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Student & Family Handbook
Hills Garrison Families,
Warm greetings and a heartfelt welcome to Hills Garrison for the 2024-2025 school year. We are delighted to have your child as part of our school community, and we look forward to a year filled with academic, social, and emotional growth. You are all essential members of our school community and together our goal is to help students, parents, and staff feel a sense of belonging.
Hills Garrison is a student-focused community centered around delivering high quality and comprehensive curriculum for all students by fostering student engagement, critical thinking, and creativity. As we begin our school year together, we would like to share with you, our handbook. This handbook serves as a valuable resource for parents and students, outlining important information, policies, and procedures that contribute to our school community's overall success. Please take some time to review the handbook as a family.
Learning to be a positive member of the school community is an integral part of school for every student. Students, this means showing respect for others, showing respect for yourself, and being responsible for your actions. Therefore, we will be emphasizing a climate of respect, responsibility, safety and kindness throughout the school year. You are expected to work with everyone in your classroom and around the school cooperatively and respectfully.
Please arrive on time and be ready to learn and strive to be the best person possible. Our school rules help keep the school a safe place for everyone.
Feel free to refer to the handbook as needed throughout the school year, and we encourage you to frequently check out our district website.
We are looking forward to a productive and fulfilling year ahead!
Sincerely,
Theo Tufts, Principal
Mark Dangora, Assistant Principal
Sherri Lavoie, Special Education Coordinator
Kaylene Chausse, School Counselor
Our Vision
Hudson exemplifies excellence in education. “Facilitate and Educate to Elevate”
Our Mission
Innovative learning practices and empowered educators facilitate and inspire learners to achieve personal academic excellence in a safe and dynamic environment that elevates their engagement as valued active community members.
Core Beliefs
The Hudson School Community values and is committed to:
Strong and Respectful Relationships
- Building strong, appropriate relationships
- Respecting individuals • Building on the strengths within the educational environment.
- Embrace and champion the diversity of our school community to foster success.
Curiosity for Learning and Commitment to Excellence
- Fostering a curiosity for life-long learning that inspires commitment to personal excellence
- Continuously driving improvement to achieve greater depths of academic knowledge.
Responsive via Honest and Open Communication
- Strengthening cohesiveness through honest and open communication
- Honest and ethical with integrity in all practice.
- Increasing collaboration that supports systemic connections. Engaging Environment
- Creating dynamic educational environments
- Engaging all learners in authentic, relevant learning
Mission Statement of the Hudson Elementary Schools
Mission Statement of the Hudson Elementary Schools The mission of the Hudson Elementary Schools is to help all members of our school communities to become lifelong learners. Our goal is to create a safe environment conducive to learning; one that challenges students to reach their potential, promotes self-worth, values diversity and encourages involvement
Be A Parent in The Know
Being informed about your child's school can help in their academic success. Hills Garrison School communicates with parents through these methods:
- The Parent-Student Handbook
- District and school websites
- Monthly school menu posted on the district website under Food & Nutrition Services
- Calendar events posted on the school website
- PTO Information —posted on the school’s website
- Daily Communication Folder (sent home by teacher) which includes your child’s teacher name, and email address
- Monthly Newsletter
Student Drop off Begins at 8:20 a.m.
School Day: 8:45 a.m. to 3:05 p.m.
Bus Pick up begins at 3:05 p.m.
Throughout the school year, teachers will use a variety of tools to assess student learning. This will include both formative and summative assessments. The goal of formative assessment is to monitor student learning and to provide ongoing feedback that will help students identify their strengths and weaknesses and target areas that need work. These assessments help teachers recognize where students are struggling and address problems immediately. The goal of summative assessments is to evaluate student learning at the end of an instructional unit by comparing it against a standard or benchmark. Results of assessment help us evaluate programs and tailor instruction for students. Data collection regarding student growth also provides important information to develop curriculum and programs.
Some examples of assessments used at Hills Garrison include:
✓ Teacher designed tests
✓ Curriculum based math assessments
✓ i-Ready assessments
✓ Writing Prompts ✓ Fluency checks in reading
✓ Math fact fluency checks ✓ Projects ✓ Reading logs
✓ NH-SAS Testing
The school notifies parents of any standardized testing given. All students in grades 3-5 will participate in the New Hampshire Statewide Assessment System (NHSAS) in the spring. The NH-SAS is a statewide assessment for Math, Reading and Writing in grades three through five, and Science in grade 5. It is an adaptive test and is administered on the computer.
i-Ready Assessment information
The Hudson School District uses the i-Ready assessment to measure progress in reading and math. It is administered in September, January and May. This assessment provides teachers with information that allows them to target instruction and identify students who need intervention.
Intervention & Remediation
When the information gathered through assessment is analyzed, it helps the school to make instructional decisions about pacing, remediation, program design and staff development.
Responsive to Intervention (RTI) process is a multi-tiered approach to providing services and interventions to struggling learners at increasing levels of intensity. RTI can be used for making decisions about general, compensatory, and special education, creating a well-integrated and seamless system of instruction and intervention guided by child outcome data. RTI calls for early identification of learning and behavioral needs, close collaboration among teachers and special education personnel and parents, and a systemic commitment to resources that help students make progress in the general education curriculum. Should your child present with difficulty in meeting grade level standards, the following interventions may be put into place to increase their academic success:
SST –Student Success Team. If your child is identified by the classroom teacher or assessment results as requiring additional intervention for their academic success, you may be invited to attend a Student Success Team meeting. SST meetings are an opportunity for school staff and parents to discuss concerns, problem solve, and develop an action plan to help support your child’s needs. The SST meets regularly to monitor and review student response to intervention.
Special Education Referrals/Individual Education Plan (IEP) – If your child continues with academic needs, the SST will request permission to complete extra testing and you will be referred to the Special Education Department.
504 Plans – Some students may have a medical condition that will require accommodation for them to access the curriculum. If this need does not fit the profile of Special Education, the School Counselor will contact parents to discuss the criteria for a Section 504 Plan.
Reading & Math Intervention - Using assessment data, your child may be identified for intervention in reading or math in addition to classroom instruction. This will be provided within the school day with district tutors' help.
Data Meetings –Regular data meetings are held to review school, grade level and individual student progress based on assessment results.
Reading Specialist: Our Reading Specialist facilitates the administration of standardized testing in reading to drive instructional decisions. The Reading Specialist also administers individual diagnostic testing, provides consultation to teachers and parents about reading progress, strategies, and interventions, and supports students directly with reading instruction and intervention.
If your child is having learning difficulties in school, feel free to meet with your child’s teacher, to discuss other services and interventions provided by the district.
Drop Off & Pick Up Procedures
You may start arriving at school at 8:20 A.M., but NOT before. There is no supervision until that time, should a problem arise. At 8:20 AM or upon later arrival, students enter the building to begin their school day with a sustained reading time. This provides students with the opportunity to make daily pleasure reading part of their lifetime habits and to settle in for the school day. Instruction begins at 8:45 AM, which is the official opening time of the school day. If you enter school late, you must check in at the main office to obtain a late pass. The dismissal process begins at 3:05 P.M. for students in grades 2-5.
Parents: Teachers report to work at 8:20 A.M. and their day officially ends at 3:20 P.M. If you wish to arrange an appointment with a teacher, call the office to make an appointment, write a note or email the teacher to schedule a time.
Morning Drop Off
Drop off no sooner than 8:20 AM. Please drop your child off at the back of Hills Garrison School where children will enter the building through the side door, (door15, closest to the Hills Garrison Sign). Please have your child exit the car on the sidewalk side of the car. Do not park in the fire lane at any time and leave your car. If parents need to enter the building, please park in the lot. For safety reasons DO NOT cut the line to do a quick drop and run in the parking lot. Please be aware of incoming and outgoing traffic along with student walkers.
Pick Up of Children After School
If you are going to pick up your child at dismissal, please send in a note to your child’s teacher or call the office by 2:00 p.m. on the day of pick-up. If you are picking up your child at dismissal, enter the parent pick up car line at the back of the building with your pickup number clearly visible. Dismissal is at 3:05 p.m. and all students must be picked up by 3:20 p.m. Please plan ahead to avoid confusion at the end of the day.
Students Dismissed as Walkers or Bike Riders
If your child is to be dismissed as a walker, you must write a note and they will exit the front door of the building with the other walkers. Students given permission by a parent to ride a bike will exit the side door also. All students riding a bike must wear a helmet. It is required by law for children under the age of 18.
FIRE LANES
Please pay particular attention to the fire lanes that surround the building and border the sidewalks. NO vehicles are allowed to park in or obstruct these areas.
Students: Consistent attendance and punctuality are essential to your success in school. Absences and tardiness can result in the loss of instructional time and that can affect your educational progress.
Parents: Please refer to the Hudson School District Attendance, Tardiness, and Truancy Policy. Excessive absences and tardiness directly impact student learning. Please make every effort to have your children in school every day unless they are ill or in cases of emergency.
Absent Notification
It is the parent’s responsibility to notify the school if your child is absent. You may:
Fill out the absentee form on the school website
or call Hills Garrison at 603 881-3930
To ensure the safety and well-being of all our students, if we have not received a call from you or an absence form, our office will make every effort to place a courtesy call to confirm that your child is absent. * Whenever your child is absent, even though you called the school, you must send a note from home telling why they were absent. This information is kept on file for the annual report of illness to the State Department of Health.
*Study materials should be requested from your child’s teacher if there is an extended absence. Please understand that it is not always possible for teachers to provide assignments when requested in advance of student absence. It is the nature of good teaching to be responsive to student learning during instruction, and though teachers may be able to provide information regarding anticipated instructional plans, specific assignments may need to wait until a child returns to school following an absence. *
Permission for Early Dismissal
The state law reads, “Every person having the custody of a child will be responsible for the child until the regular session of class is over.”
If your child must be dismissed early from school, please write a note to the teacher stating the reason and time of the dismissal. Parents or guardians should report to the main office where you or your designated custodian MUST SIGN OUT your child AND PRESENT A PICTURE I.D. To alleviate possible disruption to the classrooms, no parent is to go directly to the classroom.
The Hudson School District is committed to providing all pupils with a safe school environment in which all members of the school community are treated with respect. Bullying is a form of student harassment. It is conduct that subjects a student to insults, taunts, or challenges, whether verbal or physical in nature, which is likely to intimidate or provoke a violent or disorderly response from the student being treated in this manner. The Hudson School District has adopted Policy JICK Pupil Safety & Violence Prevention. Parents, teachers, school guidance counselors, administrators and the school resource officer must work together to educate students about bullying and help them understand what behaviors constitute bullying. Bullying will not be tolerated at school.
Hate speech is a term for words, pictures and actions that intend to degrade, intimidate, or show prejudice against a person or group of people based on their race, gender, age, ethnicity, nationality, religion, sexual orientation, disability, socioeconomic class, or appearance (such as height, weight, hair color, etc.).
Hate speech meets these criteria:
- Targets a specific group of people based on race, national origin, age, disability, religion, gender or sexual orientation,
- Promotes a negative stereotype about a group of people
- Uses derogatory, hurtful language (in words, pictures, and gestures
- Intends to get others to join in the hatred
Just like bullying, hate speech is not allowed at school or on school property. The consequences for hate speech will result in discipline similar to discipline for bullying. All students in the Hudson School District are entitled to be in a learning environment that is safe, secure, and free from hatred. Freedom of Speech under the First Amendment does not supersede the requirement for all people to be respected within our school environment.
Students: If you live outside the walking limits to school you have the privilege of riding the bus to and from school. To maintain an efficient, orderly, and safe means of transportation, please remember to be on your best behavior on the bus, in the bus lines at school, and neighborhood bus stop areas.
Most of you depend on buses to get to and from school, and riding the bus is a very important privilege. You can, however, lose the privilege to ride the bus. Remember that being on a bus is like being in a classroom. The same rules apply in both places. Students are expected to show respect, follow directions, and ride the bus safely. You are assigned one bus and that is the bus you can ride, unless you get permission from the Transportation Coordinator/and or the principal. In case of emergency (Daycare provisions only), parents must request in writing the change for the specified day. The school official will initiate a bus pass. Please provide the student's name, the address they will be transported to, and the phone number of the home they are going to.
Permanent Bus Change must be initiated by the school official in writing and a permanent change form will be initiated and forwarded to First Student.
First Student has established the following rules and the rules apply to everyone who rides on a school bus.
Boarding the School Bus
- Arrive at the bus stop at least five minutes before the bus is due.
- Keep at least five feet away from the roadway until the bus has fully stopped. In the winter, DO NOT stand on the snowbanks.
- At the driver’s signal, approach the bus in a single file. Do not push and shove or run to the bus. When approaching the road, keep at least ten feet from the bus (safety zone) until you are at the entrance door.
- If you must cross in front of the bus, do not begin to cross until the driver signals you that it is safe to do so. Then look left and right, before crossing. Always keep at least ten feet in front of the bus (the student should always be able to see the driver). Cross only in front of the bus.
- After boarding the bus, go directly to a seat and sit down facing forward with arms, legs, and belongings out of the aisle. NOTE: Drivers will often assign seats during the year and are encouraged to do so. There is NO changing seats along any bus route once it is started unless requested by the driver.
Leaving the School Bus
- Pay attention to your surroundings. Know when the bus is approaching your stop and be ready when it reaches your stop. Remain in your seat until the bus has fully stopped.
- When the bus has fully stopped, walk directly to the door, and carefully exit the bus. Immediately move at least ten feet away from the bus.
- If you must cross in front of the bus, wait for the driver to signal that it is safe to do so. Then walk to the headlight on the driver’s side of the bus, stop and wait for the driver to signal that it is safe to continue. When the driver signals that it is safe to continue, step to the corner of the bus and look left and right yourself before doing so. Always keep at least ten feet in front of the bus (the student should always be able to see the driver). Cross only in front of the bus.
- Never try to pick up or go after an object that has been dropped near or under the bus without telling the driver first. Wait for the driver to tell you that it is safe for you to go after the object before doing so.
Students are expected to follow the same rules of behavior while on a school bus that they do in the classroom. Bus rules and consequences are provided so each student and parent are clear on expectations and consequences. The school bus driver is in complete charge of the school bus and the students. The driver shall be responsible to the transportation coordinator and shall have the same authority in maintaining discipline as a teacher in the classroom under the supervision of the school board and the superintendent of schools. The school supports the bus drivers’ judgment in providing for the safety of students on each bus.
NOTE: Students are only allowed to ride their assigned bus.
Parents: The School District’s Transportation Coordinator/Business Administrator handles any problems related to busing schedules and routes; any concerns should be directed to him/her. Contact information is available under Bus Routes.
The mission of the Food Service Department of the Hudson School District is to make children as passionate about eating our food as we are about making it. In our mind turning a previously picky eater into a food enthusiast with a healthy palette is music to our ears.
Our menus run the gamut from healthy kid favorites to culinary creations. Everyday, we offer a menu to delight diverse palates, dietary restrictions, and preferences. We know that good nutrition is essential to the learning process.
We pride ourselves in providing freshly prepared, nutritious lunches at a reasonable cost in a safe and pleasant environment. Our program follows the nutritional requirements of the National School Lunch Program.
Meal Prices for 2024 – 2025
| Elementary Schools | Middle School | High School | |
|---|---|---|---|
| Breakfast | $1.75 | $1.75 | $2.25 |
| Lunch | $2.85 | $2.95 | $3.35 |
| Milk | $0.50 | $0.50 | $0.50 |
Meal Payment
The Hudson School District uses a computer-based debit meal payment system. This allows you to deposit money into your child’s account and funds will automatically be deducted when cafeteria meals are purchased, using a unique 4-digit personal identification number (PIN) assigned to your child. Since this is a debit system, students will not be allowed to charge, so please keep your child's account above zero.
Online Payment
Payments may be made online using LINQ Connect. To set up your account, go to https://linqconnect.com. You will need the following information:
- First Name of student (as registered with the school)
- Last Name of student (as registered with the school)
- Grade
- School
- Date of Birth (MM/DD/YYYY)
LINQ Connect allows you to set up one-time or recurring payments, set spending limits and restrictions, transfer funds between students, set low balance notifications, and more. There is also an app that you can download, allowing access to meal accounts from your mobile device.
Pay by Check
Checks should be made out to “Hudson School Food Service.” Checks may be split between siblings in the same school only.
Special Dietary Needs
Students requiring special dietary needs must submit a Special Dietary Medical Statement signed by a physician.
As always if you have any questions or concerns please feel free to contact the Food Service Department, katherton@sau81.org or sjackson@sau81.org or call 603-886-1245.
We want you to have a pleasant lunch and to relax and enjoy the company of friends. Lunch/recess monitors are present to supervise and assist you during lunch.
Monitors will direct students to hot and cold lunch lines as they enter the cafeteria. Students fill in seats at the tables in the cafeteria once they have their lunches. Please remember, the same behavior is expected in the cafeteria as in your classroom.
Expectations
The following guidelines apply to everyone eating in the cafetorium:
- Please enter the cafetorium in a quiet and orderly manner – monitors will direct you to hot and cold lunch lines.
- Please remember your manners as you go through the lunch lines. Say “please,” “thank you,” and “no, thank you.”
- As you eat, talk quietly. The monitors will use the “Give Me Five” signal or turn off the lights to get your attention before making announcements and giving directions. When an adult is speaking, you may continue eating, but please stop talking.
- Do not throw or play with food in any way.
- If you need to leave your seat, raise your hand, and get permission from an adult
- The monitors will call for quiet time before dismissing you from the cafetorium. This 5-minute reminder will help you to finish eating, clean your area and prepare for exiting the cafetorium.
- Lunch/Recess monitors are here to supervise. Lunch monitors have the same responsibility as classroom teachers while you are in their supervision. A referral to administration, guidance or the Student Support Center will be made if inappropriate behaviors persist.
Celebrating a birthday is an exciting thing for many students, and we recognize that many wish to share some of the joy with their classmates. There are many ways to recognize a birthday here at school, and we ask anyone wishing to send a snack for the class to share to remain mindful of policy JLCF Wellness by the Hudson School Board. Fruit cups, cheese and crackers, or other healthy treats are a welcome way to celebrate, as are non-food items like pencils or bookmarks. Please also remain mindful of any allergy restrictions in your child’s classroom.
We discourage sending balloons or flowers to your child at school as it is a distraction from the learning in the classroom. Additionally, these items cannot be transported on the bus.
Classroom celebrations are for holidays or special events are at the discretion of the classroom teacher. Information will be sent to you directly regarding any classroom events. During Halloween or other special events during the school day, costumes must be safe and should not include masks, make-up, or weapons of any kind.
Student electronic device use (including smart watches) is not allowed in school. We discourage students from bringing a device on school property or the school bus. If a child brings a device, it MUST always be turned off and may not be used on the school bus. Any devices must remain in the student’s backpack.
A chorus program is open to interested fourth and fifth grade students at elementary schools who love to sing!
The chorus meets typically on Tuesday afternoons in the music room, from 3:05-4:20. Students rehearse for 10-12 weeks (about 3 months) to prepare a 30-minute evening concert for parents. There is a fall and a spring session of chorus.
Students are encouraged to sign up for the entire year but may do one or the other session. There is an activities fee of $20 per student that covers the cost of a student T-shirt as well as a celebration at the end of the year for all participants. Students are engaged in a more rigorous study of the singing voice than in their general music setting and use a variety of current and traditional choral arrangements to demonstrate their growth over the course of the choral program.
Students who participate in the chorus program receive an informative packet with pertinent rehearsal and concert dates, field trips, attendance policies and behavioral expectations.
The goal of classroom placement is to ensure that classes are balanced by gender, number, diversity, special needs, academic levels, and behavioral/social concerns. Placement is facilitated by a placement team of grade level teachers, guidance, Special Education Department, specialists, and Reading Department.
If you have a concern about a placement for the next year, please notify their teacher, school counselor or the administration in writing. Your concerns will be taken into consideration when classroom placement is determined in May. The placement team and administration will review this information prior to placement. We cannot accept requests for specific teachers.
The Hills Garrison clothing guidelines are designed to ensure that students, parents, staff members and members of the community will not be offended or distracted. For safety reasons, students are encouraged to wear practical clothing and footwear at school. Clothing should be appropriate for the weather and activities of the day as students routinely go outside for recess. Only students wearing appropriate footwear will be permitted to use the playground equipment. Hats and hoodies should not be worn inside the school building with the exception of special events or accommodations for medical conditions.
Inappropriate dress would consist of, but is not restricted to:
- Items that promote drugs, alcohol, or tobacco
- Items with rude words or pictures
- Halter-tops, tube tops, cropped shirts, very short shorts or skirts
- Flip-flops, backless shoes or high heeled shoes
School staff use their discretion about the guidelines so that standards and safety are maintained. We may offer students a change of clothing, send a reminder home or make a phone call to a parent.
Parents, due to the substantial number of families we serve, it is important to inform the office of any custody stipulations/restrictions that are in place. It is your responsibility to provide legal documentation and to work out all special arrangements for student pick-up and such. All matters will be handled in a confidential manner. Our priority is the safety and the well-being of each child, and the school will remain a neutral haven for them. We expect and appreciate your cooperation. Without written legal documentation on file the school is unable to enforce any restrictions. An original or notarized copy must be presented.
Policy JICH Drug and Alcohol Use by Students is required to be included in all handbooks. This policy is part of the student verification process that parents and guardians must complete prior to the start of the school year. Address the topic using your discretion with your child.
In October, elementary schools participate in Red Ribbon Week, a school wide event organized by the guidance departments to promote healthy decision-making.
The Hudson School District is dedicated to ensuring the safety of students and staff. Policies and procedures support the prevention of, and immediate response, to emergency situations. The procedures have been developed in cooperation with New Hampshire Homeland Security, the Hudson Fire Department and the Hudson Police Department.
Staff and student training are important to establish the preparedness of our schools. Emergency drills are practiced throughout the year to familiarize students and staff with the efficient and effective responses during emergency situations.
The Incident Command System (ICS) is the method used to manage any emergency situations. Both the Hudson Fire Department and Hudson Police Department use this system. Therefore, coordination will occur when all the above organizations are on scene during a crisis situation. Key personnel are assigned particular jobs to promote efficiency in handling the situation.
Emergency situations occur as a result of natural disasters, hazardous materials, and sometimes violence or threats. While schools are still statistically the safest place for students to be, we want to be prepared for any emergency situation in order to react in the most effective way to keep our students and staff safe. The following exercises will be used in response to various emergency situations.
ALICE Protocol
ALICE protocol is used to handle the threat of an armed intruder or intruders in the building. The acronym stands for Alert, Lockdown, Inform, Counter, Evacuate and represent the options that may be used given the specifics of the threat. Drill are held twice a year, with the training and practice being age and grade appropriate. Students are given an overview of all potential responses along with the opportunity to practice prior to all ALICE drills.
Evacuation - clears the building for any emergency situation, i.e. a fire or gas leak.
Reverse Evacuation - brings students and staff into the building for any emergency situation that is occurring while students are outside the building, i.e. severe weather.
Shelter in Place - used when remaining in the building or in a location of the building due to an emergency situation to allow safe access for EMS personnel.
Drop and Cover - used for personal protection from an immediate emergency situation, i.e. extreme winds or earthquake.
Scan in Place - used to search the building due to a low-level bomb threat. A low-level threat is one in which school and police personnel have no reason to believe is substantial
Emergency release information
All parents will be required to provide the school with emergency release information. The information is important to have in the event that an early release occurs or for an emergency situation. This information includes important medical information. Please name two local individuals, other than the adults that the child lives with, who can be contacted if the parents/guardians cannot be contacted. Throughout the school year, if changes occur (i.e. phone numbers, addresses, contact people…) you must update the school records with those changes.
Students
Homework is an important learning activity. Your teacher may assign activities that help you practice what you have learned and that you can do on your own or with a little help from family members. You should read and practice math at home every day. Being responsible for your homework helps you to be a successful learner.
Parents
You can expect assigned homework will be purposeful and geared to help your student practice, review and reinforce classroom instruction. Too much homework, without a purpose, can be harmful rather than helpful. Time to socialize after school is just as important and it is with this thought in mind that homework is not overly stressed at the elementary level.
Helping Your Child with Homework
- Set aside a regular time that works best for your family for homework to be done.
- Find a space that is free of distractions where you can check on your child’s progress.
- Provide all the tools – paper, pencil, dictionary, rulers – including good lighting.
- Set appropriate time limits. If homework takes too long, check with the teacher. You can use a timer to break up homework time into smaller increments.
- Encourage your child to read directions aloud to you or show you an example. If you notice mistakes on homework, please do not erase or correct your child’s work. The teacher will want to know where re-teaching and practice are needed.
Read Every Day
As part of regular homework, all students should read at home. The most important way to help your child succeed in school and to develop good study habits is to set aside a time for daily reading. The expectation is that all children will read at home AT LEAST four out of seven days a week. The following times are appropriate guidelines for each grade level.
| Kindergarten & Grade 1 | 10 minutes |
|---|---|
| Grade 2 | 15 minutes |
| Grades 3 & 4 | 20 minutes |
| Grade 5 | 25 minutes |
The school library maintains collections to support students’ informational and recreational reading, as well as staff needs for curriculum related materials. Students are expected to choose library books weekly as part of their development as readers and learners.
Length of checkout
Students attend library classes weekly for lessons and book checkout. Books are due to be returned on the student’s next scheduled library day. Students may be able to exchange books on days other than their scheduled library days, at the discretion and availability of the library staff.
Selection of books
Students are allowed time during each library class to select books. Students may have two library books out at a time. Students are encouraged to choose one “just right” reading book. A “reading book” can be fiction or nonfiction and has an appropriate amount of text for the student’s reading ability. A book is “just right” when the student can read on his or her own, knowing most of the words and comprehending the meaning. The second book can be any book the student chooses, including “challenge books” (a book that he or she may be reading with help), a book on a subject of particular interest, a graphic novel, or a book from a favorite series or author.
Renewals/ Holds/Reserves
A book may be renewed twice if there are no pending holds on it. High-demand materials may not be renewable, at the library staff’s discretion. If a student forgets to return books and is ineligible to check out books, holds will be held for one day beyond the student’s library day. After that, the book goes to another student on the hold list or is re-shelved if there are no holds pending.
Overdue notices
If a student does not return books the first week they are due, the student may not check out other books. If books are not returned a second week, the student is given a printed overdue notice as a reminder. After 30 days from the original due date, a notice is mailed to parents asking for help in locating the book(s) or paying for lost items.
Damaged books
Families may be responsible for paying for damaged books, beyond regular wear and tear, at the library staff’s discretion. Staff will make reasonable attempts to repair damaged books. Students should not attempt to repair books on their own but should bring them to the library for repair.
Payment
Payment for lost or damaged books is due for the book’s full replacement cost. If a book is found and returned to the library within 30 days of payment, a refund will be given.
Students: Every year many articles of clothing are given away because students lose them and do not check the lost and found table in the cafeteria. If you lose something, be sure to check the lost and found area. It is helpful to label your things with your full name. The Lost and Found collection is cleaned periodically, and all items are given to local shelters. You can look through the lost and found anytime during the day, with your teacher’s permission. (Your parent/guardian can look through the lost and found any time between 8:30 A.M. and 3:00 P.M. by checking in at the main office to obtain a visitor’s pass).
School will be held during inclement weather unless it is unsafe for buses to negotiate their routes.
The decision to cancel or delay school due to weather conditions is made by the superintendent. We ask all parents to use their discretion in sending children to school during a storm.
If there is a delayed opening, the delay is two hours and school begins at 10:45 a.m.
In the event of a cancellation or delay, the Hudson School District will send an emergency notification through the district’s messaging system to your contact information.
Emergency notifications will not be sent before 5:00 a.m. or after 9:00p.m. Please make certain we have the most up-to-date telephone numbers and email addresses. The superintendent may determine to hold a remote learning day instead of a school closure due to weather or other circumstances. Information regarding student expectations during remote learning days will be provided by your child’s classroom teacher.
Early in the school year, parents are invited to school to meet classroom and related arts teachers, and to learn about school programs, educational technology and philosophy. Parents are encouraged to ask questions concerning curriculum, visit classrooms, and learn about classroom procedures. This evening is not designed for individual conferences but is intended to give you an overview of what your child will experience during the school year at Hills Garrison.
Conferences are scheduled two times a year, November, and February. They afford us the opportunity to sit down and discuss all facets of your child’s development. Even though conferences are only scheduled twice yearly, parents wishing to meet with teachers, in addition to that, are encouraged to contact the teacher and make an appointment.
How to Contact Classroom Teachers
Most staff email address: first initial, last name @sau81.org
Parent Teacher Organization (PTO) and Help Our Teachers program (HOT) are two key opportunities for parents to get involved in their child’s school. Help is welcome throughout the day, as well as at special activities beyond the school day. Prior notification of meetings will be sent home.
Reach the PTO at hgspto@gmail.com.
Students: Recess is time to have fun! Please remember that safety comes first, and that everyone has the right to play. Your lunch/recess monitor will remind you of the playground rules and expectations and help you to have a safe, enjoyable recess.
Playground Equipment
The following guidelines have been established to allow for safe play and a fun recess for ALL!
PLEASE remember when playing games, be fair and consistent with your rules and take turns. Try to include everyone in your game. No one likes to feel left out.
Playground guidelines
Note: these guidelines apply to ALL the district's elementary schools, equipment varies at each building.
- Slides – only one person down at a time, sitting – don't climb up the slide.
- Ladders/climbers – one person up at a time.
- Swings – swing sitting down, one at a time. Do not jump off. You must take turns – a monitor will be nearby and signal you to switch.
- Balance beam – line up and ALL go across the same direction.
- Sandboxes – nice play only – NO throwing sand. Share the sand toys – keep the sand in the sandboxes.
- Talk tubes – quiet talk – NO yelling into them.
- Hardtop Games/Ball Games – Equipment is to be shared by everyone. Be fair and consistent with your rules and try to include everyone in your game.
- Tag/Running – Tag, running, and games such as soccer or football are allowed on the field only. Please do not run near the playground structures or swings.
- NEVER push or pull anyone on the equipment.
Students: At the end of recess the monitors will blow the whistle. Stop what you are doing and line up, by classroom. The monitors will walk you in a single file line to the door. Students will then enter the building silently, so as not to disturb others working.
| Positive attitude |
Have fun! Include others |
|---|---|
| Accept responsibility |
Take turns Report problems to an adult |
| Work & play safely |
Respect personal space Use equipment the right way |
| Show respect |
Follow directions Use appropriate words |
Students benefit from active play during recess. They should come prepared to play outdoors when:
- Temperatures are 20° or above with consideration given to wind chill factor
- Light precipitation (e.g., snow flurries, drizzle)
- Snow is on the ground, depending upon how different play areas are affected
- Students who have the appropriate attire (snow pants, boots, mittens, hat, jacket) may access snow covered areas of the playground.
If weather conditions do not allow for outside recess, students will have recess in their classrooms under the supervision of the lunch/recess monitors. During indoor recess, students may read, draw, play board or card games, use toys and activities made available by the classroom teacher, or socialize with friends.
Report cards provide information to parents about student performance. Report cards are sent home three times per year, after each trimester marking period.
Performance is compared to a clearly defined standard. Every time a student attempts the task, the performance is compared to a standard, not another student’s performance. Standards allow each child, parent, and teacher to know what the expectations are before the task is attempted. Teachers will share information about grade level reports during Curriculum Night scheduled in September of each school year.
The essential question we ask when considering retention is, “What is in the best interest of the child?” Research shows us that in many cases, retention can be detrimental to students emotionally and socially as well as not beneficial academically. When we approach the topic of retention, we do so after attempting interventions and support for the child. The topic of retention is not something that we bring up at the end of the year; it should not be a surprise to anyone. If a parent or teacher is interested in discussion relative to retention, they must contact the Assistant Principal or School Counselor prior to February vacation and participate in the Student Success Team (SST) process.
Ideally, in a situation where parents or teacher think that retention may benefit a child, the parents have participated in the SST Process. This process involves bringing together parents and school personnel to discuss concerns. The SST team meets periodically to share information regarding students, brainstorming strategies that will lead to greater success for students. Teachers will document progress to interventions that are put in place. The use of the Light Retention Scale, as well as any input from team members, provides parents with information to consider before deciding what they believe is in the best interest of their child. The Light Retention Scale is a tool designed to help educators and parents consider whether retention may benefit a child. The team responds to a series of questions and the student is scored in terms of what kind of candidate he or she may be for retention. This tool is simply one way of helping to consider retention, but it has proven to be extremely helpful and objective when considering a very emotional issue. All team members share their input regarding the child.
The SST attempts to help parents make an informed decision regarding retention. While the decision to retain a child rest with the parent, the school seeks to give parents information to help guide and inform their decision.
Counseling and guidance services are available to everyone. Our goal is to assist you in making decisions and solving problems as you grow up, no matter how big or small a problem may seem to be. If you have concerns or conflicts, feel free to schedule a time to talk to your counselor. School counselors also provide instruction in each classroom as well as meeting in individual and small group sessions.
During the school day building access is limited to the front doors for ALL visitors. All other doors will be locked and secured. Visitors must sign in at the main office and receive a visitor’s pass to wear while in the building. AT NO TIME should a parent or visitor leave the lobby to go directly to a classroom, nurse’s office, cafeteria or recess area without reporting to the office for clearance. It is necessary to enforce this practice to ensure the safety of our students and staff. Thank you for your support.
Parents are given the opportunity to purchase accident insurance for their children. Two plans are offered; one involving children during school hours, while the other policy provides twenty-four-hour coverage. A similar dental plan is also available. Information about school insurance is available through the district website.
Students: There are three primary rules that everyone must follow at all times. These are easy to remember: Be Respectful, Be Responsible, and Be Safe. We expect everyone to follow these rules on the bus, on the playground, in the classroom, and in the lunchroom. We follow these rules to create a a safe, happy, and caring school community. If you ignore these rules, there are consequences. Each classroom teacher develops specific behavior guidelines for you to follow to help establish an organized, positive and kind classroom.
Respect
Respecting other people does not include the use of violence at all. Violence is any mean word, look, sign, or act that hurts a person’s body, feelings, or things. Violence is not accepted in school at all. There are different kinds of violence. They include:
- Physical – harming a person or property
- Social – hurting a person by excluding or betraying a trust
- Verbal – hurting a person through comments (name calling, spreading rumors, gossiping, making fun of a person, etc.)
- Visual – drawing degrading pictures of a person, sending hate mail, mimicking, etc.
Respect in Conversation
Students: You are old enough now to realize that HOW you say something is just as important as WHAT you say. It is very easy to appear rude and disrespectful when you do not mean to be. “Yes” instead of “Yeah” is a great start. You should always remember the importance of a “please” and a “thank you.” Many students will tell you they are hurt by comments intended to get laughs at their expense. Treat other people the way that you would like to be treated. Don’t be a bully. Do not repeatedly target someone with mean behavior.
At school we do not:
- Interrupt
- use bad language
- spread rumors
- make a derogatory comment to a person’s face or behind their back
- make fun of a person’s ability, body, clothing or idea
- criticize a person
- lie
- threaten
- insult a person’s ethnic or religious identity
- try to make others feel ashamed
- call people names
Responsibility
As you grow older, people begin to expect more of you. When you enter school, you are taught to raise your hand, share with classmates, and listen to directions. As you continue in grades two, three, four and five the list continues to grow. This means that you should come to class ready to learn, making sure that your homework is done and that you have all the right books and supplies. Remember to keep a positive attitude and try your best. You must always remember that other students have the same rights as you have, and you should never do anything that will prevent them from learning. You have the responsibility of remembering others.
We are all responsible for taking care of school property and others’ belongings. You must remember that any time you do something to damage the school building or the school property, you may have to pay for the repair or replacement.
For every negative action there is a consequence. The level of consequence is determined by the nature of the action. If your behavior doesn’t meet the expectations of the school community, one or more of the following actions may be appropriate:
Recess/Lunch Action Report (specific to Hills Garrison)
Students are expected to follow three rules (1) show respect (2) be responsible to follow directions, and (3) walk and move safely. For students having difficulty with these rules, a teacher and/or monitor may seek the assistance of the school counselor, the classroom teacher, or administration.
Detention
When you hurt someone, make things unsafe or continually break school rules, you may have to miss recess, call your parents, and explain your behavior or meet with a Principal or Assistant Principal. If the behavior continues, an after-school detention can be arranged. The classroom teacher or school administrator will call home and discuss the detention time and transportation arrangements with your parent or guardian.
In-School Suspension
If negative behaviors continue, there may be an arrangement made by the administration, with the parents, for an in-school suspension. There are two behavioral requirements expected during an in-school suspension. The student must complete a given amount of work that is supplied by the classroom teacher and demonstrate appropriate behavior.
Suspension
You can be suspended from school after repeated in-school restrictions, or for offenses such as fighting or causing physical injury to others. Suspension usually ranges from one to five days. Remember that you will always be given an opportunity to tell your side of a situation. Certain behaviors result in automatic suspension from school, such as violations of the drug and alcohol policy or the Safe School Zone policy.
If you are suspended from school, it is your responsibility to complete assigned schoolwork. Any tests occurring within the suspension period can be made up after school by making arrangements with your teacher. Have your legal guardian check with your teacher to obtain the work that is needed at the time of the suspension. Projects submitted on time during the suspension period will be given appropriate credit. Following a suspension, a re-entry meeting will occur with the student, parent(s), and administration to outline expectations for re-entry to the school.
Restorative Practices at Hills Garrison School
Restorative Practices is a system of formal and informal processes that build and sustain a culture of kindness, respect, responsibility. This is achieved through emphasizing the importance of trusting relationships as central to building community and repairing relationships when harm has occurred.
The fundamental premise of restorative practices is that people are happier, more cooperative and productive, and more likely to make positive changes when those in positions of authority do things with them, rather than to them or for them.
Restorative practices cultivate a culture in which everyone feels like they belong. They build a particular sense of community in which every member student, teacher, parent volunteers, aides--feel that they are seen, heard, and respected.
The 3 R’s of Restorative Practice
Hills Garrison uses the 3 R’s approach to discipline
- Restore
- Rebuild
- Reset
It is our belief that every student deserves a chance. During the discipline process at Hills Garrison School the student always can Restore trust, Rebuild the relationship/s, and Reset back into the classroom/school community.
The State of New Hampshire provides guidelines for health requirements for students in the public schools. The nurse is required to follow these rules:
- All children must be immunized in accordance to State Law on mandatory immunizations.
- Kindergarten, first grade and preschool students must have a complete physical exam prior to entering school. The health records are transferred to the elementary schools when the student enters second grade.
- Transfer students from another school district must provide written health records that are signed by a physician.
- FERPA Laws mandate that schools can only share medical information on a “need to know” basis with parent permission. Please complete student verification on the PowerSchool Parent Portal.
- If a student has a fever, or if they experienced vomiting or diarrhea, they need to stay home for 24 hours to recover.
- Below are the guidelines the school nurse will follow regarding attendance at school.
| Disease | Isolation of Patient at home |
|---|---|
|
Chicken Pox |
Until sores have healed |
| Scarlet Fever | When verified by a physician and on medication, and when rash has disappeared, a student may return to school with the physician’s permission. |
| Strep Throat | When verified by throat culture, and on medication for over 24 hours, a student may return to school if free from other symptoms. |
| Measles/Mumps | If verified by a physician, a student will be excluded from school until all symptoms and rashes have disappeared. NOTE: With proper immunization or vaccines, the above diseases are rare. |
|
Pediculosis Screening (Head Lice) |
The American Academy of Pediatrics recognizes that school-wide screening for nits alone is not an accurate way of predicting which children will become infested with head lice, and screening for live lice has not proven to have a significant decrease on the incidence of head lice in a school community. The school nurse will periodically provide information to families of all children on the diagnosis, treatment, and prevention of head lice. Parents are encouraged to check their children’s head for lice if the child is symptomatic. The school nurse may check the child’s head if the student is demonstrating symptoms. If the student is identified by the nurse as having live head lice or nits in a student previously untreated, a parent/guardian will be called, the student will be dismissed and treatment options will be discussed. Following appropriate treatment, the student may return to school after being reevaluated by the school nurse. Students with nits remaining after appropriate treatment, but with no evidence of live lice may be permitted to remain in school dependent upon school medical staff clinical judgment. A recheck should be done by the school nurse in 10-14 days. Every effort is made to ensure that student confidentiality is maintained. |
Medications
- Students may NOT keep medicine on their persons or classroom at any time.
- A designated adult must bring all medicines in their original containers to the nurse, with information on the container stating student name, medication, dose and frequency. All medication must be dispensed by the nurse or the nurse designee.
- If a child requires medication and the school does not have the above order, the parent or guardian must come to the school to dispense meds in the nurse’s office
- The school nurse or nurse designee receiving the prescription medication shall document in the SNAP data base, the quantity of the medication delivered by parent/guardian
- Prescription medicines may be delivered to the school by other designated adults, provided the parent/guardian notifies the nurse in advance and specifies the quantity of prescription medication being delivered, accompanied with a doctor’s order.
- All medicines, prescriptions, or over the counter medicines, must be picked up at the end of the school year by an adult. If these medicines are not picked up by a parent/guardian or designee, the medicines will be disposed of by the nurse. These medicines cannot go home with the child.
Vision Screenings
The school may make vision screenings available to students at the elementary level and on a referral basis, with parent permission. Parents are notified of all findings so they can follow-up when needed.
Illness and Emergencies
School personnel may not diagnose illness or injury. Injured or ill students must be picked-up from school by an adult who is authorized on the student's emergency data base.
Allergies, Asthma and Medications
Many of our students have allergies to environmental, food or airborne allergens. Should your child require medication at school or extra support due to food allergies, please contact the School Nurse.
Immunizations
Students must be immunized against certain communicable diseases, u nless a pupil's parent or legal guardian provides the school with an acceptable signed and notarized medical exemption or religious exemption. Students are prohibited from attending school until the immunization requirements are met. The school district cooperates with local health officials to provide measures necessary for the prevention and control of communicable diseases in school age children.
Casts and crutches
If your child has been injured and requires the use of a cast or crutches, please provide a note from the doctor letting us know if special arrangements are needed. Parents and student should check in with the school nurse to discuss accommodations and receive an elevator pass.
All schools are designated NON-SMOKING zones! All staff members, visitors and students must refrain from smoking anywhere on the school grounds. This includes vehicles on school property.
Children are encouraged to bring a snack each day. Teachers will set aside time for the students to replenish their energy by eating something nutritious. The children consider this a particularly important part of their day.
It is a good idea for your child to also have a refillable water bottle.
Core Values: Be Kind, Be Responsible, Be Respectful, Be Safe
Students: There are four Core Values at Hills Garrison to guide student behavior. The purpose of these rules is to create a safe and caring school community where everyone can learn. Students are expected to follow these rules during every part of their school day, including on the bus, on the playground, in the classroom, in the cafeteria and in the halls. Your teacher will help you and your classmates create specific behavior guidelines for the classroom to be sure you have a positive place to learn.
Hills Garrison School Core Values
Be Kind
Be Respectful
Be Responsible
Be Safe
| hALLWAY | pLAYGROUND | lUNCH ROOM | bATHROOM |
|---|---|---|---|
|
Use kind words and actions Help Others Stop for others Hold the door for people Allow others to pass through your line |
Use kind words and actions Take turns and share Include and invite others to play with you Complement and support others |
Use kind words and actions Help others Be friendly to others |
Use kind words and actions Wait your turn |
|
Use appropriate language Use indoor voices Enjoy wall displays with your eyes Clean up after yourself Show consideration for other people’s space and belongings |
Use appropriate language Be aware of personal space Use your manners Listen and cooperate with adults Play away from classroom windows Follow specific rules (IE; going down slides) Stay in assigned area Walk to and from the building Line up immediately when the whistle blows |
Use appropriate language Use indoor voices Practice polite table manners Show patience Keep your own place in line Listen and cooperate with adults Stay in your seats Always Walk |
Use appropriate language Use indoor voices Give people privacy and personal space Knock on stall doors before entering Use sinks and toilets appropriately Appropriate voice level while in bathroom |
| BUS | INDOOR RECESS | ASSEMBLY | EMERGENCY DRILLS |
|---|---|---|---|
|
Use kind words and actions Help others Hold the door for others Be polite |
Use kind words and actions Help others Be friendly to all students Share |
* Stay in designated area Enter and exit quietly and orderly Pay attention |
Follow adult directions No talking/Speak when permitted No running |
|
Use appropriate language Use indoor voices Be aware of personal space Keep hands and feet to yourself Follow adult directions Stay in line when boarding the bus Walk to get to your bus |
Use appropriate language Use indoor voice Listen and follow directions Respect each others possessions |
Use appropriate language Use indoor voice Listen and follow directions |
Be aware of Emergency Procedures Respond safely and seriously during a drill |
Sometimes students bring toys to school for use at recess time. This is understood and acceptable. There are certain rules, however, that should be made clear. Any toy that is brought to school is the responsibility of the owner. This means that if a toy becomes lost or broken, the school will not replace that toy.
Also, toys may be taken away from a student if they are played with during school or if they are not used properly.
These toys are not permitted at any time: Video games, tape/CD players, radios, toys that beep and interfere with class proceedings, toys that resemble guns, knives, or other weapons and other expensive items. Additionally, students should NOT bring trading cards (such as Pokémon, Yugio, or the like) to school as these have resulted in problems among students. The trading of any items on school grounds is prohibited.
The possession of a dangerous object in the school building, on school property and school buses or at school functions is not allowed and will result in suspension, police intervention, and possible expulsion from school. Dangerous objects include, but are not limited to knives, slingshots, pepper spray, and other similar chemicals and/or sprays. In addition to these dangerous objects, almost any object can be potentially dangerous, depending upon its use. Any object used in an aggressive or reckless manner shall fall under the consequences of this section.
All students are permitted to turn in “dangerous objects/other weapons” which were “accidentally” brought to school as soon as they are discovered, thus averting the serious consequences described by the regulations. Students should turn the object in to their classroom teacher or the main office/principal/assistant principal.
NOTE: Look-a-likes and/or toy weapons will be included in the category of “other weapons” providing a means of harsh consequences for students who intend to use them to frighten, harass or intimidate others and then use the disclaimer “it was only a toy.”
The Hudson School District is committed to supporting the Social, Emotional, and Intellectual growth of every student. The primary objective of the Hudson School District is education. As represented in Hudson’s Strategic Plan, our educational community maintains three pillars including Strong Learning Environments, Vibrant Learning System, and Strong Connection: School, Family and Community. Two out of the three pillars directly address Student Behavior. These connections are found in:
- Strong Learning Environment Goal 1: The Hudson School District (HSD) will provide safe and secure schools that support welcoming learning environments and foster continuous learning for students, staff, and the community
- Vibrant Learning Community Goal 1: Students in the Hudson School District are actively engaged in goal setting and accountability related to their learning
In order for students to learn and teachers to teach, a safe and orderly atmosphere conducive to learning must be maintained. The following behavioral standards have been designed to help students to learn and teachers to teach, both in remote learning environments and in-person school activities. These standards are based on district policy JICD Student Discipline and Due Process.
Behavior standards are established in alignment with:
Hudson School District Strategic Plan (in revision)
- Portrait of a Learner (in development)
- Portrait of a Graduate (in revision): including but not limited to Responsibility, Communication, Citizenship, Curiosity and Social Emotional Learning
- Alvirne Core Values: Character, Curiosity, Commitment, Community
- Hudson Memorial Core Values: Respect, Responsibility, Hard Work, and Kindness
- Nottingham West Core Values: Positive Attitude, Accept Responsibility, Work and Play Safely and Show Respect
- Hills Garrison Core Values: Be Safe, Be Respectful, Be Responsible
- Early Learning Center Core Values: Be Safe, Be Respectful, Be Responsible
The District Behavior Standards serve as a guideline of student expectations and outcomes. While not all inclusive, the tables outlined in this document serve as a representation of potential interventions or outcomes used to address student behaviors. Each incident is evaluated based upon the context of the behavior, and the developmental level of the student. Student behaviors are classified in three categories of severity. Each successive level is considered to be of a more serious nature. Possible interventions and disciplinary options are specified for each level.
Tier-1 Behavior Standards
Classroom Behaviors
These behaviors may occur in the classroom and may impact a student's own learning and/or the learning of others, and the orderly environment of the classroom. Behaviors will be addressed through in-class instruction regarding behavior expectations for classroom routines and structure. Clear responses to behavior may include in-school disciplinary actions and strategies initiated by the classroom teacher.
- Teachers will discuss behaviors with the student. Teachers will remind and reteach behavior expectations in a discreet, respectful, and private way.
- Student and teacher will work together to develop a mutually agreeable plan to help the student learn skills to successfully meet expectations.
- Teacher will communicate with the parent(s)/guardian(s).
- The teacher may proceed with in-class interventions.
- If the student does not respond to previous interventions, the student may receive additional intervention (additional support through school counseling and/or support staff).
- Continued classroom behaviors may escalate to more serious responses.
| Student Behavior |
Teacher Facilitated Elementary Behavior Intervention(s) These may include, but are not limited to, the following and may be utilized in any order of intervention: |
|---|---|
| Low intensity behaviors that disrupt the routine of the classroom or school day activities. |
|
| Non-Compliance / Work Refusal | |
| Unwanted physical contact, excessive rough play, or invading personal space | |
| Disrespectful or unkind behavior |
| Student behavior |
Teacher Facilitated Middle and High School Behavior Intervention(s) These may include, but are not limited to, the following and may be utilized in any order of intervention: |
|---|---|
| Low intensity behaviors that disrupt the routine of the classroom |
|
| Non-Compliance / Work Refusal | |
| Unwanted physical contact, excessive rough play, or invading personal space | |
| Disrespectful or unkind behavior |
Tier-2 Behavior Standards
Disruptive Behaviors & Rule Violations
These behaviors are purposeful or repeated low-intensity behaviors that interrupt the routine of the school day. These behaviors can be addressed both inside or outside the classroom by a teacher or with support from an administrator or other service provider(s).
- Staff will discuss behaviors with the student, remind and reteach behavior expectations in a discreet, respectful, and private way.
- Student and staff will work together to develop a mutually agreeable plan to help the student learn skills to successfully meet expectations.
- Staff will then proceed with interventions, with home contact as needed.
- If the student behavior does not change, the student will receive additional intervention inside or outside of the classroom by an administrator.
- Students who are assigned to detention will have an opportunity to reflect on their behavior, problem solve for improved behavior, and make up for lost learning time.
- Continued disruptive behaviors may escalate to more serious responses.
Disciplinary outcomes are within the discretion of the administration, based on the context and severity of the incident.
| Student Behavior |
Elementary Behavior Response(s)
These may include, but are not limited to, the following and may be implemented in any order of intervention: |
|---|---|
| Behavior that does not meet school expectations |
|
| Failure to report to assigned location | |
| Intentional profanity | |
| Misuse of electronic devices | |
| Recording of staff or students | |
| Repeated noncompliance | |
| Repeated disruptions to the learning environment | |
| Verbal Altercation | |
| Instigating or inciting an altercation | |
| Physical contact or invading personal space of others |
| Student Behavior |
Middle and High School Behavior Response(s)
These may include, but are not limited to, the following and may be utilized in any order of intervention: |
|---|---|
| Repeated tardy to class/school |
|
| Behavior that does not meet school expectations | |
| Cutting class/detention | |
| Intentional profanity | |
| Forgery | |
| Misuse of electronic devices/network | |
| Repeated noncompliance | |
| Repeated disruptions to the learning environment | |
| Verbal Altercation | |
| Instigating or inciting an altercation | |
| Physical contact or invading personal space of others | |
| Recording of staff or students | |
| Theft |
Tier-3 Behavior Standards
Safety Violations & Gross Misconduct
These behaviors constitute significant violation of safety for students, teachers, staff, and other members of the school community and will be addressed by the administration.
- Administration will investigate behaviors with the student/witnesses, and proceed with corrective actions and parent contact.
- Administration will consult and refer issues to School Resource Office when appropriate
Disciplinary outcomes are within the discretion of the administration, based on the context and severity of the incident. Behaviors that elicit a school emergency response, but not limited to:
Safety Violations
| Student Behavior |
Elementary Behavior Response(s)
These may include, but are not limited to, the following and may be utilized in any order of intervention: |
|---|---|
| Aggressive physical conduct |
|
| Bullying/Cyberbullying | |
| Creating false alarm | |
| False Allegations | |
| Verbal altercation | |
| Instigating or inciting an altercation | |
| Harassment of an ethnic, racial, sexual, or religious nature, including but not limited to verbal, written, or physical means to another person | |
| Vaping |
| Student Behavior |
Middle and High School Behavior Response(s)
These may include, but are not limited to, the following and may be utilized in any order of intervention: |
|---|---|
| Aggressive physical conduct |
|
| Bullying/Cyberbullying | |
| Creating false alarm | |
| False Allegations | |
| Verbal altercation | |
| Instigating or inciting an altercation | |
| Harassment of an ethnic, racial, sexual, or religious nature, including but not limited to verbal, written, or physical means to another person | |
| Vaping |
Gross Misconduct
| Student Behavior |
Elementary, Middle School, and High School Response(s)
These may include, but are not limited to, the following and may be utilized in any order of intervention: |
|---|---|
| Arson |
|
| Threats to school safety | |
| Causing a School Emergency Response | |
| Riot Behaviors | |
| Possession, use, under the influence of, or sale of tobacco products / vape/ drugs/alcohol | |
| Weapon Possession | |
| Vandalism |
For additional information regarding Hudson School District Policies and Procedures, please refer to https://www.sau81.org/schoolboard/policies.
All relevant policies for families and students can be found in the districtwide Student Handbook and Policy Guide that can be found at the link below.
2024-25 Hudson School District Student Handbook and Policy Guide
This site provides information using PDF, visit this link to download the Adobe Acrobat Reader DC software.