintaining a safe online and remote learning environment. In that spirit, while the School will strive to support and ensure students’ safety in the online and

remote learning environment, students and their families are also expected to employ appropriate safeguards and manage risks appropriately.

Bringing Personal Devices From Home

In the event that a student has a particular learning need not adequately supported by the School’s computer resources, reasonable accommodations may be made, such as bringing a personal device to school. Upon approval by the Middle School Head and the Director of Learning Resources, reasonable accommodations will be made on a case-by-case basis, and will be informed by documented assessments of the individual student’s learning needs

The School will not be held responsible for loss, theft, or damage that may occur to any personal electronic device. Personal devices will be used to support learning needs and must be stored securely when not in use.

Email

The School provides students with an email account in Grades III-VIII, which should be used only for School-related communication (e.g., contacting and receiving information from teachers, submitting homework and assignments, transferring files to and from School, etc.). Students are expected to comply with the policies outlined in the School’s Acceptable Use Policy when using their School-issued email account.

Social Media

The School recognizes that some students seek to use social networking websites, Internet bulletin boards, blogs, chat rooms, and other online resources or websites, such as TikTok, Facebook, Twitter, Instagram, Pinterest, Shutterfly, Wikipedia, etc and collectively referred to as “Social Media.” Whether or not a student chooses to use Social Media is a decision the student should make in consultation with the student’s family. However, to the extent that students, parents/guardians, or members of the school community represent the School to each other and to the wider community, participation in such Social Media should be done responsibly with a mind toward how both the forum where one chooses to participate and the content posted reflect on that person individually and on the School.

Moreover, issues concerning respect for the privacy of students, copyrights, trademarks, and confidentiality of sensitive information are all important to understand before participating in Social Media.

With the foregoing in mind, the School encourages students and parents to create an atmosphere of trust and individual accountability when accessing Social Media and the School’s network. Students are expected to comply with the guidelines outlined in the School’s Student Acceptable Use Agreement regardless of whether they are using School provided equipment or their own personal devices.

Sexting and Sexually Explicit Material

The School prohibits students from creating, requesting, sending, or possessing any written message, image, or video that contains explicit representations or references to sexual conduct, sexual excitement, or nudity. Massachusetts law prohibits anyone (regardless of age) from disseminating obscene or pornographic images of minors, and the School may contact law enforcement should any student violate this policy.

Artificial Intelligence/Chat GBT

The School understands that Artificial Intelligence (or “AI”), particularly generative AI (e.g., ChatGPT), is a rapidly evolving technology that will require considerable review and discussion with regard to its appropriate use in the educational context. Artificial Intelligence has limits and does not always lead to better work or substantive learning. Consistent with this policy, students may use certain AI tools to help develop their work, because these tools can supplement the student’s thinking and improve their work in certain cases. The use of Artificial Intelligence is not necessarily a form of Academic Dishonesty when students (1) have proper permission for the use of AI; and (2) properly acknowledge their use of the tool. On individual assignments, teachers may encourage or prohibit the use of AI tools. The use of AI tools will be treated as Academic Dishonesty only when students do not acknowledge their use or use these tools when specifically prohibited for a given assignment. As the technology continues to evolve, the School will continue to evaluate and refine its policy on the use of AI by students.

The following pages detail the School’s Student Acceptable Use Policy regarding technology.

Student Acceptable Use Policy

The use of technology provides valuable opportunities for research and curriculum support. The primary purpose of technology use at SHS is to support the educational objectives of our academic program.

Shady Hill students are expected to remember that any exchange of information within this community must be made in line with the School’s general standard of conduct. While all of those rules apply to situations involving technology, we feel it is helpful to offer greater detail and specificity about the expectations for students’ use of technology at school. Whether physically on campus or off-campus, whether during the school day or at night, on vacation or at any other time while enrolled at the School, whether linked to the School’s network from in school or from a remote location or not at all, or using their own personal computer or communication device on or off campus, students are expected to comply with this Acceptable Use Policy and any applicable policies and procedures as long as they are enrolled at the School, as set forth in this Handbook and as further described below.

The School may monitor the activity and contents (including email, documents, and other files) of computers and other electronic devices and School-managed online accounts on campus and/or that may be connected to the School’s network, to ensure student safety and that the guidelines are being followed. The School has the right to review any and all electronic files and messages at any time. There is no expectation of privacy with regard to information stored on the SHS network, the Google Apps for Education site, and School issued laptop computers The School may review personal electronic devices in the event of an investigation of a disciplinary and/or bullying incident, in order to protect the safety and/or wellbeing of the School community, or as otherwise deemed appropriate by the School. Students should not expect privacy on any personal electronic devices brought to school.

The School expects students and families to adhere to the following guidelines. The examples below are just examples and are not an all-inclusive list of requirements and possibilities

Personal Internet Safety

• Do not give out personal contact information about oneself or anyone else, such as your name, age, address, phone number, location, or email address

• Do not communicate with or make plans to meet a stranger.

• Tell a teacher or another adult if you receive any message that is threatening or otherwise makes you uncomfortable.

• Never give your password or another person’s password to someone else, with the exception of parents/guardians and teachers.

Plagiarism and Copyright

• Do not plagiarize. This includes all printed and electronic information. Plagiarism is taking the ideas or writings of others and presenting them as if they were one’s own. Copyright infringement occurs when a work that is protected by a copyright is inappropriately reproduced.

• You must cite any source you use from the Internet. This includes listing the URL for pictures you use.

Inappropriate Language, Photographs and Cyber-bullying

• Do not use obscene, profane, vulgar, rude, inflammatory, threatening, disrespectful, or otherwise inappropriate language, images, or gestures.

• Do not engage in personal attacks, including prejudicial or discriminatory attacks

• Do not knowingly or recklessly post false or defamatory information about a person or a school. Defamatory information includes lies about a person or anything that would hurt that person’s reputation.

• Do not send any written message or image that contains explicit representation or references that are sexual in nature.

• Do not engage in cyber-bullying or harassment, in violation of the School’s Bullying Prevention and Intervention Plan (see Appendix B) and related policies.

Inappropriate Access to Material

• Do not access or try to access network resources not intended for students.

• Do not use the network or School-issued mobile device to access material that is profane or obscene (pornography), that advocates illegal acts, or that advocates violence or discrimination towards other people (hate literature).

• Tell the teacher if you have mistakenly accessed inappropriate information.

Impermissible Activities

• Do not attempt to log in through another person’s account, to access another person’s files, or to impersonate another user Do not alter electronic communications to hide your identity

• Do not make deliberate attempts to disrupt technology systems or destroy data by spreading viruses or by any other means.

• Do not access, change, delete, read, damage, or copy any file, program, or account that belongs to someone else without permission.

• Do not use the network for illegal or commercial activities

• Do not access or attempt to access inappropriate information on the Internet such as (but not restricted to) sites that bypass filtering, promote hate or violence, or sites with sexually explicit or graphic, pornographic, or obscene material.

• Do not alter SHS laptop configurations

• Do not disclose confidential or proprietary information related to the School or recklessly disregard or distort the truth of the matters commented on.

• Do not intentionally vandalize, steal, or cause harm to any School-owned equipment. Vandalism means any malicious attempt to harm or destroy data of another user, Internet, or other devices or networks. This includes, but is not limited to, the uploading or creation of computer viruses, attempts at gaining unauthorized access, changing hardware or software settings, or changing online materials without permission.

Respecting Resources

• Use technology only for educational activities (classroom activities, project research) and limited, high-quality, academically focused exploratory activities (supervised).

• Use technology in ways directed by the teacher.

• Follow the pace of the class and do not use technology to distract yourself, the teacher or other students.

• Do not download, access, or play games from the Internet without permission from the teacher

• Obtain the permission of the Technology Department before (a) downloading large amounts of text or data, (b) downloading or installing any software, (c) subscribing to a discussion group or mailing list, or (d) removing any School-owned computer equipment (including work cables, keyboards, or any other components) without express permission.

• Do not post chain letters or engage in “spamming ” Spamming is sending an annoying or unnecessary message to a large number of people

• Do not use the network for commercial purposes Do not buy or sell anything on-line

• Do not access chat rooms unless as part of an approved and supervised activity with your teacher.

• Do not access Internet social networks (Example: Instagram, Facebook, etc.) unless it is for authorized classroom use.

• Do not post material to sites outside of the School network or the School’s Google Apps for Education site without prior approval from your teacher.

• Do not use cell phones or other personal electronic communication devices or methods during classroom time, without the express permission of the teacher

• Do not create or use a mobile hotspot on the School campus.

• Do not deliberately disrupt or attempt to disrupt the software or hardware of the School network.

• Do not be “friends”, “follow” or otherwise directly connect via online networks and services, with any School employee on any social networking site that is not used primarily for educational purposes. If a student is contacted by a School employee via non-School channels for non-educational purposes, the student

should immediately notify the student’s gradehead or a trusted adult.

Students should understand that:

• the use of inappropriate language, harassment, and disrespectful comments in email, texting or a chat room, or on a website or social networking site from either inside or outside the School, and whether during the school day, after hours, or during vacation time, as long as a student is enrolled at the School, is prohibited;

• there is no guarantee of privacy associated with their use of the School’s technology resources. Students should not expect that email, voicemail, or other information created or maintained on the School’s network, School-issued devices, or School administered services (even those marked “personal” or “confidential”) will be private, confidential, or secure The School has the right to access and monitor both student owned and School-owned computers and communication devices connected to the School’s network. Each student consents to the School’s right to view and/or monitor the School’s network and all of its associated accounts;

• they will be held accountable for unattended accounts, and for use of their computer or communication device, if such equipment is left unattended and/or used by another individual; and

• Students should understand that they are responsible for following these rules. If a student does not follow these rules, and if use of technology on or off campus negatively impacts the educational or psychological experience of a student enrolled at the School, the student may face disciplinary action.

Parents/guardians should understand that:

• it is the responsibility of all parents/guardians to read this policy and discuss it with the student;

• teachers and administrators will strive to help students understand this policy at a level that is appropriate to their age and maturity; and

• if a student damages the hardware or software of any School-owned technology, the parent/guardian may be responsible for paying for the repair or replacement of that technology.

The School may:

• access, view, monitor, and track any information or communication stored on or transmitted over the School’s network, on or over equipment that has been used to access the School’s network, or School-issued devices, or School-administered accounts and services, and under certain circumstances, it may be required by law to allow third parties to do so. In addition, others may inadvertently view messages or data as a result of routine systems maintenance, monitoring, or mis-delivery; and restrict the material accessed and not permit electronic devices to be used for anything other than educational purposes

Security

Security on any computer network is a high priority, especially when the system involves many users Students must notify a system administrator if they are aware of a potential security problem. Students should not demonstrate the problem to other users. Any user identified as a security risk or having a history of problems with other computer systems

may be denied access to the School’s network.

Reporting Violations

Students are expected to assist in the enforcement of this policy If a student suspects a violation of this policy, or if a student feels nervous or uncomfortable about another School community member’s use of technology, the student should immediately report the student’s suspicions, feelings, and observations to a faculty member or an administrator.

Sanctions and Discipline

Students found to be in violation of this policy may be subject to discipline including, but not limited to, the loss of computer privileges, suspension, and dismissal from the School. Some violations may constitute criminal offenses as defined by local, state, and federal laws, and the School may initiate or assist in the prosecution of any such violations to the fullest extent of the law

Section 12—Student Interpersonal Relationships

The School is committed to providing a safe and healthy learning environment for all members of its community. Such an environment precludes behaviors that are disrespectful of, and physically and/or emotionally harmful to, others. All members of the School community play important roles in maintaining these standards and intervening, as appropriate, when they witness or otherwise become aware of behavior that conflicts with community standards

Awareness and acceptance of individual identity are central tenets of the School. The School expects all members of the School community to treat others with civility, respect, and dignity and to interact (whether in person or electronically) respectfully and appropriately.

Before acting, students should give careful consideration to how their communications –whether through words, appearances, actions, or otherwise – may negatively impact others. All students are valued members of the School’s community, which presents unique opportunities to develop lasting partnerships with peers, faculty, and staff. The School strives to help students develop such close connections. However, the School expects these relationships to be appropriate and healthy The School endeavors to promote this through education, intervention and restorative practices With these goals and interests in mind, as well as the legal requirements of the Commonwealth of Massachusetts, the School has established policies to help students manage these interpersonal relationships safely and appropriately. Students and parents/caregivers are encouraged to communicate with the Head of School, Division Heads or the Mental Health Professionals with any questions or concerns regarding these policies The School believes that open communication about these sensitive topics is integral to preventing serious misconduct from occurring and essential to fostering a culture of personal responsibility, mutual accountability, and positive peer leadership.

The School recognizes that sexuality is a normal part of human nature, and its discovery is often a part of adolescence. However, any level of sexual intimacy can bring with it physical, psychological, and emotional challenges that can be overwhelming to students Therefore, the School does not endorse or condone sexually intimate activity by or among students and

advocates postponing sexual intimacy until students are past adolescence. Middle School students are taught about sexual intimacy and consent as part of our curriculum.

By law in Massachusetts, there can be no consent to sexual activity for people under the age of 16. The School prohibits and is obligated to report sexual activity that violates the law The School encourages parents/guardians to be familiar with the laws in Massachusetts https://www.mass.gov/info-details/massachusetts-law-about-sex . Sexual activity, of any and all kinds, is prohibited between any student or applicant and any School employee.

Student Interpersonal Misconduct

The School does not tolerate verbal or physical behavior that constitutes bullying (including cyber-bullying), harassment, discrimination, hazing, sexual assault, and sexual harassment (collectively referred to as “interpersonal misconduct”). Shady Hill is dedicated to preventing interpersonal misconduct by fostering a positive school culture and providing a curriculum that encourages social skills development. We work to enhance students’ abilities to develop healthy relationships and to take proactive action when they witness or experience any form of interpersonal misconduct. The School is also committed to promptly addressing any behavior that impedes the learning of any student.

Any student who has witnessed an incident of interpersonal misconduct, or who otherwise has relevant information about conduct prohibited by the School, is expected to report the matter promptly (either orally or in writing) to the Head of School, Assistant Head of School, a Division Head, Director of Student Life or any other administrator, faculty or staff member with whom the student is comfortable speaking. Likewise, parents are strongly urged to report any concerns related to interpersonal misconduct to the School. The School cannot promise absolute confidentiality to those reporting interpersonal misconduct as there may be a need to share information during an investigation or otherwise; however, the School will disclose such information with discretion, on a need-to-know basis

The School will generally respond to and investigate a complaint of interpersonal misconduct consistent with the process set forth in the School’s Bullying Prevention and Intervention Plan, which is included as Appendix B. The Head of School (or the Head of School’s designee) will determine any appropriate disciplinary action for a student who is found to have committed an incident of interpersonal misconduct.

Section 13—Discipline Guidelines

These Guidelines are based on the School’s philosophy and principles regarding good character, and reflect the School’s commitment to providing a safe and healthy environment for students. The School strives to promote effective and caring communication among faculty, students, and parents that supports students in their personal growth and provides room for a young person to make mistakes and learn from them. The guidelines in this section apply to all conduct by students, whether on or off campus, as long as they are enrolled at the School.

As a School, we want to work with families in changing behaviors in students that interfere with the learning climate or pose problems of safety for students. Occasionally, students need to be reminded about expectations and consequences of behavior Both expectations and consequences are age and developmentally appropriate Students are expected to show

respect for each member of the School community. The faculty and administrators seek to help students learn how to manage their behavior productively, and problem solve constructively. In the case of a behavioral infraction, this process typically involves, among other steps, student reflection upon a behavioral infraction and possible consequences from a teacher or administrator The School practices a range of disciplinary actions including but not limited to restorative practices, warnings, in-school suspension, out-of-school suspension, and, in very rare instances, dismissal. The goal is to help each student understand what type of behavior is expected, learn to assume responsibility for their actions, and make any necessary repairs. Students who choose to remain present when other students are engaging in misconduct may also be subject to disciplinary action. The School may contact parents to address both minor and more serious instances of misconduct at any stage of the discipline process

Students should be aware that they represent the School community at all times, both on and away from campus. While it is not the School’s intention to monitor students in all of their off-campus activities, the School may take disciplinary action, including suspension or dismissal, in response to inappropriate conduct occurring outside of campus. While adherence to School policies and rules is expected, student health and safety are more important than discipline. Therefore, a student should not refrain from seeking help for fear of discipline by the School. We reiterate that we expect students to promptly report to a School employee any incident where the health or safety of a student may be at risk.

Disclosure to Next Schools

The School works closely with students and families to support all parties’ honest reporting of disciplinary matters to next schools. When a student applies to a next school, it is the obligation of the student and the student’s parents to notify such school about whether the student has ever been suspended or dismissed from, or experienced any significant change in status, at Shady Hill. If a student’s disciplinary status changes after applying to or being accepted to a next school, Shady Hill may communicate with any secondary or next school, or any other educational institution, regarding the student’s disciplinary record.

Disclosure to Community

For purposes of providing an opportunity for the student body to learn and grow, information about disciplinary consequences or other corrective action will be shared with the School community as deemed appropriate by the Head of School. Such announcements may be made in person, by electronic communication, or otherwise.

Appendices

Page 67 APPENDIX A: Shady Hill School Glossary

Page 70 APPENDIX B: Bullying Prevention & Intervention Plan

APPENDIX A—What Does That Mean? A Shady Hill School

Glossary

AFFINITY GROUPS: Groups that provide a supportive space for community members

who share common identities and/or experiences. Shady Hill has two kinds: affinity groups run by DASH for parents/caregivers as well as faculty-led affinity groups for students.

APPRENTICE: An adult learner and participant in the graduate-level teacher residency program in the Teacher Training Center (TTC), earning licensure and a master’s degree if desired. In the fall term, each apprentice works with a Directing Teacher on the Shady Hill faculty. In the spring term, apprentices may continue their program at Shady Hill or at a public school with which we partner to complete their practicum with a Directing Teacher. A Directing Teacher (DT) is licensed to teach in Massachusetts. Apprentices who are master’s degree candidates may also take courses at Lesley University or Boston University

STUDIO SPACES : Trimester-long courses in the arts, available on an elective basis to students in Grades VII and VIII.

ARTS LOOP: The driveways at the west end of the campus by the Art Studios and gym. Parents drop off and pick up students in Grades I-VIII here, with a few exceptions, and the buses also drop off and pick up here This driveway is accessed by the entrance at 56 Coolidge Avenue

ASSEMBLY HALL: The large room in the Administration Building where assemblies and special performances are held.

BEEHIVE: The two-story building at the south edge of campus. It is home to the library, World Language Department, Equity Office, Technology, and Middle School Counselor and Director of Student Life offices

BEGINNERS: Our pre-Kindergarten class of four and five year-olds.

BIRTHDAY BOOKS: Birthday Books are a way for students to share their love of their favorite books Each year during their birthday month, students are invited to choose a book from the Library that is special to them. Librarians affix a special bookplate with a student’s name and birthday in the front of the selected books. Over the course of many years, children will be able to see how their reading interests have changed and developed. The librarians recommend that families of Beginner and Kindergarten students come to the Library with their child before or after school to help them choose a Birthday Book.

CENTRAL SUBJECT (CS): The yearlong study around which a class focuses its work in history, literature, geography, and writing Current Central Subjects are: Grade III: Whales and Whaling; Grade IV: Ancient Greece; Grade V: Modern & Ancient China; Grade VI: Africa; Grade VII: The Early American Experience; and Grade VIII: Democracy and Immigration in the United States.

CHILDREN OF COLOR LUNCHES (COCL): Children of Color Lunches occur in grade-level clusters Students who identify as children of color may choose to attend. 67

CLASS PARENT: A parent who acts as a liaison between the parents of a gradehead section and the gradehead and represents the parents of the class on the Parents Council.

DEPARTMENT TEACHERS: Teaching faculty who are not directly tied to a grade level or Central Subject (i.e., Language, Math, Music, Science, Wood Shop, Computer, Movement/Athletics, Art, Library and Learning Resources).

EQUITY LIAISONS: Equity Liaisons work in partnership with the Director of Equity and Inclusion and Assistant Director of Equity and Inclusion to help support diversity, equity and inclusion initiatives in the School.

DIVISION: Administrative grouping of grades The Lower School Division is Beginners through Grade IV; Middle School Division is Grades V-VIII.

DIVISION HEAD: The administrator in charge of a Division. Lower School Interim: Dr. Leesa Mercedes; Middle School:Chia-Chee Chiu.

FIVE-STAR DRESS: Clothes for special occasions This standard generally means that children will wear clothing that their families deem appropriate for a more formal occasion.

FLEX WEEK: The week before April Vacation, this week offers teachers freedom to explore subjects as well as gives classes the chance to experiment and study a new topic in depth and over an extended time Frequently, students of different ages will work together during Flex Week.

FRONT CIRCLE: The area at the end of Coolidge Hill nearest to the Administration Building. The address is 178 Coolidge Hill. This area is used for drop-off and pick-up of Beginners and Kindergarten students and short-term visitor parking after 8:45 AM. All students with planned late arrivals or early dismissals should be dropped off and picked up at the Front Circle

FRONT DESK: The reception desk on the main floor of the Administration Building

From 7:45 AM until 4:45 PM, it’s the hub of a great deal of activity during the day. Phone: (617) 520-5260 Email: front.desk@shs.org.

GHOST: A game that is an institution at Shady Hill. It’s a dodgeball type game played by third graders and up on the Ghost Court behind the Beehive

GRADEHEAD: A student’s primary classroom teacher and a parent’s first point of contact.

THE GREEN: The grass square outside the Assembly Hall with a flagpole in the center. Walking on The Green is reserved for special occasions

GSA: The Middle School’s Gender-Sexuality Alliance

THE HUB: The building that is home to ten math and science classrooms, the Math and Science Departments, a digital-arts studio, a digital-fabrication lab, a makerspace studio, and in the afternoons, the Afterschool Program. It adjoins the Gym.

LOWER SCHOOL COMMONS (LSC): Large room at the eastern end of the Beginners Building. Used by the Afterschool Program for younger students.

MEETING ROOM: This is the room near BB&N at the far left end of the Third Grade Building, accessible from the Front Circle

PARENT COMMUNITY EVENTS: A variety of activities throughout the year that helps to bring the community together.

PARTNERS: Typically, a Middle School class will partner with a Lower School class for a variety of activities, meeting at least once a month throughout the year.

PEDESTRIAN PATH: The path running from Coolidge Avenue on the south side of the Head’s House, through the Arts Courtyard, and onto campus Adults may use this path when parking on Coolidge Avenue. People should never walk or bike down the main entry road at 56 Coolidge Avenue.

PIZZA LUNCH: Organized by parent volunteers, Pizza Lunch is free for students in Grades IV–VIII on several designated Fridays throughout the year Pizza Lunch includes gluten-free options, fruit, and dessert. The dates are announced via email in the Weekly Friday Update.

RAINBOW KIDS: A student affinity group with lunch-time meetings for students with LGBTQ+ family members. It is optional and open to students in Grades I–VIII.

SECTIONING: The process by which students are assigned to the next grade’s class sections.

THE SHADY HILL FUND (a.k.a. the Annual Fund): The Shady Hill Fund is the major fundraising effort in support of the School’s operating expenses. Parents, alumni, faculty/ staff, grandparents, former parents, and friends generously donate to the Fund each year

SHS: A common abbreviation for Shady Hill School.

SCHOOLPASS: The platform we use to simplify and secure dismissal, attendance, after school programs, bus registration, and visitor management. Parents use the SchoolPass app or web portal to manage and keep the school informed of student arrival and dismissal plans

SERVICE LEARNING: A method of teaching that deepens classroom learning by integrating service to others through opportunities for authentic and meaningful work, reflection and growth.

THEMATIC STUDY (TS): A Lower School unit of study similar to our Central Subjects, but of shorter duration and tailored to younger students

TTC: The Teacher Training Center (TTC) is a one-year, graduate-level teacher preparation program in which apprentice teachers are mentored by licensed master teachers in classrooms at Shady Hill and/or a local public school with which Shady Hill partners Some also enroll at Lesley University or Boston University for a master’s degree in education. Through their classroom apprenticeships and coursework, apprentices earn their initial license from the Massachusetts Department of Elementary and Secondary Education.

APPENDIX B: Bullying Prevention and Intervention Plan

I. Introduction

We expect individuals to behave in a manner consistent with the mission of Shady Hill School (the “School” or “Shady Hill”) and we teach values explicitly Our rules are in place

to help foster and maintain a safe and trusting community to keep students physically and emotionally safe. We seek to ensure that students do not jeopardize their own safety or wellbeing, or that of others. We strive to cultivate an environment where behavior does not impinge on learning General principles of respect guide all behavior on campus: respect for one’s self, respect for others, and respect for the environment. Parents and guardians are expected to support the School in the enforcement of rules and behavioral expectations It is the policy of the School to provide and maintain a learning environment that is free of bullying, cyber-bullying, and any other verbal, physical, or emotional misconduct that disrupts the learning environment and makes it unsafe.

The Shady Hill School Bullying Prevention and Intervention Plan (the “Plan”), set forth below, is published in response to the Massachusetts law against bullying and is an integral part of our efforts to promote learning and to prevent behavior that can impede the learning process. Our plan spells out Shady Hill’s approach to addressing bullying, cyber bullying, and retaliation.

The School recognizes that certain students may be more vulnerable to become targets of bullying, harassment, or teasing based on actual or perceived characteristics, including race, color, ethnicity, 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

It is important that this Plan be well understood by all members of the Shady Hill community. The Head of School is responsible for the implementation and administration of this Plan. Questions and concerns related to this Plan may be referred to the Head of School, Assistant Head of School or one of the School’s Division Heads.

II. Policy Against Bullying, Cyber-Bullying, & Retaliation and Legal Definitions

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

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

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

In order to ensure clarity in this document, definitions for key terms are provided below The definitions are drawn from the Massachusetts law against bullying.

Aggressor: A community member who engages in bullying, cyber-bullying, or retaliation towards another person.

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

• causes physical or emotional harm to the target or damage to the target’s property;

• places the target in reasonable fear of harm to their self or of damage to their property;

• creates a hostile environment at the School for the target;

• infringes on the rights of the target at the 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 any electronic communication, including, but not limited to, any transfer of signs, signals, writing, images, sounds, data, or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo electronic or photo optical system, including, but not limited to, electronic mail, internet communications, instant messages, or facsimile communications Cyber-bullying also includes: (a) the creation of a web page or blog in which the creator assumes the identity of another person, and (b) the knowing impersonation of another person as the author of posted content or messages, if the creation or impersonation constitutes bullying conduct as defined above. Cyber-bullying also includes the distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons, if the distribution or posting results in any of the conditions included in the definition of bullying

Faculty/Staff: Faculty/staff members include, but are not limited to, educators, administrators, counselors, school nurse, custodians, athletic coaches, advisors to extracurricular activities, support staff, and paraprofessionals.

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, witnesses, or has reliable information about bullying.

School Grounds: Any property on which a Shady Hill building or facility is located or property that is owned, leased, or used by Shady Hill for a School-sponsored activity, function, program, instruction, or training.

Target: Any student against whom bullying, cyber-bullying, or retaliation has been perpetrated.

SHS Community Expectations and Legal Definitions: It is important to bear in mind that higher standards of behavior may apply under Shady Hill’s policies as we aim to prevent inappropriate verbal or physical conduct before it becomes bullying as defined under the law.

For example, although the law defines bullying as “repeated use” of certain expressions, acts, or gestures, Shady Hill may impose disciplinary measures or other corrective action in a case of a single expression, act, or gesture, as well as in a case of inappropriate conduct that may not rise to the level of the legal definition of bullying This may occur if the School determines that the behavior is of sufficient severity to warrant disciplinary measures or other remedial action, or if the repetition of an expression, act, or gesture might result in bullying as defined under the law.

III. Prevention of Bullying and Cyber-Bullying

Beginning with the admission process, Shady Hill communicates to families our value of creating a safe, nurturing learning environment. Our mission calls on us to challenge prejudice and respect differences, as well as to create a “safe environment.” These values are essential to our creation of a community and are reinforced in a number of ways. These include, but are not limited to, written community expectations, curriculum, and adult supervision. It is expected that adults in the community will support the School in the enforcement of rules and behavioral expectations

Each fall, families receive this Family Handbook, which contains sections that outline rules and expectations for students. In addition, each student in Grades V-VIII receives a Middle School Student Handbook that contains a selection of these policies.

Affective education topics are embedded in the curriculum. Students are engaged in explicit conversation about behavioral expectations through morning meetings, special assemblies, and full-group classes on affective topics. One goal of this curriculum is to focus on peer relationships and empower students to take action if they feel targeted or if they witness other students engaging in bullying or other unacceptable behavior.

Adult supervision is provided on the paths, playing fields, athletic buses, and other non academic settings to help ensure that behavioral expectations are met.

Each fall, students sign an Acceptable Use Agreement (AUA) before receiving access to a laptop and other school technology. The AUA and the corresponding Acceptable Use Policy set behavioral expectations consistent with our Bullying Prevention and Intervention Plan.

The School also conducts an annual training for faculty/staff (and more often, as deemed necessary by the Head of School), which includes: (a) developmentally appropriate strategies to prevent bullying incidents; (b) developmentally appropriate strategies for immediate, effective interventions to stop bullying incidents; (c) information regarding the complex interaction and power differential that can take place between and among a perpetrator, victim, and witnesses to the bullying; (d) research findings on bullying, including information about students who have been shown to be particularly at risk for bullying in the school environment; (e) information on the incidence and nature of cyber-bullying; and (f) Internet safety issues as they relate to cyber-bullying

IV. Reports of Bullying, Cyber-Bullying, or Retaliation

Student and Parent or Guardian Reporting

Any student who has witnessed an incident of bullying or cyber-bullying, or who otherwise has relevant information about bullying or cyber-bullying, is encouraged to promptly report the matter verbally or in writing to the Head of School, Assistant Head of School, a Division Head, or any other faculty or staff members with whom the student is comfortable speaking. Oral reports made to a member of the faculty/staff will generally be memorialized in writing.

Any student who is subject to retaliation, or who knows of another student who has been subject to retaliation, is urged to report it as soon as possible. Students who knowingly make false accusations of bullying or retaliation may be subject to disciplinary action.

A parent or guardian of a student who has witnessed or otherwise has relevant information about bullying or cyber-bullying is strongly urged to promptly notify the Head of School, Assistant Head of School, or a Division Head. A parent or guardian should also report any incident of retaliation in violation of this policy to the Head of School, Assistant Head of School,or a Division Head.

Faculty/Staff Reporting Responsibilities

Any member of the faculty or staff who witnesses or otherwise becomes aware of bullying or cyber-bullying, or who becomes aware of retaliation against a student who reported information concerning a violation of this policy, is expected to report it to the Head of School, Assistant 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 or guardian who informs him/her of an allegation of bullying, cyber-bullying, or retaliation.

If a faculty or staff member witnesses an act of bullying, cyber-bullying, or retaliation in progress, the faculty or staff member is expected to take reasonable steps to stop the act by communicating directly with the person whose behavior is considered unacceptable, offensive, or inappropriate.

Anonymous Reporting

Faculty and staff may not anonymously make reports under this policy The School urges students and their parents and guardians not to make reports anonymously. Although there are circumstances in which an anonymous report can be better than none at all, it is far more difficult to determine the facts of what occurred if complaints are made anonymously, and no disciplinary action will be taken against a student solely on the basis of an anonymous report. 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 as needed to address concerns.

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

A. Preliminary Considerations: When a complaint of bullying, cyber-bullying, or retaliation is brought to the attention of the Head of School, Assistant Head of School, or a Division Head, a preliminary assessment is made as to whether any immediate steps need to be taken to protect the wellbeing of students and to prevent disruption of the learning environment. As appropriate, strategies such as increasing supervision or separation of the alleged aggressor and target may be used to prevent bullying, cyber-bullying, or retaliation during an investigation. In addition, students may be placed on leave during the course of the investigation,

as determined appropriate by the School.

The School is committed to protecting the physical and emotional wellbeing of all of its students and faculty/staff and will take appropriate measures to do so. Thus, the School will be sensitive to the needs of both the alleged targets as well as the alleged aggressors. Responses to promote safety may include, but are not limited to, creating a personal safety plan; predetermining seating arrangements for the target and/or the aggressor in the classroom, at lunch, or on the bus; identifying a faculty/staff member who will act as a “safe person” for the target; and altering the aggressor’s schedule

B. Obligation to Notify Parents or Guardians: It is the policy of the School to notify the parents or guardians of any student who is an alleged perpetrator or target of bullying, cyberbullying, or retaliation in a timely fashion after the complaint has been made, upon completion of the investigation, and to report the results of the investigation.

Parents/guardians of the target(s) will generally also be notified of any action to be taken to prevent further acts of interpersonal misconduct or retaliation.

In all situations, the amount of information shared by the School may be limited by confidentiality laws protecting student and employee records, other confidentiality or privacy considerations, and/or concerns regarding the integrity of the investigation processes.

C. Investigation: An investigation of the complaint will be conducted by one or more of the following administrators and/or their designee(s): Head of School, and/or a Division Head. The investigation may include, but will not necessarily be limited to, interviews with the person who made the complaint; interviews with the student or faculty/staff member who was the target of the alleged bullying, cyber-bullying, or retaliation; interviews with the alleged perpetrator(s), and with any students, faculty, staff, or other persons who witnessed or may otherwise have relevant information about the alleged incident. The Head of School, and/or a Division Head may also contact the School Psychologist, School Counselor teachers, parents or guardians, or any other person whom the investigator deems to have knowledge about, or circumstances surrounding, the complaint. The School neither tolerates nor engages in retaliation against an individual for filing a report of bullying, or for cooperating in an investigation of such a report. All persons will be informed that the School will not tolerate any form of retaliation directed toward an individual who in good faith makes a complaint or participates or cooperates in an investigation. All persons involved in an investigation should understand that false or exaggerated accusations can be extremely damaging to innocent persons; therefore, all claims require the honest and full disclosure of facts by all involved persons. False accusations will not be tolerated.

D. Concluding an Investigation of Bullying, Cyber-Bullying, or Retaliation: Following interviews and any other investigatory actions taken, as the School deems appropriate, the Head of School, and/or a 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, and/or a 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 restorative or remedial process that is imposed following an investigation is to correct and repair the situation to the extent it is reasonably possible, to take such steps as can be taken to prevent there being a repetition of the incident, and to prevent the targets 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 abused or neglected as reportable under M.G.L. c 119, § 51A, law enforcement or another appropriate government agency may be notified.

Upon completion of the investigation, the Head of School, and/or a Division Head will meet separately with the student or students who were the targets, with the alleged perpetrator(s) of the alleged incident, and with the parents or guardians of these students The goals of these meetings will be to \report the results of the investigation and, where disciplinary or other corrective steps are determined to be appropriate, to inform the

individuals of the steps that will be taken to correct the situation. Confidentiality laws protecting student and employee records may limit the amount of information provided in these meetings.

Students who have been targeted in violation of this policy and their parents or guardians may be contacted in follow•up conversations to inquire as to whether there have been any further incidents. The Head of School, and/or a Division Head will discuss with the targeted students and their parents or guardians whether any additional steps should be taken so that the targeted students may achieve a restored sense of safety.

Resources are available to all individuals during and after an investigation. These resources are available to both alleged aggressors and alleged targets. These resources include grade head teachers, administrators, and the School’s Mental Health Professionals.

E. Disciplinary Action: The Head of School, and/or a Division Head will decide on the appropriate disciplinary actions for an individual that is found to have committed an incident of bullying, cyber-bullying, or retaliation. The range of disciplinary actions that may be taken against a perpetrator for bullying, cyber-bullying, or retaliation shall balance the need for accountability with the need to teach appropriate behavior, and includes:

● Conversations with teachers, administrators, and/or parents;

● Learning and reflective writing assignments

● Restorative practices;

● Loss of privileges;

● Work on campus to address the inappropriate behavior, e.g. cleaning a surface that was defaced;

● Suspension in school/on campus;

● Suspension from school; and

● Dismissal.

Any student found to have made a false allegation of bullying, cyber-bullying, or retaliation may also be subject to disciplinary action. If, as the result of an investigation, the Head of School determines that faculty/staff should also be subject to disciplinary action, such disciplinary action will be handled in accordance with the policies set forth in the Faculty & Staff Handbook.

VI. Communication and Resources Our policies are communicated annually in the publication of our Family Handbook. The existence of this Plan will be communicated as part of our Community Expectations, and this Plan will be published on our website Our Middle School Counselor and Lower School Psychologist are also available to families who want to identify further resources, including local therapists.

This Plan is intended to (a) prevent bullying, cyber-bullying, and retaliation at the School and in the School community and (b) encourage students, their parents or guardians, and faculty/staff to have confidence in the School’s procedures and come forward promptly whenever an individual is subject to conduct that is prohibited by this Plan or any other School policy

SHS Family Handbook 2023-2024

Welcome from the Head of School

Dear Shady Hill Families:

Contents:

Equity Office

Admission Office

Advancement Office

Business Office

Marketing and Communications Office

Teacher Training Center (TTC)

Teacher Training Center Apprentice Teachers

Health Services

Learning Resources

Secondary School Advising (aka Next Schools)

Faculty

Section 1— School Mission, Philosophy, and Governance

Accreditation

Shady Hill School Non-Discrimination Statement

School Philosophy

Philanthropy at Shady Hill

The Board of Trustees

About the Shady Hill School Corporation

Shady Hill School’s Parents Council

The Shady Hill Fair

How to Launch a Parent-Initiated Shady Hill Sponsored Event or Activity

Parent Affinity Groups

Parent/Caregiver Learning Cohorts

Section 2— Community Expectations

Shady Hill’s Home-School Partnership

General Conduct

Essential Expectations

1. Emotional Safety

2. Physical Safety

3. Personal Honesty

4. Academic Honesty

5. Bullying, Harassment, Discrimination, and Intimidation

6. Sexual Harassment

7. LGBTQIA+ Students

8. Community Expectations Related to Technology

9. Other Important Rules

Section 3 — Getting to and from School

Arrival and Start of School Times

Bus Expectations

Drop-Off / Pick-Up Procedures

Parking During Drop-Off

Parent-Accompanied and Independent Walker/Biker Arrivals

Independent Student Travel To & From School (walking, cycling, MBTA, ...)

Attending Athletic Events as Fans

Parking and Maintaining Cordial Relations with the Coolidge Hill Neighborhood

Section 4—Attendance Arrival and Attendance

Permission for Special Absences

Excessive Absenteeism

Section 5—Navigating Daily Life at School

The Role of Gradeheads and Department Teachers

Extended Day for B&K

Afterschool Programs

Recess

Food at School

Managing Healthy Nutrition

Lost & Found

Visitors to Campus

Student-Visitor Policy

Security Cameras on Campus

Section 6—General School Policies

Grading System and Progress Reports

Conferences

Written Reports

Grading

Promotion Standards

Standardized Testing

Secondary School Placement Process (aka Next Schools)

Family–School Communication

School Directory

Keeping Family Contact Information Current

Contacting Parents in Case of a Local or National Emergency

Snow Cancellations

Multiple Households

School Photography & Student Media Information

Lesbian, Gay, Bisexual, and Transgender Students

Student Affinity Groups