BA Handbook 12-13

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School Office Hours September - June June - September

7:30 p.m – 5:30 p.m 8:00 a.m. – 4:30 p.m.

Due to the complexity of the information contained in the following pages, there may be omissions and/or errors. Updates to your contact information should be made by logging into the Berwick Academy website and updating under My Profile.

The material in this publication is solely for the use of Berwick Academy parents, faculty, and staff. It is not to be used for personal solicitation, mailing lists, or personal profit. Please respect the privacy of the Berwick Academy community.

Copyright © 2012 Berwick Academy. All rights reserved. No part of this publication may be reproduced, transmitted, transcribed, stored in a retrieval system or translated into any language in any form by any means without the written permission of Berwick Academy.

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Table of Contents Introduction, Mission Statement and Governance General Information School Calendar School Cancellations Transportation to and from Campus Campus Store Student Support Library Archives Phone Messages A Note on Birthdays and Other Private Events Lower School Aftercare and Middle School Study Hall Homeroom Teachers and Advisors Upper School Student Government Elections Lost and Found Comprehensive Fundraising Plan The School Day General Information Sources

The Berwick Academy Program Curriculum and Academics Requirements Upper School Honors and Advanced Placement Courses After School Program Homework Quiz, Test, and Exam Policies Grades, Reports, and Conferences Honor Rolls, Honor Societies, & Other Academic Awards Academic Support Services Academic Difficulty Other Academic Policies Upper School Study Abroad Policy Regarding Graduates and Student Trips

Visual and Performing Arts Performing Arts Audition Process Visual Juried Arts Competitions Lower School Middle School Upper School Applied Music Dance Performance Dress Code

Physical Education and Athletics Lower School

4-10 11-29 10 11 11 12 13 18 21 21 21 22 24 24 25 25 26 28

30-44 30 32 32 33 34 35 37 38 41 43 44 44

45-50 45 45 46 46 46 47 48 49 50

50-61 50

3 Middle School Upper School General Policies for Middle & Upper School Sports Code of Ethics and Conduct

Parents and the Larger School Community Communication Berwick Parent Community (BPC) Athletics and Arts Boosters

Standards of Behavior Student Involvement in Community Building Lower School Middle School Upper School Student Health and Wellness Standards of Integrity Policy on Violence, Harassment, or Discrimination Berwick Academy Student Technology Policy Respect for Community Dress Code Bus Behavior Dining Room Conduct Public Displays of Affection Attendance Disciplinary Procedures Lower School Middle School Saturday Detention Upper School Infractions (All Divisions) Drug & Alcohol Policy Major Disciplinary Issues Honor Committee Academic Honesty Academic Dishonesty Reporting Disciplinary Cases

Student/Faculty Directory Board of Trustees Athletic Coaching Staff Athletic School, Field, and Rink Addresses

51 53 54 68

62-64 62 63 64

65-97 65 65 66 68 72 74 74 77 80 80 82 84 84 85 88 89 90 91 92 93 94 94 94 96 96 96

99-169 170 171 174

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Introduction The Handbook has been prepared to help students and families understand what they can expect from the Academy and what the Academy expects of them. We offer the Handbook with the strong hope that it will enable all of us to work together for the greatest benefit of our community. No set of guidelines can anticipate all scenarios, and situations will arise that are not explicitly covered in this handbook. Our commitment to our students and to the good of our community will guide us through those situations. This Handbook is a general information publication only, and is not intended to cover or contain all aspects of the relationship between Berwick Academy and its students, parents, faculty, and staff. The provisions of this Handbook do not constitute a contract, expressed or implied, between Berwick Academy and any applicant, student, student’s family, or faculty or staff member. Berwick Academy reserves the right to change the policies, procedures, and information in this Handbook at any time in its sole discretion.

The Academy’s Mission Statement was revised in 2011 and offers our best statement of that commitment to our students and to our community:

Mission Statement Berwick Academy, founded in 1791, is a Pre-kindergarten through Post-graduate college-preparatory day school dedicated to promoting virtue and useful knowledge among the rising generations. As one school with three divisions, Berwick develops balanced leaders through personal relationships that foster confidence and achievement. By engaging in a program distinguished by academic challenge, creative expression and performance, innovative technology, ethical sportsmanship, wellness, and a commitment to the common good, Berwick graduates become resilient citizens by living our core values of balance, engagement, excellence, and integrity.

Core Values Balance: Berwick Academy constituents participate in a quest for balance that fundamentally defines our sense of community. We exist in a spiraling cycle of discovery, self-reflection, and growth. While each community member’s individualized journey towards this value is a personal work in progress, we share a common appreciation of the tensions that exist within our definition of this ideal:

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- Challenging ourselves with ambitious goals while nurturing each other with kindness, joy, and humor - Excelling through risk taking while honoring safety and wellness - Valuing and exploring academics, arts, athletics, and service - Appreciating tradition and innovation with both pride and humility - Embracing service and stewardship not only on our campus but in the communities in which we live Stretching through Engagement: Berwick assumes that we all benefit from personal exploration, taking considered risks and genuinely diving into new endeavors. Community members are expected to stretch themselves in the following ways: - Leaving one’s zone of comfort - Embracing occasional healthy failures that lead to a deepening sense of resiliency - Rejecting apathy and/or passivity - Grappling with intellectual knowledge, demonstrating an ethic of sportsmanship, and exhibiting artistic expression - Embracing a lifelong commitment to learning and growing A Community of Excellence: “Community” and “Excellence” are two of the most cherished principles at Berwick Academy. Academic excellence is central to the Berwick experience, but our community of high standards expects all constituents to be in a process of striving for their personal best in these additional areas: - Supporting achievement in all aspects of the Berwick experience - Building and sustaining meaningful relationships with an emphasis on collaboration - Promoting independence, self-advocacy, and emotional growth - Seeking avenues for improvement towards achieving one’s personal potential (e.g., extra help, professional development, mentoring, etc.)

- Aspiring towards and rewarding creativity, imagination, and innovation Commitment to Integrity: Being a member of the Berwick community requires a deeply held commitment to being a person of character and continually refining one’s ethical understanding of the world. Our commitment to integrity functions as the rudder that guides us through all personal explorations and risks by honoring - Character and responsibility - Honesty and personal accountability

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- Caring and respect - Kindness and selflessness - Acceptance and tolerance - Wholeness and wellness - Self-awareness and reflection

Non-discrimination Statement Berwick Academy is committed to basing judgments concerning the admission, education, and employment of individuals upon their qualifications and abilities, and affirmatively seeks to attract to its faculty, staff, and student body qualified persons of diverse backgrounds. In accordance with this policy and as delineated by federal and Maine law, Berwick Academy does not discriminate in admissions, educational programs, or employment against any individual on the basis of that individual’s sex, race, color, religion, age, disability, status as a special disabled veteran or veteran of the Vietnam era or other covered veteran, sexual orientation, or national or ethnic origin.

Notification of Rights Under FERPA (Please note that the U.S. Department of Education may decline to review alleged FERPA violations by the School because it is a private institution that does not receive federal funding.)

Berwick Academy uses the Family Educational Rights and Privacy Act (FERPA) as a guide in maintaining and disclosing education records. FERPA affords parents and students over 18 years of age (eligible students) certain rights with respect to the student’s education records. They are: (1) The right to inspect and review the student’s education records within 45 days of the day the School receives a request for access.

Parents or eligible students should submit to the Head of School, or his or her designee, a written request that identifies the record(s) they wish to inspect.

The Head of School will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected.

(2) The right to request the amendment of the student’s education records that the parent or eligible student believes are inaccurate or misleading.

This does not include requests to change a grade or disciplinary decision.

Parents or eligible students should write the Head of School, clearly identifying the part of the record they want changed, and specifying why it is inaccurate or misleading. If the School decides not to amend the record as requested by the parent or eligible student, the School will notify the parent or eligible student

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of the decision and advise them of their right to a hearing regarding the request for amendment.

(3) The right to consent to disclosures of personally identifiable information contained in the student’s education records, except to the extent that FERPA authorizes disclosure without consent.

One exception that permits disclosure of personally identifiable information without consent is disclosure to teachers and school officials with legitimate educational interests. A “school official” is a person employed by the School as an administrator, supervisor, instructor, or support staff member (including security, health or medical staff); a person serving on the Board of Trustees; a person or company with whom the School has contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); or an individual serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks.

A teacher has a legitimate educational interest if review of an education record would be helpful in addressing the needs of the student or other students. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her responsibility.

FERPA allows the disclosure of education records to other academic institutions without consent. Upon request, the School discloses education records without consent to officials of another school in which a student seeks or intends to enroll.

(4) The right to file a complaint with the U.S. Department of Education concerning alleged failures by the School to comply with the requirements of FERPA. The Office that administers FERPA is: Family Policy Compliance Office U.S. Department of Education 600 Independence Avenue SW Washington, DC 20202-4605

Disclosure of Directory Information FERPA allows the release of “Directory Information” from education records without prior consent. Directory Information is personally identifiable information in a student’s education record that is not generally considered private or harmful. For instance, it is the practice of Berwick Academy to publish a Parent-Student Handbook & Directory with names and addresses,

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rosters with team lineups for sporting contests, news items about student achievement, etc.

Berwick Academy designates the following types of personally identifiable information as “Directory Information:� name; grade or class; address and telephone; teams/clubs/activities; honors/awards; dates of attendance; height and weight for sports rosters; school-related photographs/electronic images. A parent or an eligible student has the right to refuse to allow the School to designate any or all of these types of information about the student as Directory Information. Of course, such a refusal would mean that the student would not be listed in the relevant directory, roster, or publication. A request that the Directory Information be withheld must be made in writing and directed to the office of the Head of School no later than July 15 each year for the upcoming academic year.

School Governance and Organization The Board of Trustees Berwick Academy is an independent school, accredited by the New England Association of Schools and Colleges and a member of the National Association of Independent Schools. The Academy is governed by the Board of Trustees, which is listed in the back of the Student Handbook. The Board meets five times a year to establish policy for the Academy, and the administration and faculty implement that policy. The Board currently works through eight committees: Finance, Mission & Culture, Development, Buildings and Grounds, Long Range Planning, Audit, Investment, and the Committee on Trustees. Trustees are parents, past parents, and alumni, and they represent those parts of the Berwick community in making policy; they do not act individually. Trustees are not compensated; they are the first tier of volunteers working for the betterment of our school and our students.

Lower School In a distinctly joyful environment, the Lower School program provides a comprehensive educational foundation by focusing on the academic, social and emotional needs of our pre-kindergarten through fourth grade students. Faculty foster a passion for learning through a blend of core curriculum and unified arts classes. In a supportive setting, students deepen their curiosity and creativity, develop critical thinking skills and become contributing members to their class, division and school.

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The close connection between teacher and student in our self-contained homeroom classrooms and unified arts classes supports the primary goal of understanding each child as a unique learner. The classroom curriculum balances traditional principles in reading, writing, math and social studies instruction with innovative experiences including individual research projects, small-group literacy classes and full-class explorations. The unified arts subjects add to the balanced academic program. Lower School students eagerly participate in art, technology lab, French, library, music, physical education and science classes.

Most importantly, a sense of camaraderie and support permeates the Lower School environment, as varied group experiences help students realize the importance of actively contributing to the community at large. Together, the student, the school, and the family establish the foundations of academic, intellectual, and personal growth.

Middle School The Middle School values equally its mission to encourage individual growth within its students, academically, athletically, artistically, and morally. The academic program is at once demanding and supportive, its curriculum progressing purposefully over the course of four years. The fifth and sixth grades build upon and expand the child-centered, integrated curriculum of the Lower School, and the seventh and eighth grades prepare students for a college preparatory setting. The athletic program allows all students to learn how to be successful within competition as gauged by their athletic, emotional, and social growth. The mission of the arts is to encourage students to learn by doing, giving each child opportunities to explore the broad and diverse components of the arts as an academic body of knowledge and as a means of self-expression.

Through encouragement to gain a sense of their moral responsibility to themselves, to fellow students and their teachers, and to their community, middle schoolers learn to be responsible for their actions and their learning.

Upper School The Upper School prepares students for the rigors of challenging college curricula by teaching them to learn together yet think independently, express themselves with clarity and confidence, and understand extensive information in all six disciplines. The Upper School fosters the enduring qualities of honesty, tolerance, safety, trust and respect within our community and beyond, and integrity, confidence, maturity, and pride within our students.

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General Information School Calendar 2012-2013 A complete school calendar is made available to all parents at the beginning of each new school year. Parents and students will be notified of any changes in the calendar as they may occur. The School calendar can also be found on the school’s website. Here are some important dates.

Opening Day, Middle, Upper, and New Lower School Opening Day, Lower School New Parent Dinner Bulldog Golf Classic Blue & White Day Columbus Day (School Closed) PK-12 Admission Fall Open House Thanksgiving Vacation Exploring the Lower School Activity Day Winter Vacation (School Closed) Martin Luther King Day (School Closed) Winterfest Concert for the Arts Presidents Weekend (School Closed) Spring Vacation Faculty Professional Day (No classes PK-12) BPC Community Benefit Grandparent’s Day BA Dance Show BA Dance Companies Performance Blue & White Day Memorial Day (School Closed) Upper School Final Exams Last Day of Classes, Lower and Middle Baccalaureate Commencement

September 4 September 5 September 9 September 20 September 22 October 8 October 28 November 21-25 December 2 Dec.22-Jan. 6 January 21 February 1 February 15-18 March 9-24 April 22 April 27 May 3 May 3&4 May 4 May 11 May 27 June 4-6 June 6 June 7 June 8

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A. School Cancellations If weather conditions are severe and appear hazardous, school will be cancelled or delayed. These announcements will be made as early as possible and will be broadcast on WCSH-TV Channel 6 and WGME-TV Channel 13. Additionally, the school will use its automated emergency telephone notification system to call families as well as posting a message on the homepage of the website.

Families may also call the main school number for a recorded message.

When inclement weather begins during the school day, there may be an early dismissal. In such a case, the Head of School will call for an early dismissal by noon. On other occasions, the school may remain in session until normal dismissal time and only after-school activities will be cancelled. In this case, the Head of School will make that determination by 1:00 p.m. If school is dismissed early because of weather conditions or for other emergency reasons, announcements will be broadcast by phone, email, and our website. Parents should also feel comfortable calling the main number for information about delays and closings.

Because the Academy serves such a wide geographic area, weather and road conditions may vary greatly from one region to another. Parents, therefore, are urged to use their own discretion regarding the transportation of their children on inclement days. Please notify the School if you decide to keep your child at home.

B. Transportation to and from Campus Parents, fellow students, or Berwick buses bring students to and from campus.

The Academy maintains multiple bus routes for the convenience of its families.

Bus transportation is on a fee basis and is scheduled to permit student participation in regularly scheduled afternoon activities. It is available to all students, kindergarten through the Upper School. The specific bus schedules are available on the Academy website. Generally speaking, all morning buses arrive on campus by 8:15 a.m. In addition to the early afternoon bus which departs at 3:15 p.m. on all days but Wednesdays, when it departs at 2:20 p.m., there is a Monday, Tuesday, Thursday, and Friday late bus that departs at 5:00 p.m. during the fall and spring sports seasons and at 5:30 p.m. during the winter season. Students who wish to have guests ride home with them must notify the Business Office in writing. Guests will be accommodated on a space-available basis. Parents inviting large groups of students home for birthday parties, etc.,

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should check with the Business Office early to make certain space is available or should make alternative transportation arrangements.

Upper School students who have permission to drive to and from school may use their cars for this purpose only with the exception of seniors with off-campus privileges. All students must adhere to the campus speed limit of 10 m.p.h. Cars must be registered with the Business Office and parked only in specified student parking areas. A fee will be charged each trimester for this service. Parking cars in fire lanes, by playing fields, or in faculty spaces is prohibited. Once parked, cars may not be moved until the student is leaving campus for the day. Only seniors in good academic and disciplinary with parental permission may leave campus during the day. Students may not take other students with them without specific permission from both the parents of the driver and each rider, and they must abide by the same rules and standards while off campus that apply on campus. Permission slips must be written, signed by parents, and given to the appropriate grade level Dean. Cars may not be visited during the day except by permission of a faculty member. Given the limited parking available to students on campus, parking cannot be guaranteed for sophomores. Failure to follow any of these rules will result in detention and/or the loss of driving privileges.

C. Campus Store The primary venue for purchasing Berwick Academy items and apparel is through our online bookstore, which can be found under Community from the homepage of the Berwick Academy website (www.berwickacademy.org.) Items can be purchased 24 hours a day, and can either be shipped or prepared for pickup in the Burleigh Davidson building.

While there is no central bookstore operation on campus, some items may be purchased through Sondra Farrell in Burleigh Davidson, or Shanlee Ginchereau, Bookstore Manager, in the Lower School. Additionally, basic supplies will be available for purchase in each division in various locations.

Textbooks for Berwick Academy courses are available online at www.follett.com.

Families are also able to acquire ISBN numbers and purchase at any alternate site. If you have further questions about the campus store or purchasing items, please contact Shanlee Ginchereau at x 2001.

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D. Student Support The Support Services Department exists to provide quality services for Berwick Academy students and their families. Students experiencing health, academic, social, and/or emotional difficulties can receive comprehensive and coordinated care by the team of professional who make up this new department. The Support Services Department personnel include the school nurse, the two academic support coordinators, the athletic trainer and two school counselors.

Even though each of these individuals has their specific area of expertise, it is not uncommon for them to work together to provide the optimum care for each student. Ultimately, it is Berwick Academy’s belief that the health and wellness of a child is primarily the responsibility of the child’s parent(s). The school nurse, the academic support coordinators, the athletic trainer, and the school counselors work in conjunction with the parent(s) to assure a child’s health and readiness for academic success.

School Nurse The school nurse works collaboratively with students, parents, teachers, community professionals, and the school’s student support department members to enhance the educational process by removing or lessening health barriers to learning. Students are encouraged to see the school nurse if they are feeling ill during the school day. It is the school nurse’s responsibility to medically assess the student to determine if he/she is well enough to return to class. As a general rule, the school nurse is the medical authority on staff, and we expect students and parents to work with the nurse concerning all emerging illnesses and conditions taking place on campus. The school nurse is on campus and available from 8:00 a.m. to 4:30 p.m. The nurse’s office is located in the rear of the Burleigh Davidson Building.

Lower School Academic Support Coordinator The Lower School academic support coordinator serves as a resource for faculty, students and parents when students experience either academic or social/emotional challenges within the classroom setting. The academic support coordinator works closely with both school personnel and the parent(s) to promote and monitor a child’s academic success. Early identification of learning issues, collaborative consultation between school and home, and various levels of classroom support help students gain greater academic independence. The Lower School academic support coordinator has an office located in the bottom floor of the Lower School.

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Middle and Upper School Academic Support Coordinator The Middle and Upper School academic support coordinator consults with Division Directors, deans, faculty, the school counselor, the nurse, and parents to promote and monitor academic progress. The ASC manages all requests for academic accommodations, maintains student records and creates Educational Support Plans for students with identified disabilities and/or weaknesses. The ASC secures standardized testing accommodations for Upper School students.

The ASC also offers exam prep/study skills classes, which are available to all students. The ASC has an office in both the Middle and Upper Schools.

Upper School Grade Level Deans The Upper School Grade Level Deans support the needs of our students and parents by not only taking on overall student responsibility for their designated grade, but as another point of contact for parents with questions that advisors are not able to answer.

Athletic Trainer The athletic trainer works closely with various health professionals, the athletes, coaches, and parents to coordinate a safe athletic environment. If concern about an athlete’s participation exists, the athletic trainer will notify the parents and recommend further medical care. The athletic trainer’s role is to advise athletes and coaches on healthy lifestyles and proper nutrition, to develop exercise regimens, to provide instruction on how to prevent illness or injury during physical activity and, to provide immediate care in case of an injury on the school grounds or at an athletic sponsored event. Located in the Athletic Center, the athletic training services are available to students needing injury evaluation and rehabilitation for athletic injuries such as sprains, strains, contusions, and postsurgical reconditioning. Appointments may be made during the school day or care can be accessed after school during sports practices.

School Counselors The PK -5 and 6-12 school counselors’ primary roles are to provide emotional and/or social support to students who are struggling during the school day. If deemed necessary, the school counselors will contact the parent(s) of the student. Ongoing support is available on a short-term basis. If additional therapeutic intervention is required, the Lower or Middle/Upper school

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counselors will contact the parent(s) and discuss appropriate services. Both the PK-5 and 6-12 school counselors works closely with other school personnel and outside professionals to provide appropriate support for the student(s). The PK5 and 6-12 school counselors are also available as resources to parents and can assist in connecting students and their families with outside mental health professionals in the Seacoast area. The the PK-5 and 6-12 school counselors may be contacted during the school day and are available after hours for emergencies. The PK-5 school counselor’s office is located on the bottom floor of the Lower School and the 6-12 school counselor has an office in both the Middle and Upper Schools. The 6-12 school counselor’s office hours will be posted at the beginning of the academic year.

Health Forms All health forms must be completed and filed with the school nurse no later than the second Monday in July of the upcoming school year in order for a student to begin school. A student will not be allowed to participate in preseason sports or to attend orientation programs if the necessary medical forms are not completed and on file. All health forms are posted on the portal or may be picked up in the front office of the Burleigh Davidson Building.

A complete physical examination, including vision and hearing testing, is required for all new students entering Berwick Academy; and thereafter, updated each year. A physical exam is an assessment of your child’s health status. Berwick Academy recommends a more recent physical examination is submitted if there are changes in your child’s health. The Physical Examination Form must be completed and signed by the medical practitioner; and, the section on immunizations must be reviewed and completed in order to comply with Maine state law.

The signed and completed Emergency Permission Form is used for students during school, sports and field trips when immediate medical attention is needed. The school nurse needs to be updated on medical changes throughout the year. Medical information pertinent to the student may be confidentially shared with the applicable teacher(s), staff, and/or athletic coach. Parents are also encouraged to inform appropriate personnel about important medical information. Please note: Beginning January 2012, Berwick Academy will no longer accept student medical forms signed by a parent who is a medical practitioner.

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Student Absence for Illness If your child does not feel well upon waking up and/or has a fever, please keep him/her home to prevent the transmission of illness to others. It is the responsibility of the parent to alert the appropriate school personnel within their child’s division-Upper School (ext. 2500), Middle School (ext. 2900), and Lower School (ext. 2001). The student may return to school if feeling better and having no fever within the preceding 24 hours (without the use of fever reducing medication). If your child has been evaluated by a medical practitioner, please obtain instructions and restrictions about returning to class and sports. For the protection of your child and other students, please notify the school nurse when your child has a communicable disease, such as influenza, strep throat, conjunctivitis (pink eye), chicken pox, head lice, mononucleosis, or staphylococcus aureus infection, etc. Please be alert to special school health protocols that may be communicated during outbreaks of influenza or other communicable diseases.

Student Allergies It is the responsibility of the parent(s) to inform the school nurse of all student allergies. Physician School Order for Medication form must be completed and filed with the nurse’s office prior to the beginning of the academic school year.

This order must include specific instructions on how an allergic reaction should be managed.

Berwick Academy is a “nut aware” not a “nut free” environment. We ask the parent(s) to alert the school nurse, their child’s classroom teacher, and division head if their child has an allergy, in order to assure as safe of an environment as possible during the school day.

Middle and Upper School students with allergies or other life-threatening conditions are permitted to carry appropriate medication on their person during the school day provided there is a current Physician School Order for Medication form on file indicating that they have been trained to self-administer if necessary.

Lower School students with allergies may also carry appropriate medication on their person during the school day provided there is a current Physician School Order for Medication form on file. However in the case of Lower School students the school nurse will administer all allergy medication.

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Student Injury and Illness If a student is injured or becomes ill during school hours, he/she is required to see the school nurse for evaluation, first aid treatment, and/or referral. The student may return to class or be excused from classes or other school obligations. The parent/guardian will be contacted by the school nurse if appropriate and if the situation warrants, the student will be sent home or for treatment. If an ill or injured child requires immediate action, the rescue squad (911) will be called, and a copy of the Emergency Permission Form with medical information will be furnished. Parents will be notified as soon as possible. In the case of an athletic injury, a student must have a note from the physician in order to resume play. It is imperative that the School has a signed medical practitioner’s note sent to school following an illness or injury to determine the student’s health status, as well as any restrictions for physical education or sports.

Medication Administration Policies The goal of the school health program at Berwick Academy is to make the safety and well-being of the student a top priority. If your child is on prescribed medication during school hours (including overnight school trips), it is necessary to notify the school nurse, and have the Physicians School Order for Medication filled out annually, or for the parent to submit a signed note from the student’s medical practitioner. Please note that the form also requires a parent signature.

The school nurse is unable to administer the medication without one of these two forms. Most over-the-counter medications require a medical practitioner’s signed order, such as Benadryl, Ibuprofen, cough/cold medications.

Medications will be administered under the direct supervision of the school nurse/director or if deemed necessary by a qualified and trained individual appointed by the school nurse. Prescribed medications sent to school must be in the prescription container labeled by a pharmacist and given to the school nurse (or individual appointed by the nurse) by a parent or legal guardian.

No student may carry prescription drugs or over-the-counter medication on their person during the school day. The only exception to the rule is allergy or medications for life-threatening conditions. If an emergency should occur, Middle and Upper School students trained to self-administer may use allergy or medication for life threatening conditions outside the nurse’s office. The exception to this policy is medication that requires injection. All injected medication must be supervised by the school nurse.

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A Physician Order for Medication from or signed parent permission must be on file in order for the nurse to administer any medication.

Extended Medical Absences and Concussion Protocols If a student absence extends beyond two weeks of school, the parent(s) is required to contact the appropriate division head to discuss a medical leave of absence. The parent(s) is also required to give the school nurse a note explaining the reason for the absence. The school nurse has the right to share this information with the appropriate school personnel so that a plan of action can be devised to assist the student while s/he is away. In order to return to school, medical and/or psychological documentation is required stating when the student is safe to resume normal academic and physical activity.

Re-entry following a diagnosed concussion is complex. Berwick has a protocol in place to manage these issues which requires that the family, school, and medical providers work together in order to create the best possible plan for the recovery of the student. In some cases, following an extended medical leave or concussion, students may be asked to complete homework during school vacations or after the conclusion of the school year to receive academic credit.

E. Library Berwick Academy students are encouraged to take full advantage of the resources and services of the Jackson Library. With over 21,000 volumes, subscriptions to periodicals, audio-visual materials, and electronic information, the library offers resources in a variety of formats. The librarians and staff are available to assist students with research and guide their reading choices.

Library Hours The library is open the following hours during the school year: Fall and Spring Monday, Tuesday, Wednesday, Thursday 7:40 a.m. 4:50 p.m.

Friday 7:40 a.m. – 3:30 p.m.

Winter Monday, Tuesday, Wednesday, Thursday 7:40 a.m. – 5:20 p.m.

Friday 7:40 a.m. – 3:30 p.m.

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Academic Day Students visit the library with their classes for library and information skills instruction, research, and literature appreciation. Upper School and Middle School students are welcome to visit the library from study halls and during lunch for the purposes of research, quiet study, and leisure reading. Upper and Middle School students are also welcome to visit the library before and after school. Lower School students, accompanied by their parents, are encouraged to use the Katz Lower School Library after school.

Virtual Library The library portal is the link to the Academy’s Virtual Library. To access the library portal, begin at the school portal click on Academics, select Jackson Library Portal. Many library resources are available 24/7 from any computer with Internet access. These resources include online subscription databases, the library catalog, pre-selected websites, and a research manual. These resources are available through the library portal.

Library Rules To maintain an atmosphere that encourages study, research, and reading, students must respect the library rules regarding behavior. Students who choose not to follow these rules will be asked to leave the library. Disciplinary issues may result in a loss of privileges.

• Contribute to an atmosphere that encourages research, reading, and study.

• Second floor reading room and open area are reserved for work and study.

• Carrels on second floor are reserved for silent, individual study.

• Please do not move furniture.

• Cell phones may not be used for any reason in the library. Please see a member of the library staff if you need to make a phone call.

• Electronic devices may be used.

• Headphones must be used at all times.

• The Library has a “food friendly” policy. Snacks are permitted. Please clean up after yourself and report any spills to the library staff.

• All Upper & Middle School students are expected to sign in and out when using the library outside of class.

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Circulation Policies To ensure the availability of library materials to all, the following circulation (borrowing) policies have been established: Patron Type Loan Period Lower School students 1 week Middle School students 2 weeks Upper School students 3 weeks Parents 2 weeks Library materials must be checked out before taking them from the library.

Books, AV materials, and back issues of periodicals circulate to students. Please return borrowed materials directly to the library on, or before, the due date.

Fines are not charged for overdue materials although non-refundable replacement costs are billed through the Business Office for materials not returned. Materials recalled for use by another student must be returned immediately. Arrangements will be made for shared use when necessary.

Room Use With a variety of seating and room choices, individual students, small groups, and classes can be accommodated in our spacious and comfortable library. The major part of the library is designed for open use. Some rooms serve particular functions.

The Reading Room, on the second floor, is designed for open use by students wishing to have a quiet place to study or read. The two Group Study Rooms, located on the second floor, are available for use by Upper School students who wish to study together or work on group projects. These rooms are limited to no more than four students. The Library Classroom, first floor, and the Seminar Room, second floor, are limited to use by students in classes with teachers/librarians.

Interlibrary Loan Berwick Academy participates in ILL through the Southern Maine Library District. This service is available to Upper School and Middle School students.

Forms for ILL requests are available on the Library Portal and at the reference desk. Please allow at least two weeks to receive ILL materials.

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Internet Use in the Library Computers in the library are to be used for research and homework. Students are expected to abide by the Academy’s Acceptable Use Policy. For detailed description of policies regarding Internet use, see the Academy’s Acceptable Use Policy (AUP) elsewhere in this handbook.

The Writing Center The Writing Center is available to Upper and Middle School students on Tuesdays and Thursdays in the Jackson Library from 8:30 a.m.-3:00 p.m. Its purpose is to assist students with the writing process involved with any of the academic disciplines. Students work one-on-one with an undergraduate from a local university and may drop in or make an appointment in advance. There is no charge for this service. The Writing Center is supervised by the Upper School Librarian.

F. Archives The Archives are located on the second floor of the Jackson Library. Archives houses relevant materials and information from much of the school’s history.

The school has a part-time archivist who is available on a regular basis and by appointment.

G. Phone Messages The Academy voice mail system has provided parents with a great tool with which to leave messages for children and with which to link up with teachers.

Calls are routed through the receptionist to the appropriate voice mail destination. Critical messages to children (on pickup plans and other timesensitive questions) should be directed to the Registrar’s Office (extension 2500) for the Upper School, and to the Middle School Administrative Assistant’s Office (extension 2900) for the Middle School, and to the homeroom teacher’s extension in the Lower School or to the Lower School Administrative Assistant’s Office (extension 2001).

H. A Note on Birthdays and Other Private Social Events In order to avoid hurt feelings, we request that any invitations from you or your child be mailed directly to the home addresses (listed on the latter pages of

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the Handbook) of the children being invited rather than distributed at school or school-related functions. Please also refrain from sending balloons, flowers, or other special deliveries in honor of a student’s birthday.

Lower School After Care and Middle School After School Study Hall I.

Lower School After Care is available Monday through Friday from school dismissal until 5:00 p.m. during the fall and spring trimesters and until 5:30 p.m. during the winter trimester. The After Care Program divides students into two different grade-level groups: pre-kindergarten - kindergarten and grades one through four. Parents must fill out a reservation form (available on the school portal or through the Lower School office) in order for their child(ren) to use the program. After Care is available on a monthly or a daily basis and must be pre-arranged via the reservation form to guarantee a space. It is also possible to use After Care on a drop-in basis when space is available. There will be no After Care when school is dismissed at noon, when school has been let out early due to inclement weather or when campus has been closed due to inclement weather.

After-school enrichment programs (with varied areas of focus in arts, athletics and academics) are also available in the Lower School through the After Care program. To participate, students will begin their enrichment program experience as registered After Care participants and then will have the option of transitioning to these pre-announced and regularly-scheduled activities. More detailed information about these programs will be made available at the start of the school year.

Besides the Lower School in-house programs referenced above, we also offer outside enrichment programs that run during after-school hours in the Lower School. These programs require an additional student fee paid to the sponsor or organization. For participation on a given afternoon for such programs, parents may elect for their child to transition to and from this activity under the supervision of the After Care program/workers (i.e. while enrolled in the After Care program—as is commonly done with our current music lesson model) or parents may elect for their child to transition to and from this activity under parent/designated adult supervision.

Students who ride the late bus should be aware that there is no late bus service on Wednesdays as well as other specific dates that are listed on the BA calendar.

All After Care students should bring a nutritious snack to eat during program hours. Please do not send candy, soda, nut products or gum for snacks. A

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portion of the daily After Care schedule is used for students to work on their homework. Electronic games, music devices, and cell phones of any type are not allowed within the After Care program.

Billing for After Care is done on a monthly basis and will be billed on the monthly statement. The payment options and rates are listed below. Due to the need to plan for proper daily staffing, we charge the rates below regardless of the amount of time a student uses the program on a given day.

PER MONTH OPTION (Lower School) (A) 5 days/week

$215.00/month

DAILY OPTIONS (Lower School) (A) 3:00 – 5:00 PM (M, Tu, Th, F) (B) 2:00 – 3:00 PM (W) (C) 2:00 – 5:00 PM (W)

$13.00/day $ 6.50/day $19.50/day

The Lower School After Care programs ends at 5:00 p.m. (5:30 p.m. during the winter bus schedule). Prompt pick-up is expected or a late fee will be assessed.

The fee will be calculated to the nearest 15-minute interval at the rate of $12.50 per quarter hour.

Middle School Silent Supervised Study Hall is available Monday-Friday from school dismissal until 5:00 p.m. While there is no late bus on Wednesdays throughout the year, Supervised Study Hall is available until 5:00 PM, even during the winter months. (During the winter bus schedule on Mondays, Tuesdays, Thursdays, and Fridays, the late bus departs at 5:30, and students may remain in study hall until the 5:30 bus departure). It is available on a daily basis and should be prearranged to guarantee a space. Those who expect to use the MS Study Hall program on an occasional basis should submit a form with information regarding parent contact numbers. Arrangements for occasional use may be made by phoning as soon as your needs are known. You may leave a message on the voicemail system and a return call will be made to confirm.

Students who ride the late bus should be aware that there is NO late bus on Wednesdays and other dates that are listed on the Berwick Academy calendar.

There will be no Silent Supervised Study Hall immediately prior to vacations, when school is dismissed at noon, or when the late bus has been cancelled due to inclement weather. If Middle School Students are on campus after their final school activity without direct parental supervision, they must be in After School Study Hall.

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Billing the MS Study Hall program is done on a monthly basis and will be billed to your monthly statement. The MS Study Hall program ends at 5:00 p.m. (5:30 p.m. during the winter bus schedule). Prompt pick-up is expected or a late fee will be assessed. The fee will be calculated to the nearest 15-minute interval at the rate of $7.50 per quarter hour. All students should bring a nutritious snack to eat between 3:00 and 5:00 p.m. Please do not send products containing nuts or peanut butter, candy, soda, or gum.

J. Homeroom Teachers and Advisors Each Berwick student and family has a primary contact person: the homeroom teachers in the Lower and Middle Schools, and advisors in the Upper School.

Our strong hope is that all students and families will establish close relationships with these crucial people. The homeroom structure of the Lower School naturally promotes those relationships. The Middle School has a Homeroom Program that will create daily interaction between teachers and students for special projects, service opportunities, and support. The Homeroom meetings occur daily. The departmentalization of the Middle and Upper School makes us all work a bit more to make the advisor/ homeroom teacher relationship work.

Upper School advisors generally stay with advisees for four years unless the advisee opts to move to another advisor.

During Lower School classroom meetings, teachers and students work purposefully with the Responsive Classroom and Social-Emotional Learning models of promoting respectful verbal communication and positive physical interaction. In the Middle School homeroom meetings, teachers and students will work on organization skills, social issues, special programs, service opportunities, and wellness topics. In the Upper School advisor meetings, teachers and students discuss the issues of the day, share academic and social concerns, and discuss student government issues. Advisors also share individual time with their advisees discussing their academic progress. Homeroom teachers and advisors communicate with home on their students’ progress. They also serve as their students’ advocates in faculty meetings and, when necessary, disciplinary meetings.

K. Upper School Student Government Elections The student election procedure was amended and adopted by the student body in the spring of 1995. All student elections except those of the freshman

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president and freshman student council representatives will occur during the fourth quarter of each school year.

Election of the student body president will occur first. Nominations will be taken amongst all present juniors and a ballot will be formed of the top four nominees who accept nomination. If a tie occurs in the fourth slot each nominee will be added to the ballot. An open forum will occur where all nominees will appear before the student body to give a speech and to field questions. A moderator for this forum will be chosen by the student council from the outgoing senior class. A similar process will be followed for the Student Life President.

Class presidents for the upcoming senior, junior, and sophomore classes will be elected following the election of the student body president. Nominations for five slots on each ballot will be taken in the same manner as above. Speeches and elections will follow accordingly at class meetings.

Elections for student council representatives will occur after the presidential elections at class meetings. Unlimited nominations will be accepted, and selfnomination is possible for the three slots on the ballot from each class. Each nominee must agree to have their name placed on the ballot. Class presidents automatically represent their classes in student council. Freshman elections will occur in September of each school year. They will happen in the manner stated above, and conclude before the end of the first 30 days of school. A president and three student council representatives will be elected.

L. Lost and Found Each building on campus has a designated area for lost and found items. These items may be retrieved at any point during the school year. Items remaining in each building will be removed and brought to the Commons Lost and Found at the following times: the week prior to Thanksgiving Break, the week preceding March Break, and our final week of school. All unclaimed items will be removed from the Commons and donated to charity one week following each of these dates.

M. Comprehensive Fundraising Plan at Berwick Academy In an effort to streamline and consolidate various campus fundraising opportunities and initiatives, the Board of Trustees, spearheaded by the Development Committee, established the Comprehensive Fundraising Plan.

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The spirit of this plan is to provide consistent and thoughtful scheduling of various campus fundraising efforts over the course of an academic year to reduce the amount of solicitations among various constituencies and to keep competition among groups at a minimum. While philanthropic activities are an important and celebrated part of the Berwick experience, the Board seeks to provide an appropriate balance regarding the number and timing of these initiatives. The plan outlines all of the approved fundraising activities that will occur on campus throughout the 2011-2012 academic year. The Administrative team is responsible for making sure all school constituencies respect the plan, but reserve the right to make changes deemed appropriate throughout the academic year. Any student requests to deviate from the approved plan should be initially made through their respective Division Directors who will then bring substantial requests to the Administrative team for discussion and approval.

Parents may direct any general fundraising questions to the Director of Advancement.

N. The School Day The school day begins with a student’s first commitment, including riding the bus, and ends at the conclusion of the final school activity, including evening dances, concerts, and athletic events. In Lower and Upper School divisions, classes begin at 8:15 a.m. Middle School homeroom period begins at 8:10 a.m.

Classes in all three divisions end at 2:10 p. m. on Wednesday and at 3:00 p.m. on the other four weekdays. (Please note that half-day pre-kindergarten option ends at noon on each school day.) If parents need to drop their children off before 7:45 a.m., please contact the appropriate Division Director. Also note that Lower School students should not enter the Lower School building until 8:00 a.m. The Lower School offers an Early Bird program run through the library, where Lower School students can be dropped off early and supervised from 7:40 a.m. until 8:00 a.m.

Afternoons tend to be very busy with bus and parent pickups, with athletic practices and games, and with many other activities. It is vital for the safety of our students that all driving adults show special respect for the bus and car pickup areas. It is also important that parents and children communicate well on their after-school plans. Lower School students who are being picked up by parents must remain in the designated area directly outside of the Lower School building. Parents must park in the Lower School parking lot and meet their children in this designated area. Due to safety concerns, children will not be allowed to leave this area without adult supervision. (Lower School families are welcome to use the playground area and mini-turf field area after the buses

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have departed; students must be under direct parent supervision when using these facilities.) Middle School students who stay on campus after 3:15 p.m. must be signed into the Supervised Silent Study Hall.

Leaving Campus during the School Day In the Lower and Middle School, students are never allowed to leave campus unless they are leaving with a parent or on a bus to return home and conclude the day. In the Upper School, all students in all grades MUST have a form denoting if they have permission to be off-campus. Off-campus permission covers situations when a student wishes to leave and then return to campus over the course of the day. Seniors and post-graduate students with off-campus privileges are allowed to sign out at the designated location and leave campus during their free periods and after academic hours. Students in grades 9-11 are not allowed to leave campus during academic hours unless under the supervision of a faculty member or parent. After the last class of the day has ended, students in grades 9-11 may have late evening events (e.g. games, concerts, film clubs, coffee houses, etc.) or plan to take a late bus while not in an afternoon activity.

During these times students should be in either Fogg or Jackson Library. If they want to go to another campus building, or go into town to purchase dinner, etc., they must sign out at the Upper School Assistant’s Office. Students going downtown must go with another student. It is absolutely essential that parents understand when students are and are not under direct school supervision, and should grant permissions accordingly. In cases where students are not planning to return to campus, school responsibility for oversight ends at the end of the school day (defined by the last school activity attended by a given student) and it becomes exclusively a parental responsibility to know the whereabouts of a child. Additionally, parents should understand school policy surrounding offcampus behavior whether or not students plan to return to campus. Students who are discovered to be in town or off campus before returning to campus without following this protocol should expect to be questioned and face appropriate disciplinary consequences as deemed appropriate by the Assistant Director of the Upper School.

Cell Phone Use during the School Day Students are prohibited from using their cell phones during the academic school day (8:15 a.m. - 3:00 p.m.). The only exception to this rule is in an emergency situation. If cell phone use is necessary, students should receive permission from an adult.

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O. General Information Sources Parents and students should note that e-mail addresses for all faculty members are available through the school’s community web portal. Please feel free to contact faculty via e-mail. Faculty will make every attempt to respond to e-mails within 24 hours. If you cannot find an answer to a question in the Handbook, these sources may be of additional help.

QUESTIONS ABOUT Absences/Tardiness, LS Absences/Tardiness, MS Absences/Tardiness, US Admissions Academic Support (L.S.) Academic Support (M.S./U.S.) Advance Placement Testing Aftercare, LS Alumni Annual Giving Archives Arts Athletics Berwick Parent Community Billing School Store Bus College Counseling Communications/PR Computers/Tablets Counseling/Wellness Custodial Dance Lessons Dean of Students, MS Dean of Ninth Grade Dean of Tenth Grade Dean of Eleventh Grade Dean of Twelfth Grade Development Educational Records Facilities & Maintenance Functions

WHOM TO ASK Shanlee Ginchereau (ext 2001) Laurie MacGregor-Beakes (ext 2900) Louise Rouleau, (ext 2500) Andrew Kasprzak, Director Marguerite Genest, Academic Support Coordinator

Sarah Ross, Academic Support Coordinator Darcy Coffta, Upper School Librarian Shanlee Ginchereau, LS Admin. Assistant Kathryn Strand, Alumni Relations Jenni Franco, Asst. Dir. Annual Fund Alice Lynch, School Archivist Deloris White, Fine Arts Director Rob Quinn, Athletic Director Diane Walker, BPC President Betsy Richburg, Business Office Manager Shanlee Ginchereau, Manager Business Office, Lindsay Hanson Moira McKinnon, College Placement Dir. Tracey Boucher, Dir. of Communications Wendy Harrington, Dir. Acad. Technology Kimberly Kryder, School Counselor Jeff Minihan, Head Custodian Sasha Malone, Faculty Molly McKay, Faculty Ted Smith, Faculty Peter Lassey, Faculty Kyle Ridgway, Faculty Raegan Russell, Faculty Jedd Whitlock, Director of Advancement Louise Rouleau, School Registrar Rich Knowles, Assoc. Dir. of Buildings &Grounds Colleen Meader, Exec. Asst. to Head of School

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Grandparents Day Library Lower School Medical Issues Middle School Music Lessons Physical Education Student Parking Student Progress Teaching Institute Training (Athletic) Tutorial Services Upper School Yearbook 1791 Letter

Kellie Varano, Assistant Director of Development

Jennifer Brewer, Head Librarian Joel Hawes, Lower School Director Karen Chiang, School Nurse Rosemary Zurawel, Middle School Director Chip Harding, Applied Music Coordinator Rob Quinn, Athletic Director Louise Rouleau, School Registrar Student Advisor/Homeroom Teacher Alice Lynch, Director Holly Bennett, Certified Athletic Trainer Sarah Ross, Academic Support Coordinator Shiela Esten, Upper School Director Sue Maddock, US Faculty Tracey Boucher, Dir. of Communications

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The Berwick Academy Program A. Curriculum and Academic Requirements Lower School The Lower School offers a program of language arts, mathematics, and social studies in the homerooms. French, science, library, music, physical education, studio art and technology education are taught by unified arts teachers in grades one through four. Modified unified arts programs are introduced in prekindergarten through library, physical education and music classes while regular experiences in the remaining unified arts subjects are integrated into the homeroom setting. In kindergarten, students participate in library, physical education, music, art and French as dedicated special subject experiences, while technology and science classes occur within the homeroom setting and schedule. Refer to the Lower School curriculum guide for further details.

Middle School The Middle School presents a curriculum of English, social studies, mathematics, science, foreign language (exploratory foreign language class in fifth grade and French, Latin, or Spanish in the next three grades), studio art, music, physical education, computer, and ethics (in the eighth grade). English and social studies are integrated in fifth and sixth grade in a humanities program. Refer to the Middle School curriculum guide for further details.

Upper School In order to be eligible for a diploma from Berwick, Upper School students must earn a total of twenty credits, and take a minimum of five year-long courses each year. In addition, students must also meet the following distribution requirements: Four credits (four years) of English; three of mathematics (usually Algebra 1 through Pre-Calculus or Calculus), three of science (Conceptual Physics, Chemistry, and Biology), three of history (Western Civilization, European History, and United States History), and reach level 3 of a foreign language (French, Spanish, or Latin); and one full credit in the fine arts. In order to be advanced to the next grade, Upper School students must pass English each year and complete four credits at the end of the freshman year, nine credits at the end of the sophomore year, and fourteen credits at the end of the junior

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year. Seniors are also required to achieve a passing grade (60+) in all courses for the year to be eligible for graduation.

Seniors must have grades 70 or higher in their third trimester courses or they may not be able to participate in Senior Projects. Furthermore, the Upper School Director and Assistant Director may prohibit participation in Senior Projects at their discretion if a student is not in good disciplinary standing.

The typical course load in the Upper School is five or six courses. Students are not permitted to take seven courses or to occupy all seven periods with classes except in the following situation: A student taking a year-long music class and who is a Honor Roll student for the two previous trimesters can opt to take an art elective as a seventh class. For freshmen, this policy is only in effect during the third trimester. Deviations from this standard must be worked out with the student’s advisor and be approved by the Upper School Director and, in some cases (3 to 4 or more honors/AP classes), the Upper School Administrative Team.

After a student enrolls in a course, it is expected that the student will see it through to completion; however, a course may be added or dropped during the first week of each trimester with written permission from the teacher, the faculty advisor, and the parents. An Add/Drop Form can be obtained from the Registrar.

Any course dropped after the Add/Drop period must be approved by the Upper School Director and will be recorded as “Withdrawn Pass” or “Withdrawn Fail.”

Waivers of academic requirements are occasionally granted but only under exceptional circumstances and extensive consideration. The request for such a waiver must be in writing and include the appropriate supporting testing and materials. The request should be developed with the student’s advisor and submitted to the school director. A request for a waiver should be presented in writing to the Upper School Director before the start of the required course. In certain unusual circumstances, a request for a waiver may be granted later if the school director decides that special circumstances warrant such consideration.

Such a change may require a transcript notation of “Withdrawn Pass” or “Withdrawn Fail.” Waivers of the Art of Seeing and Art of Listening requirements in the Upper School are handled by the Arts Department--the written request should go to the director of the Arts Department.

Credit for a summer course taken at accredited schools or programs is granted in certain circumstances. Beginning in the summer of 2012, Berwick Academy offered a 2 week intensive Art of Seeing class. This class is opened to Upper

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School students who wish complete their art requirement prior to the academic school year. An Upper School student wishing to accelerate his or her studies within a department may apply to the department heads for approval to take a summer course by June 1. Normally, approval for such a request requires satisfactory performance on a department placement exam before the student is permitted to proceed to the next level. Students will not be allowed to take summer courses simply to fill graduation requirements.

In special cases Upper School students may be allowed to pursue independent study, with or without credit. Independent study is normally initiated by the student who must present a written proposal to the Upper School Administrative Team. If accepted, a contract will be drawn up specifying the guidelines of the independent study. The project will be closely monitored by the faculty advisor who will report and issue a grade where appropriate. The student’s transcript will be appropriately notated.

Each department in the Upper School offers opportunities for students to take advanced level or “honors” courses. Departments publish guidelines for enrollment in honors and AP courses in the Upper School Curriculum Guide, which is available on the school website. Some disciplines offer separate honors sections, some offer honors programs based on “contracts” with classroom teachers, and some upperclassmen may take advanced placement or “AP” courses. Honors work, however, is not available in all disciplines and at all levels. Grades from honors programs and AP courses are weighted differently from regular courses for purposes such as determining a student’s grade point average (GPA) and ranking for valedictorian and salutatorian. This is to take into account, and reward students, for the increased level of difficulty of these courses. To determine the weighted grade for honors and AP courses, multiply the earned grade by .80 and then add 22 points. The grades on the transcript or report card are not weighted although participation in honor or AP programs will be duly noted in the course title.

B. After School Program Each Upper School student is required to participate in a minimum two trimesters of after school programming each year. All Upper School students (with the exception of post-graduates) must participate in a minimum of one on campus team activity. In addition to athletic teams, drama productions, dance, and robotics are considered on-campus team activities.

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There are two essential philosophical beliefs grounded in the Upper School afternoon requirement: 1. All students need to participate in ONE on campus afternoon activity (athletic or otherwise) to build their connection to the Berwick community; 2. Given our primary core institutional value of balance, students are not allowed to pursue one activity exclusively (on or off campus) to fulfill their afternoon requirement.

Post-graduate students are only required to participate in one team sport. There are league limits. While they are encouraged to partake in multiple afternoon activities, there are limits to the number of post-graduate’s that can be allowed on an individual team.

On Campus team activities: - Two after-school team activities including athletics, robotics, drama, etc.

- An additional/third season (of anything) is optional Drama/productions: - Fall – Dramatic Play (by audition) - Winter – Musical (by audition) - Spring – student-directed production Robotics – winter season only Other After School program options: -Outreach community service program –winter season only -Musicianship -Innovation Center - available all three seasons (prior approval required through application process).

Off-campus athletic activity: Athletic Waiver (prior approval required through application process).

Students and families are encouraged to proactively think about how they will fulfill the afternoon requirement.

C. Homework The Academy believes in the value of homework to enhance and enrich the learning experience. The responsibility placed on the student increases over the years. Families experiencing greater time commitments than those suggested below should first help their children organize their time as effectively as

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possible and should then check with their student’s homeroom teacher (in the Lower School) or advisor (in the Middle and Upper Schools). In addition, students should usually be able to do their homework on their own. If a student continually needs help from a parent or other source, the homeroom teacher or advisor again should be notified.

The Lower School assigns homework for Monday through Thursday nights starting in first grade. With the inclusion of independent reading, the following time frames are meant as approximate guidelines for homework: grade one-30 minutes, grade two-40 minutes, grade three-50 minutes, and grade four-60 minutes.

Middle School students are expected to do, on an average, between 20 and 30 minutes of homework (reading, reviewing, or written work) per academic course per night. The purpose of homework is to practice a skill introduced in class, to prepare for a formal assessment, or to work on long-term projects. Students should expect approximately 90 to 120 minutes of homework each night.

Parents are urged to contact teachers when homework cannot be completed due to an unavoidable obligation.

The Upper School generally expects students to commit approximately as much time outside the classroom as is spent in the classroom. This can vary from one class day to the next, and from one course to the next.

D. Quiz, Test, and Exam Policies The Middle and Upper Schools make use of quizzes and tests as well as culminating exams at the end of the year to monitor and reinforce student understanding of course material. Teachers may administer quizzes on any day of the week. The schedule for testing days in the Upper School is as follows: Mondays—English and Science; Tuesdays and Thursdays—open for any course where a teacher cannot administer a test on their given day due to holidays or other conflicts; Wednesdays—Language; Fridays—Math and History. There are times throughout the year when a teacher cannot administer an exam on their given day. If so, the teacher will contact the Upper School faculty to ensure that there is no more than one other test scheduled for that day for a given student.

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Middle School The Middle School establishes test days on a grade-by-grade basis. Parents should consult the Parent Guide to Academic Programs for the grade and subject which may be found on the Parent Portal under the Communications button.

Quizzes may be given on days when students may have another test. Middle School students in 7th and 8th grades take final assessments that appear on the last report card, and are calculated as a percentage of the third trimester grade.

Upper School Exams will be given to seniors in March, after the second trimester.

Underclassmen will have final exams in June. All major subjects have exams for year-long courses. The examinations count for no more than 15% of the year grade in the Upper School. Other exam policies are as follows: 1. Students are expected to be in the announced dress code.

2. Students are not allowed into exams late without appropriate excuses.

3. Students must remain for at least 1½ hours, and may stay for 30 minutes beyond the two hour exam block at the discretion of the teacher.

There is an exception to this limit for students who have qualified for extended time through the Academic Support Coordinator.

4. The only materials allowed on the desk in the exam room are pens, pencils, the examination materials, and anything else allowed by the teacher.

5. Regular exams must be taken by students during assigned times.

Conflict exams must not be taken before the time scheduled for that exam. Exams may not be taken early for convenience, or simply because a student has an open exam time. However, if an accommodation benefits both the teacher and the student, and the exam is not compromised, then a change in time will be allowed. The Division Director must approve any exceptions to these rules.

E. Grades, Reports, and Conferences The Academy’s grading and reporting system is intended to keep students and parents apprised of student academic progress. We report, in written or oral form, at the end of each trimester. The Lower School arranges conference opportunities between homeroom teachers and parents in the fall and spring and sends home written report comments at the end of each trimester. The report cards consist of homeroom and unified arts narratives as well as work habits and social skills checklists. The Middle School sends grades home and sets up

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conference opportunities in November and March. Summary comments accompany grade reports at the end of the first and third trimesters. The Upper School sends written comments and grades home at the end of each trimester.

In addition, progress reports will be issued before the midpoint of each trimester to report marked improvement or lack of progress. Middle School progress reports are sent home at the mid-point in each trimester when a student’s grade is at or below a B-/80%. The Academy has a strong tradition of working with families. In addition to all the formal reporting mechanisms, all three schools welcome requests for further opportunities to meet and help children succeed.

The Academy moves from narrative student observations in the Lower School to letter grades in the fifth and sixth grades. Numerical grades start in seventh grade.

The grade scale is as follows: A 90-99 Outstanding B 80-89 Good C 70-79 Fair D 60-69 Passing F 59 or below Failing Written comments are both descriptive—how has the student performed in all aspects of the course; and, prescriptive—how can the student develop further in the course. The faculty devotes significant time to the comments in hopes of establishing the best possible communication with the parents and the students.

Occasionally, medical or family emergencies will make the completion of the course requirements by the end of a term impossible. In most situations, an “incomplete” will be granted. The student must meet with the teacher and advisor to determine a reasonable amount of time (normally two weeks) in which to make up the work. The grade for the outstanding assignments will automatically become “0” if the work is not completed within the specified time.

The administration reserves the right to award credit for extenuating circumstances based on the nature of a particular medical leave.

The Middle School, attempting to nurture academic responsibility and constructive behavior, adds “effort grades.” Effort grades are based on a student’s classroom participation, sincerity of effort, and timely submission of homework, and are awarded as “E” for excellent, “Q” for quality, “S” for satisfactory, “NI” for needs improvement, and “U” for unsatisfactory. Please refer to the rubric for Effort Grades in the Parent Guide to Academic Programs on the Parent Portal (under Communications) for more information on the effort grades.

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F. Honor Rolls, Honor Societies, and Other Academic Awards The Academy’s Honor Rolls recognize Middle and Upper School students for their academic accomplishments, but the criteria vary slightly.

High Honor Roll 5th and 6th grade students who have a total average of A with no grade lower than A-.

7th and 8th grade students with a total average of 93 and no grade lower than 90.

Honor Roll 5th and 6th grade students who have a total average of B and no grade lower than a B. 7th and 8th grade students who have a total average of 85% and no grade lower than an 85.

The Middle School Effort Honor Roll includes all students having all effort grades of Q or better and the Effort High Honor Roll includes all students having all effort grades of E. The Upper School determines a student’s grade point average (GPA) by adding up total grade scores and dividing by the number of credits earned for the courses. Honors and advanced placement (AP) courses are accelerated using a weighting formula. Grades for advanced placement and honors classes are modified for the GPA calculation only. During a given trimester, Upper School students with a GPA of 85, with no grade below 80, earn placement on the Honor Roll. Students with a GPA of 93, with no grade below 85, earn placement on the High Honor Roll. Students who meet these requirements for the year earn placement on the Head of School’s Honor or High Roll. The Middle and Upper Schools also annually recognize the Cogswell Award Winners, who are the ranking scholars (earning the highest GPA) in each class from fifth through eleventh grades. The valedictorian is the student with the highest cumulative GPA for the four Upper School years.

Policy on Valedictorians and Salutatorians To be eligible for the awards of valedictorian or salutatorian, a student must have attended the Upper School at Berwick Academy for at least three full years with one of those years being the senior year. The student’s grade point average

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will be computed through their final senior trimester and based only on his/her years at the Academy. No grades from other institutions or courses will be part of the GPA computation.

The Upper School also recognizes the achievements of students in French, Spanish, Latin, music, and art by selecting the top students to those respective honor societies. The Upper School also has a chapter of the Cum Laude Society, a national academic honor society for independent schools. As stated by the national Officers and Regents of the Cum Laude Society, the major objective of each school chapter is to recognize academic excellence, keeping in mind also the principles of the Society’s motto: Arete, Dike, Time. The word Arete (Excellence) includes the concept of excellence in the moral sense and is not limited to the ideal of superiority in scholarship, nor does it involve the endeavor of competing primarily for academic grades. The word Dike (Justice) includes the concept of what is suitable and appropriate as well as just. And Time (Honor) includes the concept of dignity and true worth as well as honor.

The Berwick Academy chapter of the Cum Laude Society follows the principles and guidelines for the selection of students as laid out in the society’s constitution and published in the chapter manual. As provided in the Constitution, the school may (but is not required) elect up to 10% of the junior class (or at any time earlier in the senior year) and up to 20% of the senior class by the end of the senior year.

G. Academic Support Services Academic support services are provided and managed by either the Lower or Middle/Upper School Academic Support Coordinators (see Student Support) and a team of staff tutors. In all divisions, the ASC serves as a resource to faculty, students and parents when students experience academic challenges within the classroom setting. The ASC can explore the possible causes of the academic difficulty and may recommend both home and classroom interventions as well as further outside evaluations, if appropriate.

In all divisions, the ASC also works with students directly for short periods of time on specific targeted areas such as study skills, language skills, or organizational techniques. The ASC’s work focuses on student progress within a specific grade level and longitudinally from grade to grade and from division to division. With early identification, collaborative consultation, and direct student support, the ASC directly or indirectly helps each student move towards greater academic independence.

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With Student Support in the Lower School, the ASC attempts to identify, support, and enrich student learning throughout the division. The ASC consults directly with the Lower School Director, classroom teachers, literacy teachers, unified arts teachers, and parents to promote and monitor academic progress.

Using a whole-child approach, the ASC addresses any academic barriers, social/emotional needs or patterns of behavior that might affect academic success for individual students and for the Lower School program as a whole.

Within the Middle and Upper Schools, the ASC consults with Division Directors, deans, faculty, the school counselor, nurse, and parents to promote and monitor academic performance. The ASC manages all requests for academic accommodations, maintains student records, and creates Educational Support Plans for students with identified disabilities and/or weaknesses. The ASC secures standardized testing accommodations for Upper School students.

In both divisions, the ASC uses classroom observation and collaboration with faculty and administration to generate interventions for students who are experiencing academic difficulty. The ASC also offers exam prep/study skills classes, which are available to all students.

Tutoring Program When more extensive ongoing support is needed, the ASC may recommend a tutor. The Academy employs a number of tutors, with expertise in various disciplines and skills, who are available to tutor students before, during (in study halls), or after the school day. Tutors are generally trained instructors and/or retired teachers with experience in instructional delivery of students with different learning styles. They use extensive preparation and are flexible in scheduling appointments with students. For this service, parents are charged a uniform fee set by the Academy. All on-campus tutoring must be scheduled through the office of the Academic Support Coordinator.

Following is the procedure for securing a tutor: 1. Parent calls the ASC to discuss the student’s tutoring needs.

2. The ASC recommends at least two individuals to perform the tutoring.

3. After contacting and interviewing recommended tutors, the parent will choose the person who best meets the needs of the student. Once a verbal contract is made between parent and tutor, the tutor will contact the ASC to request tutor room space. The ASC will send a confirmation letter to the parent, outlining the contractual agreement.

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4. The tutor submits a record of sessions conducted to the ASC who, in turn, submits it to the Business Office. The Business Office will bill parents monthly and pay tutors directly. The tutor submits a quarterly progress report to the ASC, which can be made available to parents upon request.

5. Once tutoring has begun, students are expected to attend. If the student cannot attend a session, the parent must give the tutor 24 hours notice, or in the case of illness, call no later than 8:00 a.m. on the day of the scheduled session.

Parents will be billed for missed sessions when adequate notice is not given.

6. It is incumbent upon the student to inform the teacher when significant help has been received on a paper.

Tutorial Fees Faculty members are expected to provide tutorial help to students (who are on their rosters) during school hours, which extends until the time of late buses.

This is part of the student’s support service and should be given at no additional charge. However, parents may request tutorial help for their child from a faculty member after school hours or on weekends at a rate set by the Academy (when such services are scheduled on campus). If the determination is made by the parents and school director that tutoring, more specific to a student’s individual needs, is necessary during the school day, that relationship is coordinated by the Academic Support Coordinator and the fee is set by the Academy.

Policy on Academic Accommodations Berwick students who have documented disabilities or weaknesses may be eligible for accommodations on tests. An accommodation must be related to a specific weakness, and its purpose is to give the student an equal opportunity to demonstrate his/her knowledge and achievement. An accommodation is never granted for reasons of preference or convenience.

A request for an accommodation must be made to the Academic Support Coordinator at the beginning of the school year, or as soon as possible after the completion of a psychoeducational or medical assessment indicating such a need. All requests for accommodations will be evaluated by the ASC and will be granted only if the request is supported by psychoeducational testing and/or the clinical judgment of a medical professional or learning specialist. This documentation must be current (within three years in Lower and Middle Schools and five years in Upper School) and on file in office of the ASC before an accommodation can be granted. Parents of new students are highly encouraged to supply Berwick with any documentation (504 Plans, IEP’s,

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psychoeducational testing, etc.) which highlights a student’s learning profile and can help teachers most appropriately meet the needs of individual students.

The ASC will handle all accommodation requests for standardized tests, such as the PSAT, SAT I, ACT, SAT II, and AP exams. Parents should contact the ASC to complete an application, and current documentation must be provided (within five years for the SAT and three years for the ACT).

H. Academic Difficulty The Academy closely tracks the progress of its students. When a student experiences academic difficulty, the Academy communicates as quickly as possible with the student and the parents and works with them to develop appropriate responses to the difficulties.

In the Lower School, academic support is initiated through student progress meetings led by the Academic Support Coordinator or by a formal referral to the Academic Support Coordinator by the classroom teacher or the students’ parents. Upon referral, the appropriate academic information is gathered and a meeting is scheduled by the Academic Support Coordinator with the classroom teacher, Lower School Director and parents to determine the most appropriate and collaborative plan of action. The support plan and overall progress of each referred student is evaluated and monitored each trimester.

In the Middle School, grade level teachers meet on a weekly basis to discuss students’ progress. When the first signs of academic or social/emotional difficulties are detected, the homeroom teacher steps in to discuss the issue with the student. If the student cannot correct these difficulties with his/her advisor support, the advisor contacts the parents to discuss these issues. At this point, a number of options are presented to the parents including an individual meeting with the advisor, a meeting with Director of the Middle School and/or the Dean of Students, or a meeting with the student’s team of teachers. The goal of a meeting is to put a plan into place to assist the student in moving forward in a positive manner. The Middle School also offers other measures to assist a student with their academic or social/emotional difficulties including, one-onone extra help from teachers, weekly progress reports, or a referral to the Middle School Academic Support Coordinator or the School Counselor for short-term intervention.

In the Upper School, there is an attempt to develop more responsibility on the students’ parts. A student who is failing a course or who has D’s in two courses

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at the end of a marking period will be placed on Academic Warning. The Grade Dean will notify the student and parents. Students on Warning will be tracked with weekly progress reports from teachers. Seniors on Warning may be required to attend study hall. The Grade Dean will warn the student of the seriousness of his or her standing and will point out that the next step is Academic Probation if improvement is not forthcoming. If the student has not shown improvement by the end of the next marking period, the faculty will discuss further options including, but not limited to, Academic Probation.

A student is placed on Academic Probation by a majority vote of the Upper School faculty, or by the Division Director in consultation with the Assistant Director, the Grade Dean and the student’s advisor. Possible results include an academic contract with goals and consequences, continuation of tracking, withholding of the enrollment contract, removal from or limited participation on sports teams, afternoon study hall, mandatory extra help sessions with teachers and/or the Academic Support coordinator, and loss of student privileges.

Students on probation are expected to show significant academic improvement by the end of the next term. It must be understood that failure to meet academic requirements of the Academy will jeopardize a student’s tenure at the school.

The faculty will review students on Probation at the close of the term and possibly recommend to the Head of School for the student to repeat courses, attend summer school, or non-continuance.

Role of Teachers Teachers will review these matters with students in ways which are appropriate to support their learning and progress. Teachers will also clarify their expectations in all elements of the class in order to provide the best possible structure for students experiencing academic difficulty. Finally, faculty will provide timely updates on student progress as agreed to with the appropriate Division Director, advisor and parents.

Role of Parents (and Tutors) Teachers communicate with parents regarding academic expectations as students complete homework assignments and work on projects and research. Parents are vital facilitators for learning at home especially in the younger grades. If parents assume too active a role in the children’s work at home, they do the children a disservice by robbing them of the opportunity to learn. Parent support and interest are vital, but parents are encouraged to recognize that exceedingly high levels of participation are not conducive to learning. Children should be

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encouraged to forge ahead with their learning. The victory of achievement then belongs solely to the children. Conversely, when children make errors, they can experience the learning inherent in correcting those errors on their own.

Role of Peers The Academy frequently encourages collaborative student work. Teachers will explain to students when collaborative efforts are appropriate and the ground rules for such collaboration. Unless the teacher expressly approves such collaboration, students must ensure that their work reflects their own thinking and their own phrasing.

I. Other Academic Policies and Procedures Classroom Behavior Students are expected to be polite, attentive, and prepared to work in the classroom. Disruptive behavior in the classroom is a disciplinary matter. We assume that homework will have been done and that the student will arrive on time with the necessary books, pencils, notebooks, etc.

Study Halls Middle and Upper School students have study halls. The purpose of the study halls is to provide quiet study time. Talking and socializing are not permitted.

Students should arrive on time and be ready to work. Group study is allowed only with special permission from the study hall proctor. Students may not sign out or leave study hall for any reason except when permitted to do so by the proctor. All students, except for seniors, must report to study hall when assigned.

Standardized Tests In many cases, the Academy administers standardized tests in order to track student progress and to evaluate our curriculum. In other cases, the Academy provides the testing for the college application process. The major test dates are: ERB-CPAA (Lower School: K-2) SAT I/II (primarily for seniors) ERB-CTP (Lower School: 3, 4)

Once per trimester, 2012 October 6, 2012 Week of October 15, 2012

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ACT (primarily for seniors) SAT I/II (primarily for seniors) SAT I/II (primarily for seniors) ACT (juniors) ACT (juniors) ACT (juniors) SAT I (juniors) AP Exams (juniors and seniors) SAT II (juniors)

October 27, 2012 November 3, 2012 December 1, 2012 December 8, 2012 February 9, 2013 April 13, 2013 May 4, 2013 May 6-14, 2013 June 1, 2013

J. Upper School Study Abroad Berwick Academy recognizes that some Upper School students may have the opportunity to study abroad during the academic year. Such study will be administrated according to the following policy: 1.

Students wishing to explore a study abroad program for part of an academic year must notify the Assistant Director of Upper School of their interest as soon as possible. The Assistant Director should be notified of a final decision and acceptance into the program by May 1.

2.

If the student will be given academic credit for his/her study abroad, Berwick Academy will subsidize the foreign program tuition up to 50% of the Berwick Academy per diem tuition for the length of the program (net of financial aid awarded.) Subsidy will be made payable directly to the foreign program. If no academic credit will be given, there is no waiver of financial responsibility as outlined in the Enrollment Contract.

3.

A maximum of four (4) Upper School Students will be eligible to receive a tuition reduction under this policy in any one year. If more than 4 students apply for any one year, preference will be given to students who adhere to the application deadlines, and to the most senior students within that group (i.e., seniors, juniors, sophomores, freshmen).

K. Policy Regarding Graduates and Berwick Student Trips Under no circumstances are Berwick Academy graduates allowed to participate in Berwick sponsored school trips after their commencement date. The School has tried to move as many trips as possible to spring break rather than summer break to accommodate seniors in this regard, however this is not possible in all cases. It is the responsibility of students and parents to be proactive in planning their four years of Upper School regarding potential trips abroad or other service-related trips sponsored by the School given this policy.

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Visual and Performing Arts “We teach the creative process of the arts emphasizing performance and exhibition.”

Performing Arts Audition Process Berwick’s Mission acknowledges the value of performance and exhibition in the creative process. For students involved in the performing arts, we believe learning how to prepare for an audition, understanding the audition process, and what to expect from an audition are important aspects of the educational experience.

At Berwick, students are introduced to the audition process in preparation for a variety of events or opportunities available to students in Kindergarten through grade twelve. The process and preparation will vary in age appropriate ways, depending on the production and division, and information will be communicated by the director or coordinator of the various productions.

Although prior experiences in dramatic productions is valued and taken into consideration, students should know that this will not be the sole determining factor in assigning roles. The directors will select students based on their audition preparation and performances while also considering the dynamics, components, and appropriate placement of the student in the context of the desired outcome of the production or ensemble listed below.

Lower School Production (Grades 3 and 4) Middle School Musical Upper School Fall Drama Upper School Winter Musical Upper School Jazz Band Winterfest Performance for the Arts (K - 12) Dance Companies Visual Art Juried Competitions Students in the visual arts also have opportunities for off-campus exhibition experiences that may include the jury process in selecting work for the exhibit.

Students will be made aware of these events and encouraged to participate by their visual arts teacher. However, student participation in these exhibit opportunities is optional based on the student’s interest.

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A. The Lower School – Self-Awareness and Discovery Creativity is curiosity on the way to discovery; the process of individual and group discovery and creation in Lower School arts (art and music classes) is an adventure founded on an appreciation and utilization of fundamental principles, and reflecting the experience of process, product, and presentation.

By providing the materials necessary, along with insightful and informed instruction, we guide children’s learning across all disciplines. Art lessons and projects are enriched and reinforced through critiques, art history, culture, and appreciation. General music classes are experiential in nature, encompassing rhythmic and cultural elements as well as beginning music literacy, through movement, voice, percussion, instruments, strings and recorders.

B. The Middle School – Connections and Collaboration The Middle School arts program is based on an academic body of knowledge that emphasizes performance and exhibition. At this level, the arts’ disciplines utilize the richness of our existing artistic heritage to build skills through individual and communal connections.

Middle School students participate in two art periods a week. The curriculum is content and history based, promoting self-awareness and an understanding of art in our culture. The music program consists of five performing groups: African ensemble, band, chorus, guitar ensemble, and orchestra. Each group meets twice a week with additional sectional rehearsal time scheduled by the instructors.

Beginning in September, Middle School students and faculty are involved in the November production of the annual musical. On the stage or behind the scenes, this Middle School collaboration provides opportunities for actors, artists, technicians, writers, and publicists.

C. The Upper School – Independent Thinking and Self-Expression Participation in the Upper School arts enables students to explore, take risks, refine creative abilities, and develop potential. Through a progression based on techniques, aesthetics and history, students build a diverse and rich sensory language while developing intuition, reasoning, and imagination into unique forms of self-expression and communication.

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Upper School students must earn one full credit in the fine arts as a graduation requirement. In order to fulfill this requirement each students must earn 1/3 credit in the visual arts, 1/3 credit in music and 1/3 credit in a visual or performing art elective of their choice. Numerous courses in visual arts, music, and theater are offered. It is highly recommended that students fulfill their arts requirements during their freshman and sophomore years so that they can refine their interests and talents in the elective courses as upperclassmen. A dramatic production is offered in the fall, a musical production is presented at the end of the winter term, and student-directed one act plays are offered in the spring.

D. Applied Music Many students from all three divisions opt to take private music lessons at the Academy. We have a talented adjunct music faculty who offer lessons on most band and orchestral instruments, guitar, piano, drums, and voice. By fourth grade most students are physically able to handle any instrument. For younger children, the recommended instruments are violin, cello, or acoustic guitar (because these instruments are available in small sizes), and piano. Instrument purchase or rental is the parent’s responsibility, but it is recommended that the parent first consult with the private teacher. Lessons are scheduled once a week during school day recesses, study halls, after school, and occasionally before school. Lessons last between 30 and 40 minutes depending on the availability of time and teacher or student preference. Students generally keep the same lesson time for the full academic year.

Lessons are billed by the trimester. The first three weeks of lessons may be considered a trial period, and the student may cancel any remaining lessons and receive a refund. After three lessons, the student and family are obligated financially for the rest of the trimester. Music lessons can conflict with other events and obligations. It is vital that the student anticipates conflicts with other long-term obligations, athletic teams, other after-school programs, etc. When other conflicts arise, our policy for making up lessons is as follows: 1. All lessons missed by the teachers will be made up or refunded.

2. One lesson will be made up per trimester for school cancellations and field trips.

3. In the case of school trips or special schedule changes, the parent should notify the teacher in advance of the conflict and the teacher will make a reasonable effort to reschedule the missed lesson.

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4. One student absence for any reason, (including those listed in number 2 above) will be made up per trimester. Further absences in a trimester will not be made up or refunded.

E. Dance The dance program seeks to educate intellectually, artistically, physically, ethically, and socially through the medium of dance. The curriculum in all three divisions provides students with avenues for technical and creative development.

Dance is approached as a collaborative venture for any and all students with an emphasis on interactive skills, discovery, and courage. The Lower School program focuses on the exploration of the body as the dance instrument and movement as a mode of self-expression. Lower School students may participate in a 40-minute class in creative movement, ballet, and modern techniques, and composition skills once a week during their lunch recess. Lower School students may also attend an after school class in jazz and tap. In the Middle School, fifth and sixth graders may participate in a 45-minute technique and composition class once a week during their study hall. All Middle School students may sign up for ballet, jazz, tap, and modern technique classes after school. Advanced Middle School dancers may sign up for Company White where they will continue to develop technical agility and hone choreographic tools. Upper School students participate in ballet, jazz, tap, Hip-hop/African Fusion, and modern technique in the after-school program. A stretch and strengthen program is offered to all Upper School students during the 45-minute extended lunch period on Thursdays. (Please note that the after-school dance programs can fulfill a portion of the Upper School athletic requirement.) Advanced Upper School dancers may sign up for Company Corps and Company Blue where they will utilize their skill in dance technique and the body as an instrument to create and learn dances that holistically integrate intellect, expressiveness, artistry, and physicality. Company dancers are all required to take at least one technique class in addition to their work with the company. Along with the technique and composition classes offered; the Berwick dance program also has a very successful program catered specifically for male movers. Boys’ movement classes help develop muscular strength, flexibility, and agility and are available for Lower and Middle School students. All participants of the dance program participate in the May dance production. The Academy offers dance lessons in the Movement Education Center of the Athletic Center. Dance lessons are available to all students; tuition for dance is billed separately from general tuition.

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F. Performance The Academy’s arts program stresses the importance of performance as a central element in the artistic experience. Our school community takes great pleasure from the numerous student performances school wide—Lower, Middle, and Upper Schools. Dramatic and musical productions, winter and spring concerts, music recitals, coffeehouses, Winterfest, and Woofstock all provide opportunities for our students to pursue their passion in the performing arts.

Please refer to the Berwick calendar for a brief explanation of the visual and performing events.

Advanced Upper School musicians may audition for the District I and All State Music Festivals that take place in the winter and the spring, if they are enrolled in Symphonic Band, jazz band, chamber music, or chorus.

G. Dress Code The dress code for Berwick’s various concerts and productions will be communicated to the students by the director of each performing group or ensemble. It is expected that concert dress will be more formal than the school day dress code. Some ensembles may have a specific color scheme or special shirts.

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Physical Education and Athletics “We promote athletic and physical development within an ethic of sportsmanship.”

A. The Lower School The program nurtures a joy and confidence in moving and a healthy attitude towards physical activity and sports participation. It encourages and prepares students to participate and benefit from a lifetime of physical activity.

Class Meetings Pre-kindergarten classes meet once a week for thirty minutes and kindergarten classes meet twice a week for thirty minutes. All other grades/classes meet twice a week for forty minutes.

Clothing Needs Students are required to have an extra pair of sneakers to be left with the teacher in the Athletic Center. Children should dress in clothing that allows them freedom of movement and full participation in all activities.

Grading Children are given effort grades based on their class participation and behavior.

Written comments address physical abilities and fitness levels as well as elaborating on effort grades.

Medical Excuses When a student is injured (either at school or off campus) or is ill and is evaluated by a medical practitioner, the student must have a signed medical practitioner’s note (follow-up notes if necessary) sent to the school nurse. The note should state the student’s physical education or sports participation status with any restrictions noted.

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B. The Middle School The inclusive athletic program inspires all students to learn how to be successful within competitive athletics, that success gauged by the growth exhibited physically, emotionally, and socially.

The Middle School program prepares students physically by improving fitness, teaching sport and fitness skills, and promoting safe and sound health practices.

Students progress from the development of sports skills, sportsmanship (moral decision making and self-control), team play (group responsibility), leadership, and problem solving to the application of these skills within a competitive athletic experience. The Middle School program consists of three levels: physical education, intramurals, and interscholastic teams. These levels provide rapidly developing students with appropriate levels of competence and competition. The program also provides flexibility in the three levels, and we expect students to participate at the level most appropriate for them.

Middle School Sports Participation Statement Berwick Academy strives to provide a positive athletic experience for all students. We believe each student brings qualities that help others learn in a social and competitive atmosphere. We also believe that it is important for students to be part of the school community by participating on our teams. It is clear that many students desire to play on teams outside the Academy. When your daughter/son prepares to join outside programs, please try to select programs whose philosophy and schedule will allow them to play on Berwick teams. Middle School games are generally scheduled on Wednesdays and Fridays. Practices are held on Tuesdays and Thursdays during the school day.

Physical Education Physical education in the fifth grade meets three times per week during the academic day. The sixth grade has physical education once a week. The fifth grade emphasizes the progression of skill development from the Lower School, introduction to team and recreational activity, cooperative and challenge activities, and fitness assessment. The sixth grade emphasizes team building, sport strategies, skill development, and fitness assessment.

Clothing and Equipment Needs Students need t-shirts or sweatshirts, shorts or wind pants, and extra sneakers.

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Court shoes are more stable and are preferable to running shoes. Hiking boots are not permitted in the Athletic Center.

Grading Student athletes are given an effort grade for their participation in athletics in grades 5 and 6.

Grade 5 Physical Education Students in grade five have Physical Education classes twice each week. The goal of these classes is to promote strength and endurance, to develop skills in various sports, and to provide opportunities for students to learn to be members of teams.

Grade 6, 7, and 8 Sport Programs Interscholastic sports and Intramural sports are provided for sixth, seventh, and eighth graders. This program gives students the opportunity to expand their learning and to challenge themselves through competition with other schools.

While we believe that all students, at this level, should experience the joy of athletics, we are also committed to maintaining a competitive experience.

Participation is the primary goal of this program, but we also expect students to be committed to their team and to their own self-improvement. All Middle School students should expect to play approximately half of the game time in a contest, barring mitigating circumstances. Reasons for decreased playing time include but are not limited to, extremely large team rosters, excessive missed practice times, or other disciplinary reasons.

Practices are held Tuesday and Thursday from 1:30 p.m. to 3:00 p.m. Games are typically played on Wednesdays and Fridays but occasionally occur on other weekdays. Our teams generally compete with teams from southern Maine, seacoast New Hampshire, and northern Massachusetts.

Fall sports include cross-country running, tennis, field hockey, and soccer.

Winter sports include basketball and ice hockey, while spring sports are baseball, softball, recreational tennis, and lacrosse. Seventh and eighth graders may select Dance, Winter Fitness, or Strength and Conditioning as alternatives to the interscholastic teams in the winter. These programs meet on Tuesdays and Thursdays from 1:45 p.m. to 3 p.m.

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C. The Upper School Upper School athletics afford an opportunity for every student to participate, while providing a highly competitive experience for those who may choose to pursue athletics in college. The athletic requirement is one component of the overall afternoon requirement (see p.34).

Students who participate in twelve seasons of athletics at Berwick are eligible for the Bulldog Award, which is presented to seniors at the final sports awards banquet.

Athletic offerings (assuming participation allows): - Fall – soccer, cross-country, field hockey, boys golf (tryouts), dance - Winter – hockey, basketball, ski team (base level of proficiency needed), swim team (base level of proficiency needed), dance - Spring – lacrosse, baseball/softball, tennis (try outs), girl’s golf, dance. pilot crew program in partnership with Great Bay Rowing - Team manager and exercise program (any season and by application) With the exception of the cross-country, golf, ski, swim teams, and crew most sports have two or three levels of participation based on experience, ability and commitment. It is important that parents and players understand the philosophy and expectations of each level, particularly of varsity teams. Varsity teams are intended for athletes of the highest ability, experience, and competitiveness.

The goal of the varsity program is to field the most competitive team possible while adhering to our overall commitment to sportsmanship and education through athletics. Most varsity teams require pre-season tryouts to determine the varsity roster. In finalizing these selections, performance and ability takes priority over seniority. Once on a varsity roster, students should not expect to participate in every contest, as coaches are expected to try to field the most competitive team possible. Players are expected to demonstrate that commitment by being in physical condition prior to the season, understanding their role on the team, attending all practices and games, always working towards becoming better for the good of the team and maintaining a positive attitude.

Junior varsity teams give students an opportunity to learn the important lessons of athletics through participation which support future varsity teams. The objective is to develop all players. While playing time is not always equal, all players should expect to play in approximately half of each game, provided they demonstrate regular attendance and effort in practice. A five-day commitment is expected with Saturday game expectations. Students with multiple

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commitments are expected to be proactive in communicating potential conflicts.

There is more room for flexibility regarding planned absences at the JV level, but we strive for an overall team commitment by all players. Occasionally, given the demand, we will have a second JV team.

Please note that in teams practicing at off-campus facilities, our goal is to have the students back on campus in time for the late bus. There are some sports where this is not feasible, which will be communicated by individual coaches.

D. General Policies for Middle and Upper School Interscholastic Sports Practice Commitment Practice is an essential part of the athletic program; players are expected to honor that commitment. Coaches may grant excuses from practices prior to practice, but we expect our student-athletes to take responsibility for communicating with their coaches in advance. In cases of recurrent absences or when questions arise about the appropriateness of the reason for the absence, the Athletic Director will have the final decision in granting excuses. In the case of an unexcused absence, the coach will utilize discretion in implementing consequences that are appropriate to the team, but athletes should not be surprised if this includes substantial missed playing time, loss of leadership roles, and Saturday morning detention. The coach will notify the player and the parent that the next unexcused absence will result in a one-game suspension even though the player will still be expected to accompany the team to the game. A third unexcused absence will lead to the player’s dismissal from the team with no athletic credit being allowed. The Athletic Director and coach will inform the parents of the dismissal. Although academics always come first at Berwick Academy, it is the responsibility of each student to avoid detention, as it may have impact both on individual playing time and team performance.

Players should not be surprised if playing time is altered based on repeated detentions, and excessive missed practice as a result of detention may require further conversations and/or action with the Athletic Director.

Game Commitment One of the most important values a player should take away from sports is team commitment. This is essential to the success of any group. Athletes at Berwick Academy are expected to fulfill their commitments and attend every game. It is the expectation that every student attends the game and honors their

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commitment to the team; the exception to this rule is rare and there needs to be a compelling reason for this absence. Players may be excused for family emergencies and rare family events, i.e., reunions, immediate family graduations, weddings, and funerals. Some consideration will be given to long-standing commitments and standing obligations especially at the Middle School and junior varsity level. Any significant event or outstanding commitment should be discussed with coaches and/or the Athletic Director at the beginning of the season. Consideration may not be given with less than two weeks notice.

Generally, the maximum allowed excused absences from games in a season is one, and it is extremely rare to offer an excused absence twice for the same reason. Coaches will utilize discretion in implementing consequences for athletes that are appropriate in the context of the particular team, but athletes should not be surprised if this includes substantial missed playing time, loss of leadership roles, and Saturday morning detention. In the case of a second unexcused absence from a game, the player may be dismissed from the team with no credit given.

College Visit Days The school has worked hard on examining the college visit days within the academic year. In general, early proactive communication with your coaches is essential. We want our students to be sensitive to the game schedule and make their best effort to be aware of those dates. Students and parents should understand that which the school appreciates the critical nature of their visits, absences impact the entire team. As a result, families should not be surprised if playing time is impacted by college visits.

Tardiness and Participation in Practices and Games Students are expected to be in school by 10:00 a.m. on game days, unless excused by the school for appointments or college visits. In general, students arriving after 10:00 a.m. will not be permitted to play or practice that day.

Students arriving after 10:00 a.m. require prior approval from the Upper School Director or Assistant Director in order to participate in athletics that day.

Consideration of Middle School Students on Varsity Teams In the Middle School, it is usually in the best interest of the students to participate with their peers at grade level. Although the Athletic Department wants our athletes to have a competitive experience, this is balanced against the benefits of interacting with peers as a leader in the peer environment. The

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decision to allow a Middle School athlete to play up to varsity will be based on the athlete’s maturation and skills, academic and social capacity, the inappropriateness of playing at the eighth grade level, the numbers and needs of the Upper and Middle School teams, the safety of all players, and the Middle School’s sense of the athlete’s academic and social well-being. In general, the School will only support requests to play up if and when a Middle School athlete will be a substantial contributor to the varsity program in question. An eighth grader wishing to “play up” should write a letter of petition to the Athletic Director and if possible secure a letter of recommendation from a coach not affiliated with the Academy, attesting to the appropriateness of the change.

If the request merits consideration for approval, in the Athletic Director’s judgment, the request will go before the Division Directors, advisor, and coaches involved for appropriate feedback. The Athletic Director will also solicit appropriate input from the Middle School Director in particular to fully understand the academic and social components of the student in question. The ultimate decision is the result of discussion with these Administrators and will be communicated by the Athletic Director. Appeals to the decision of the Athletic Department should be directed to the Head of School.

Equipment Needs The Academy provides team uniforms and students must provide other necessary athletic equipment. Uniforms should not be stored at school. It is expected that athletes properly care for their uniforms and return them at designated times. Students who do not return uniforms by the deadline will be charged a replacement cost or late fee.

Athletic Waiver Process The Academy is very clear in its belief in the value of on campus athletic competition and team activity. Certain very limited options are available for students to be granted a waiver from on campus options. The Athletic Department, working with the Athletic Director, may also grant athletic waivers for sports that are not offered by Berwick Academy. We understand that some students are involved in demanding artistic and athletic programs that create impossible conflicts, but waivers will not be granted for more competitive versions of sports offered at Berwick. The deadline for these waivers is July 15; students seeking such waivers should meet with their advisors prior to the end of the academic year to prepare the written request for the following year. These waivers will be decided upon over the summer so the student has ample time to develop an appropriate plan for the coming year. It is important to remember

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that the Academy’s athletic program stresses physical fitness, competition, teamwork, and contribution to the Academy. The waiver request should be presented in light of these goals.

Middle School Special Accommodation for off-campus talent pursuit In the event Middle School students have a special talent or passion that directly conflicts with the Middle School athletic requirement there can be an appeal process that involves the Middle School Director, Athletic Director, and Assistant Head of School that determine eligibility for this exception.

Medical Issues Students must have a physical every year to participate on interscholastic teams.

Students medically unable to participate actively in athletics for more than one week must have statements of the reasons signed by a physician on file with the school nurse and athletic trainer. These students may fulfill their athletic requirements by participating in appropriate fitness or rehabilitation programs at the school overseen by the athletic trainer or away from school in a clinical setting. It is also important that injured athletes maintain some sort of team experience or connection; to receive credit for participating in particular sports, injured athletes must attend all games. In addition, students on long-term medical waivers will be required to maintain their contribution to the athletic program by serving as managers, team statisticians, student facility supervisors, scorers, or ball runners. Players excused from participation for short or extended periods of time need to have written permission from a physician before they may resume play. When a student is injured (either at school or out of school) or is ill and is evaluated by a medical practitioner for any reason, the student must have a signed medical practitioner’s note (follow up notes if necessary) sent to the school nurse or athletic trainer. The note should state the student’s participation status and note restrictions. The athletic trainer may restrict the athlete’s participation at any time, even if a physician permits participation.

Travel Coaches and players will travel together to and from other schools using school transportation for games. Students will only be allowed to use alternate transportation (parents, friend’s parents) if the coach has direct verbal confirmation from the athlete’s parents. Students will not be permitted to drive with other students or other siblings. Rides must be on time or the athlete will be required to return to school with the team. Players may be picked up at

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the Portsmouth traffic circle. Rides should be at the circle twenty minutes before the estimated campus arrival time. If the ride is not there at the designated time, the athlete will be brought back to campus.

Dress Code The athletic dress code policies were drawn up to support the daily dress code policies of the school as well as promote respect for our players, teams, opponents, and spectators.

Travel: Whether entering our opponent’s facilities or stopping at a restaurant, people draw their first impression from the dress of our players. We also demonstrate our respect for the opposing school by our appearance. Athletes are expected to travel to and from games in dress code unless traveling in uniform. Varsity athletes may travel in dress code or in the standard school warm-up suit. Coaches may impose a stricter dress code if they choose.

Games: Players are only to wear their school uniform in competition. In respect of spectators, guests, and host schools, athletes are to remain in uniform until they are aboard the bus or enter the locker room.

Practices: Athletes are expected to uphold the issues of modesty stated in the school dress code policy. In general, players should wear t-shirts and shorts.

Modestly cut tank tops may be worn if they adhere to the school policy.

Extreme weather conditions may dictate lighter athletic wear during practice.

The practice of males going shirtless and females wearing only sports bras should be limited to these situations.

E. Code of Ethics and Conduct As a basic principle at Berwick Academy, we firmly believe that the lessons learned from fairly played athletics, whether interscholastic or not, and including games and practices, are essential to our students and our entire school. For this reason, we fully endorse the following Code of Ethics and Conduct established by the New England Preparatory School Athletic Council (NEPSAC). The stated purpose of this code is to define what “fairly played” means and to provide guidelines for NEPSAC athletes, coaches, officials, and spectators to follow.

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Proper Conduct and Good Sportsmanship At the heart of this matter lay several terms which are often hard to define, yet no more important task confronts teachers and coaches than to set the standards which are fair and honorable. Throughout this code, when such terms as “proper conduct” and “good sportsmanship” are mentioned, they refer to such standards as these: 1. Treat other persons as you know they should be treated and as you wish them to fairly treat you.

2. Regard the rules of your game as agreements, the spirit or letter of which you should not evade or break.

3. Treat officials and opponents with respect.

4. Accept absolutely and without quarrel the final decision of any official.

5. Honor visiting teams and spectators as your own guests, and treat them as such. Likewise, behave as an honored guest when you visit another school.

6. Be gracious in victory and defeat; learn especially to take defeat well.

7. Be as cooperative as you are competitive.

8. Remember that your actions on and off the field reflect on you and your school.

Guidelines for Coaches 1. Coaches shall remember that school athletics are primarily part of each student’s education, not a goal in themselves. Coaches shall use athletics to help each student achieve the standards listed above.

2. Coaches shall assist each student toward developing his or her fullest potential in athletics.

3. Coaches shall remember that the behavior of a team can reflect the coach’s own manner, attitudes, temper, and approach to athletics, and they shall conduct themselves in a way that brings credit to themselves, their team, their school, and their sport.

4. Coaches shall be responsible for not only their teams, but also for running games, dealing fairly and properly with officials, meeting before and after games with visiting coaches and players, and maintaining an objectivity and sense of balance commensurate with good sportsmanship.

5. Coaches shall, in particular, preserve the tradition of shaking hands after games and matches.

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Guidelines for Players 1. Players shall at all times represent their schools with honor, proper conduct, and good sportsmanship. They shall understand that competitive rivalries are encouraged, but that disrespect for opponents is unsportsmanlike and lessens the value of the rivalries. They shall confine the competitiveness of the game to the field and, in particular, behave properly on the sidelines and in the locker rooms before and after games.

2. They shall comply fully with the rulings of the officials. In no way either by voice, action, or gesture, shall they demonstrate their dissatisfaction with the decisions made.

3. Players will not deface property or remove equipment of any kind from their own or another school.

Parent Conduct and Expectations 1. Encourage and model good sportsmanship.

2. Respect officials, opponents, and guests.

3. Help your athlete to understand the appropriate balance between individual needs and team responsibilities.

4. Do not coach from the sidelines.

5. Use only constructive remarks when talking to your athlete about a performance.

6. Refrain from criticizing other players.

7. Refrain from criticizing the coach in front of your athlete.

8. Discuss issues with the coach by appointment at a mutually convenient time.

Don’t approach the coach immediately after a game or practice.

9. Respect the coach’s position and realize that, as a coach, he/she has many difficult decisions to make.

Guidelines for Spectators 1. Spectators—whether students, faculty, parents, alumni, or friends—bear important responsibilities to the school for the atmosphere and conduct of games, whether home or away.

2. Spectators shall watch games from those areas defined by each school as spectator areas. They must not run up and down the sidelines nor call to players, coaches, or officials in an unsportsmanlike manner, go onto the field of play, or deface property. Any action which detracts from the ability of coaches, players, and officials to do their best is not acceptable.

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3. Faculty members should remember that their responsibilities for student discipline and behavior extend to disciplining and controlling students who misbehave as spectators.

4. The use of alcohol and illegal drugs should not be associated with any athletic event.

These standards are ones which NEPSAC and Berwick Academy expect all athletes, coaches, officials, and spectators to meet.

Dog Policy All spectators from either team are expected to have dogs on leashes and under direct supervision at all times. Please do not be surprised when you are asked by Berwick employees to respect this important safety policy Expulsion Rule Players who are ejected from interscholastic games for “unsportsmanlike conduct� or other flagrant behavior will forfeit their eligibility to play in the next regularly scheduled game or tournament game played in that sport.

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Parents and the Larger School Community “Berwick students, teachers, and families comprise a community of learners that instills the ethic of personal excellence.”

A. Communication to Berwick Families The Academy endeavors to provide the best possible flow of information to our families. The written communication starts with the Student Handbook and Directory, which is supplemented with two other “letters.” The electronic 1791 Letter is emailed monthly, with the exception of March and July, and is posted on the school website. They include information from the three divisions, the Head of School, the Parents Association, the Bulldog (Athletic) Boosters, and other miscellaneous sources. All three divisions also send out “Weeklies” which include news and information about upcoming events.

As thorough as written communication can be, the Academy has also made a large commitment to creating opportunities for group meetings that are more personal and interactive. We start the fall with three Back-to-School Meetings— one each for the Lower, Middle, and Upper Schools. These meetings offer brief overviews of life in the schools and of the curricula as well as introductions to your children’s teachers. In February we have three School Forums which are designed to have the Academy share ideas for changes in the coming year and to have parents voice concerns as we are making the plans for the coming year.

The Forums offer us all great opportunities to look at the future but, as one might imagine, they require goodwill and a focus on the school’s general interests.

The Academy works very hard to promote direct communication between the home and the school. The Student Handbook and Directory includes the telephone numbers of families, faculty, and administration. Parents are encouraged first to contact the teacher directly (through the switchboard using the voice mail system, at home, or in person at drop-off/pickup times) if concerns arise. The next point of contact is the student’s primary faculty advocate, the Lower School homeroom teacher or the Middle and Upper School advisor. If the concern continues, parents should contact the school director and, ultimately, the Head of School. It is critical that parents voice concerns as soon as possible after an incident has emerged, as it can be difficult to resolve issues from the distant past. While the school is committed to listening and resolving parent concerns to the best of its ability, it is also a critical

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expectation that parents treat all Berwick employees with the same type of professionalism and respect that we expect of our employees while resolving conflict. These expectations are essential when conversing with employees in person, by phone, or by email. Parents who are unable to communicate in a professional manner should expect to have a conversation with an appropriate member of Administrative team. It is also worth noting that our enrollment contract includes language regarding these expectations as well.

B. Berwick Parent Community The Berwick Parents Community (also known as BPC) is a separately incorporated nonprofit organization organized by parents for the benefit of the Academy and its students. All parents of current students are automatically members of BPC. The purposes of the Association are: 1. To bring Berwick families closer together 2. To work with teachers and administrators to enhance student life by supporting social and enrichment activities 3. To improve communication between families and the school community 4. To support the goals of the Academy The Parents Association organizes volunteer efforts of the parent body to help with school events that build a sense of community for both students and families. It raises monies to help support social and enrichment activities at the Academy. The Parents Association holds meetings of the general membership approximately every six weeks. Meeting dates are listed on the school calendar and all are encouraged to attend. An executive committee consisting of the president, vice-president, secretary, two treasurers, division coordinators, new family coordinator, communication coordinator, and auction coordinator governs the organization. The division coordinators, in turn, coordinate class representatives who are the backbone of the organization. The class “reps” work with teachers and advisors when help is needed to plan and execute activities.

The class reps are also a great resource for families new to the Academy.

The annual auction in April is the Association’s primary fundraiser. Funds raised support BPC’s enrichment activities and also a number of school-wide initiatives such as the renovation of Fogg stained glass windows, field irrigation, Athletic Center construction, campus computer networking, Arts Center equipment, new equipment for the Jeppesen Science Center, the Professional Development Endowment Fund, as well as financial aid.

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C. Athletics and Arts Boosters The purpose of the Athletic Boosters is to support the Academy’s athletes and athletic programs. They organize the fall Golf Classic and run the Courtside Café in the Athletic Center during the winter season to raise money for its initiatives. The Boosters have purchased many pieces of important athletic equipment and have contributed to team competition trips.

Similarly, the Arts Boosters organization exists to support the Academy’s artists, performers, and programs. In addition to promoting events and building attendance throughout the year, Arts Boosters runs a silent art auction, a facultystaff variety show, and the outdoor snack shack to support the Arts at Berwick.

Parents interested in participating in either the Athletic Boosters or Arts Boosters should contact Rob Quinn, Director of Athletics or Deloris White, Director of Fine Arts.

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Standards of Behavior “We nurture strength of character, individual responsibility, and a commitment to the common good.�

A. Student Involvement in Community Building Being part of the community at Berwick Academy means a commitment to being involved.

Lower School The majority of the student experiences in Lower School occur with their classmates in either homeroom or unified arts settings. However, there are a number of experiences throughout the school year which bring the students together as a division, as a K-12 community or with their families in both academic and social settings. A sampling of these program highlights is listed below.

Blue and White Weekends - Fall and spring Blue and White (or Spirit) Weekends provide on-campus student and family opportunities involving athletics and arts activities. There are a wide range of events for students of all ages (and for their families).

Halloween Parade - On an afternoon near or on Halloween, the students take time from their studies to dress in their Halloween costumes and form a parade route that circles the campus. Parents are invited to watch the event, as are students and faculty from the older divisions.

Lower School Production (Musical) – Each winter, the Lower School music teacher directs an integrated musical. With essential support from the Lower School faculty, the rehearsals and performances highlight important connections between subject matter, performance skills, and collaboration within the Lower School community. The Lower School students put on final performances for their families and for the older two divisions.

Morning Assembly - Lower School faculty and students begin each Friday morning with an assembly in the Great Room. Assemblies provide a wide range of opportunities ranging from discussions about behavioral expectations to student performances. Guest speakers from within BA and outside of the school also add to our focus on community. Finally, sing-a-longs and ACES (All Children Exercise Simultaneously) are also regular monthly assembly highlights.

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Pizza Bingo Night - The Lower School Pizza Bingo Night is held in January. It features family fun around the game of bingo with pizza for all and prizes for the students.

Service Projects - Each Lower School grade takes on a service project at some point during each school year. The students and teachers actively work together to support a chosen program or cause that is integrated into the programs at each grade level. BA also has several cross-divisional service projects that occur throughout the year, as well.

Unified Arts Day– On a Friday in early October, the Lower School invites parents to attend specially-scheduled pre-kindergarten through fourth grade integrated unified arts classes. A special theme will be interwoven into these classroom experiences so that parents may observe the meaningful ways in which Lower School students access the unified arts’ well-rounded curriculum.

Skating Party - BPC sponsors an after-school skating party in the spring. Parents are asked to transport their children to and from the skating rink and to supervise them during the event.

Young Authors Day - This event, held near the end of the school year, highlights the students’ writing, reading and presentation skills. Mixed-grade groups of students and faculty meet to share written pieces which the students have chosen for this special day. Parents are invited to attend the group readings in which their children participate. After the group readings, the students each receive a copy of the BA Bell (the Lower School literary publication) at a Lower School ceremony.

Middle School Community Service Beginning in early September, the Middle School Musical affords every student an opportunity to become part of a performing group or stage crew in the presentation of a Broadway-style musical. All students are invited to audition for a part, and no student is ever excluded from the cast. Those who prefer behindthe-scenes work are given opportunities to learn lighting and set work. The Middle School musical is performed in late November, prior to Thanksgiving.

Each autumn, every Middle Schooler has opportunities to participate in some sort of guided community-building activity. The eighth grade students attend their leadership retreat for two days, the seventh graders take a day at the UNH Browne Center; the sixth graders spend a day in Saco, Maine, at the Sweetser Center; and the fifth graders work with their teachers and a facilitator to build a strong community in their new academic setting.

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School-sponsored socials for fifth and sixth graders include trips to a local bowling alley, ice or roller skating, or miniature golf. Socials are run between the end of the school day on Friday until the departure of the late bus. Teachers of fifth and sixth grade students are chaperones. Dances for seventh and eighth grade students occur once each quarter. Dances begin at 6:00 p.m. on a Friday and end at 9:00 p.m. A disc jockey is hired for the dance, and pizza and beverages are served to students. Chaperones are chosen from among the seventh and eighth grade teachers.

Two Middle School field trips, which include the entire student body chaperoned by the entire Middle School faculty, promote a whole-division sense of community. The winter trip for skiing and snowboarding at Gunstock, and the spring trip to Canobie Lake Park for amusement rides, bring all students together for recreation and social interaction. Academic field trips primarily intended for enrichment purposes, support the group’s sense of shared time and learning goals together with building a stronger sense of community.

Leadership Student leadership in the Middle School takes the form of interests and requires potential leaders in the spring of seventh grade to select an area where he or she may wish to lead. Some of these leadership roles include: Arts, Athletics, Social Events, Communication, Community Service, and Green Initiatives. Elections by the entire student body are held in Spring, and Student Leaders may expect to meet in the summer to help the Assistant Director plan the upcoming events for the year.

The Middle School Homeroom Program provides supportive academic and personal guidance in a group structure that addresses the distinctive social and academic talents and needs of each student. The program nurtures selfadvocacy, character development, service learning, social and communicative skills and academic success. Each Homeroom teacher works with students to develop respect for the diversity of the social community and the natural environment.

Eighth grade students attend an annual two-day retreat in September at Merrowvista, a camp operated by the American Youth Foundation in Center Tuftonboro, New Hampshire. This experience provides students with opportunities for personal growth along with challenging situations in which to

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test their emerging leadership skills. Homeroom teachers of eighth grade students attend.

Service Service activities are ongoing and are often initiated through homeroom group discussions. Some of the most frequent types of service have included: providing assistance to animal shelters; raising funds for a foundation; helping a family in need; visiting nursing homes; assisting a soup kitchen; collecting items for a homeless shelter; working at the Salvation Army toy drive; and completing fall and spring clean-up. As school representatives, Middle Schoolers greet visiting applicants and serve as their guides. In the spring, students may serve on a panel to address parents of incoming students. Their participation on the panel is voluntary, and their voices provide new parents with accounts of the experience of being a part of the Middle School community.

Upper School Leadership and Community Development Student Government - The student government is an elected group composed of a president and three representatives from each grade-level class. All four Upper School grade levels are represented equally and led by the Student Body President elected by the whole school. Student government meets every week to discuss an agenda of student-driven topics/issues. Student government is also the link between the faculty, administration, and the students, and is often consulted for feedback on school policy changes or developments. Meetings are generally closed to the student body except for school-wide forums.

Honor Committee - There are three student representatives (two seniors, and one junior) on the School Honor Committee. The Honor Committee, composed equally of Upper School students and faculty members, is the Academy’s judiciary board. Elections are held annually for these positions.

Peer Tutors - A new pilot program was introduced in the 2009-2010 school year. Peer Tutors is a leadership opportunity for juniors and seniors, in which students volunteer to work with other Upper School students who are experiencing difficulty in specific content areas. Peer tutors will receive training, sign contracts and submit bi-weekly progress reports to the Academic Support Coordinator, which can be made available to parents upon request. All Peer Tutoring must be scheduled through the office of the Academic Support Coordinator. Because some students need more extensive support than what a

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peer can offer (see section G, Academic Support Services), the ASC will determine the appropriateness of making a recommendation for a Peer Tutor relationship to begin.

S.W.A.T. - S.W.A.T. (Student Wellness Advising Team) is a leadership opportunity for rising juniors and seniors, who volunteer to work with the incoming freshman class to assist them with their transition to the Upper School.

One major goal of the S.W.A.T. program is to bridge the cultural gap between freshman and upperclassmen. Some of the responsibilities of the S.W.A.T. members include the following: Freshman Orientation/Trip, peer mentoring and advising, and facilitation of wellness programs in both the Middle and Upper Schools. S.W.A.T. mentors are supervised by the School Counselor and Assistant Director of the Upper School.

Admission Tour Guides -- Admission Tour Guides are ambassadors for Berwick Academy; in this role, students provide tours to prospective families, host admitted students, and attend admissions’ events outside of school. Rising Juniors and Seniors can apply to become Head Tour Guides, a leadership position that works closely with the Admission team.

Literary Magazine -The Vernacular, the literary magazine of the Upper School is a student-created and student-published collection of writing and art. With the guidance of a faculty advisor, the members of the Staff work together throughout the year to create their own submissions and build their literary skills as well as solicit submissions from their peers. The Vernacular is distributed biannually within the Upper School community.

Outreach Foundation - The Outreach Foundation serves as a student-run committee which receives and votes on student proposals for charitable fundraising events each trimester. This foundation will advise students about how to best proceed with a fundraiser, and may be able to match the proceeds of the fundraiser with a grant from its foundation funds. Applications will be collected at the beginning of each trimester, and no more than three fundraisers per trimester are permitted. For the 2011-12 school year, the student committee is formed by 5 appointed students from the Outreach Club, and has 1-2 nonvoting members from the middle school.

Clubs The Club Coordinator supervises campus organizations and service opportunities. A list of organizations follows with highlights of their purpose.

Each gives an opportunity to serve the community here at school and support the common good. If a student has an interest and would like to be involved in one of the organizations, or if a student would like to start his/her own group,

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he/she should see the faculty member in charge of extra-curricular groups to sign up or ask about details on how to organize a group.

The Outreach Committee - The Outreach Committee plans and organizes ongoing community service projects supporting Berwick Academy and the local communities. Students may also participate in tutoring elementary school children after school at the Seymour Osman Center in Dover as well as visiting the elderly at Berwick Estates in South Berwick. The Outreach Committee meets weekly as a whole group or by specific areas of interest.

Recycling Committee - The recycling committee is a group that plans and maintains the recycling activities at Berwick Academy. Areas of focus include the recycling of paper, cans and bottles, and ink cartridges.

Big/Little Buddies - Seniors are paired with kindergarten students. The group has organizational meetings centered on meeting with, playing with, and supporting their little buddies.

Yearbook - Annual K-12 yearbook, with an Upper School focus.

Library Volunteers - Students check in and shelve books in the library during one free period or study hall per week.

Wilderness Trip Leaders - Seniors are invited to assist with leadership of grades 9 and 10 annual wilderness trips.

Math Team - Students interested in math meet once a week during lunch to do practice rounds and eventually compete in local, state, and national math competitions.

Gay-Straight Alliance - Student-run organization that promotes tolerance and the sharing information about gay youth and human rights issues.

Model United Nations (MUN) - Students learn about the UN delegation system and research international issues from multiple viewpoints. They then participate in U.N. simulations with other schools at local and national conferences.

Future Business Leaders of America (FBLA) - Students work to create business plans and learn business skills for inter-school competitions.

Berwick Green Alliance (BGA) - Upper School Environmental organization.

Outreach Programs Woodman Park School Tutors, Dover, NH - Students, grades 9-12, tutor elementary school students for 1.5 hours a week at the Woodman Park School, and elementary school that works with the Seymour Osman Community Center, a housing project on the outskirts of downtown Dover.

Central School Tutors, South Berwick, ME (proposed) - Students, grades 9-

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12, tutor elementary school students for 1.5 hours a week at the Central School in downtown South Berwick.

Berwick Estates Visitors, South Berwick, ME - Students, grades 9-12, visit the elderly for one hour after school on Fridays.

Campus Outreach Activities: Campus Recycling - Students assist with campus recycling for the school year.

Maine State Mock Trial Club - Students and advisors participate in the Mock Trial Competition sponsored by the Maine Bar Association.

Outreach Immersion Programs Guatemala Trip Service Project Appalachia Pilot Program- 2006 Habitat for Humanity Program- Portland, ME, 2007 Lassiter Middle School Trip to Louisville, KY, June 2008 & 2010 Lassiter Middle School Camp at Berwick Academy, 2009 & 2011 Community Building Morning Assembly - In the Upper School, we put a tremendous emphasis on our community. Morning assembly is the foundation of our day—we deem it important enough to start four days a week gathering as a school community in morning assembly. The focus of these assemblies can vary, including daily announcements, musical presentations, reflections on important topics, spirit week competitions, etc. All participants in assembly are expected to uphold the standards of behavior maintained in our classrooms, athletic fields and art studios.

Wilderness Trips - The wilderness trips involve class bonding, leadership training, personal and collective growth, and spending time with classmates off campus in an unfamiliar and challenging outdoor setting.

Freshman Trip - The freshman trip provides a non-academic setting to meet students new to Berwick while integrating with Berwick students coming from grade 8 - the first step in forming the identity of the class. The two-day trip combines games and socializing at Camp Winona.

Sophomore Trip - The sophomore trip is designed to challenge students on a personal level to expose them to new situations and bring the class together. It takes place in mid-August, as the class welcomes its new members and rekindles old friendships.

Junior Trip - The junior trip takes place at the end of junior year after exams in June. Students travel to “The Forks” in ME, and spend an afternoon

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doing a ropes course, overnight at a campground, and they spend the following morning white-water rafting. The goals of the trip include time for class bonding, team building, and preparing the class for its leadership role in the fall when they return as seniors. The students take on many of the responsibilities of the trip, such as preparing meals and organizing activities. Several rising seniors from this trip will be invited to be leaders of the freshmen and sophomore trips in the fall.

Blue and White Spirit Weeks - There are three separate spirit weeks during the year, or one spirit week per athletic season. These are weeks filled with dressdown theme days, decorating the school, pep rallies, and a generally spirited atmosphere. There is an inter-class competition, where points are tallied all year long for the various spirit week activities. At the end of the year the class that has accumulated the most points receives a reward; past rewards have included an afternoon off from classes, an ice cream party, and class t-shirts.

Social Events Dances – Dances are a chance to relax and enjoy the company of others in the community. There are two major semi-formal dances - the Winter Semi-Formal in December and the Junior/Senior Prom in June. Other dances are informal and usually occur four times per year. Our students are expected to conduct themselves with respect to each other at all times during social events.

Specifically, students must dance face to face at all times. Inappropriate dancing will not be tolerated and students may be asked to leave a dance if a chaperone deems their dress or actions are inappropriate and/or contrary to the larger goals of our community.

Coffeehouses - Coffeehouses are a chance for students to perform in an informal, social setting. Performance lists for the evening are not required.

Music, dance, and theatrical presentations are encouraged.

Foreign Film Club - Foreign Film Club offers an opportunity for students to enjoy and discuss movies from foreign cultures. They usually meet weekly on Friday evenings.

B. Student Health and Wellness At Berwick Academy, student health and wellness is a major priority. Child and adolescent health and wellness issues are addressed by classroom teachers, advisors, Division Directors, the school nurse, and the school counselor. The three basic components of health and wellness are education, prevention, and intervention. Education and prevention occur both in and outside the

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classroom setting. They can be as informal as a “teachable moment” conversation with a teacher or advisor, to a structured educational program that a student attends during the academic day.

Examples of educational/health and wellness offerings: • Lower School integrated health and wellness curriculum • Fourth, seventh, and ninth grades FCD (Freedom from Chemical Dependency) workshops (Parent component also) • Fourth grade hygiene program • Fifth grade hygiene and adolescent development programs • Sixth grade sexuality program • Seventh grade comprehensive health program (Parent component also) • Upper School health class -Foundations • Several programs/forums are provided for parent education Intervention is the most serious response on the health and wellness continuum.

An intervention occurs if a concern for a student’s health deems it necessary. It can involve the school nurse and/or counselor, as well as the Grade Level Deans and/or the appropriate Division Director. In-school intervention may lead to an outside professional referral for a formal evaluation.

In addition to the above, the Wellness Program provides a series of on-campus events that focus on health topics most important to our Lower, Middle, and Upper School students. Wellness Program topics have included: bullying and teasing, nutrition, stress management, harassment, drug and alcohol use/abuse, healthy relationships, conflict resolution, and sexuality. The overall goal of the Wellness Program at Berwick Academy is to provide students with adequate knowledge to make appropriate decisions about their health and wellness.

FISH (Faculty Intervention for Student Health) is designed to provide nondisciplinary support to all members of the school community. This group is comprised of six elected faculty members whose role it is to assist students, and in some cases families, with substance abuse questions or concerns. Referral, support, and guidance will be given to any individual who seeks help or is referred to the committee with a drug or tobacco abuse problem. Parents or students with questions should call the school counselor.

Confidential referrals are made by concerned students, faculty, and family members by obtaining a referral form from one of the six elected FISH members.

Faculty and Parents are strongly encouraged to utilize FISH before student behaviors result in disciplinary action.

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C. Standards of Integrity It is expected that students in the Berwick community share a mutual respect for the rules, procedures, and standards that make Berwick a positive and productive environment for all. This commitment is outlined in our Community Compacts for all divisions. Each\ student and their family has received a copy of the contract and returned a signed copy with their enrollment contract. While not intended to be all-inclusive, these compacts help shape our standards of behavior, and were compiled after a comprehensive community process. A copy of each Community Compact is available on our parent portal. If you would like to request a hard copy, please contact the appropriate Division Director.

D. Policy on Violence, Harassment, or Discrimination Behavior Towards Each Other Behavior of students is expected to be honorable, truthful, and respectful to each other, the faculty, and the staff.

Bullying and Harassment Policy Berwick Academy is committed to maintaining a safe working and learning environment for all students. A safe and civil environment in school is necessary for students to learn and achieve to their potential consistent with Berwick Academy’s high academic standards. Harassment or bullying, like other disruptive or violent behaviors, is conduct that disrupts both a student’s ability to learn and a school’s ability to educate its students in a safe and supportive environment. Demonstration of appropriate behavior, treating others with civility and respect, and refusing to tolerate harassment or bullying is expected of administrators, faculty, staff, parents and volunteers to provide positive examples for student behavior. Bullying, violence, or any form of harassment by or between any students, parents, faculty, employees, or volunteers is unacceptable to us as a community and will not be tolerated.

“Bullying or harassment” is any gesture or written, verbal, graphic, or physical act (including electronically transmitted communications – e.g. internet, e-mail, text message, social media posting, cell phone, or wireless hand held device) that is reasonably construed as being motivated either by any actual or perceived characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression; or a mental, physical, or

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sensory disability or impairment; or by any other distinguishing characteristic.

Such behavior is considered bullying or harassment whether it takes place on or off school property, at any school-sponsored function, or in a school vehicle.

“Bullying” or “Harassment” includes conduct that: • is systematically directed at one or more students; • substantially interferes with educational opportunities, benefits, or programs of one or more students; • creates an intimidating or hostile environment that adversely affects the ability of a student to participate in or benefit from the school’s educational programs or activities because the conduct, as reasonably perceived by the student, is so severe, pervasive, and objectively offensive as to have this effect; and, • is based on a student’s actual or perceived distinguishing characteristic or status (see above), or is based on an association with another person who has or is perceived to have any of these characteristics.

Berwick Academy considers any form of bullying to be harassment, and thus an inappropriate behavior that will be dealt with most seriously. It is the policy of Berwick Academy that all students should be able to enjoy an educational environment free from all forms of unlawful discrimination and harassment. Any student who feels he or she may be a victim of bullying, violence, harassment, or discrimination should report this immediately to his or her homeroom teacher/advisor, head coach, Division Director, or school counselor.

Berwick Academy will review the matter and take the following steps: • an investigation will be completed by appropriate school personnel; • a meeting to discuss findings with the Head of School; • appropriate disciplinary actions for individuals involved, up to and including expulsion from the Academy.

While any investigation of alleged bullying or harassment will be handled with sensitivity, Berwick Academy cannot guarantee absolute confidentiality if it is to investigate and address the offensive conduct. Berwick Academy reserves the right to refer a matter to law enforcement agencies.

Consequences for a student who commits an act of bullying or harassment will be unique to the individual incident and will vary in method and severity according to the nature of the behavior, the context, the developmental age of the student, and the student’s history of problem behaviors and performance.

While Berwick Academy reserves the right to take such disciplinary action as

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it determines to be appropriate in the circumstance, remedial measures will generally be designed to: correct the problem behavior; prevent another occurrence of the behavior; and protect the victim of the act.

Since bystander support of bullying or harassment can encourage or perpetuate these behaviors, Berwick Academy prohibits both active and passive support for any bullying or harassment. Maintaining a safe environment requires a community commitment, and it is Berwick Academy’s expectation that those witnessing any form of bullying or harassment will report it immediately.

Sexual Harassment Complaint Policy Any Berwick Academy student having a complaint of sexual harassment should promptly report the incident to his or her homeroom teacher/advisor, head coach, Division Director, or school counselor. If the student is more comfortable in doing so, the matter should be reported directly to the Assistant Head of School. Any advisor, teacher, coach or administrator who has received notification that sexual harassment may be occurring is expected to report such information immediately to the Assistant Head of School.

Berwick Academy will promptly investigate any complaints of sexual harassment. While any investigation will be handled with sensitivity, Berwick Academy cannot guarantee absolute confidentiality if it is to investigate and address the offensive conduct. All students and employees will be expected to cooperate in any investigation. If the investigation validates the complaint, appropriate disciplinary action will be taken against any employee or student engaging in sexual harassment. Depending on the circumstances, the nature of the complaint, the seriousness of the offense, whether repeated, provable, and other factors, such disciplinary action may include warning, suspension, termination of employment, or expulsion from school.

The Academy will take appropriate corrective action to address any sexual harassment. No employee or student shall be subject to any discipline, adverse treatment, or other retaliation for making a good faith complaint of sexual harassment.

Parent Complaint Procedure Although the aforementioned harassment policies are written from a student perspective, it is possible that a parent may have a concern related to these issues. If a parent has a concern or suspicion of any kind of harassment or discrimination occurring on campus, we ask them to bring this concern

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forward promptly to either a Division Director, Assistant Head of School, or Head of School. Depending on the severity of the concerns, a meeting with the Head of School will be likely. To register a formal complaint, we ask parents to put their concerns in writing, addressed to the Head of School. with specific information leading to their concerns or worries. The Head of School and Assistant Head of School will then lead an appropriate investigation as required, including follow up meetings with parents as necessary. The construction of these investigations will vary based on the concern, and the response of the School will depend on the results of the investigation. However, all formal complaints will be treated seriously and promptly.

Protection of School Property Berwick Academy is a beautiful place for learning and growth. It is expected that all students respect the buildings, grounds, and material of the school, treating all with care and concern.

• If something is broken - report it so it can get fixed.

• Don’t vandalize.

• Pick up and help out with general cleanliness.

Store books and belongings properly - lockers and storage shelves are preferred for neatness. Keep walkways, entrances to buildings and rooms, and stairs clear for the safety of all.

E. Berwick Academy Student Technology Policy Acceptable Use Policy for Information Technology at Berwick Academy Berwick Academy educates students about Digital Citizenship, including appropriate online behavior and cyberbullying awareness and response.

The school’s information technology resources, including email and Internet access, are provided for educational purposes. Use of the school’s information technology resources is a privilege and not a right. With this privilege come certain personal responsibilities. Adherence to the following policy protocols is necessary for continued access to the school’s technological resources: Students must: 1. Respect and protect the privacy of others.

• Use only assigned accounts. Not view, use, or copy passwords, data, or networks to which they are not authorized.

• Not distribute private information about others or themselves.

2. Respect and protect the integrity, availability, and security of all

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electronic resources.

• Observe all network security practices, as posted.

• Not download, install, or uninstall software unless expressly authorized to do so by, and under the supervision of, a teacher or administrator.

• Not modify or disable any system privacy or security settings.

• Report security risks or violations to a teacher or network administrator.

• Not misrepresent Berwick Academy or any community member of Berwick Academy in any electronic posting, submission, or communication.

• Not destroy or damage data, networks, or other resources that do not belong to them.

• Conserve, protect, and share these resources with other students and internet users.

3. Respect and protect the intellectual property of others.

• Not infringe copyrights (no making of illegal copies of software, games, music, or movies!).

• Not plagiarize.

4. Respect and practice the principles of community.

• Communicate only in ways that are kind and respectful.

• Use good judgment and take personal responsibility when using the resource.

• Report threatening or discomforting materials to a teacher or administrator.

• Not intentionally access, transmit, copy, or create material that violates the school’s code of conduct (such as material or messages that are rude, threatening, pornographic, defamatory, discriminatory, meant to bully, annoy or harass, or intended to incite violence).

• Not intentionally access, transmit, copy, or create material that is illegal (such as obscenity, stolen materials, or illegal copies of copyrighted works).

• Not defeat, disable, or interfere with any filters or security software or otherwise interfere with any school computer or network resources.

• Not use the resources to further other acts that are criminal or violate the school’s code of conduct.

• Not send spam, chain letters, or other mass mailings.

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• Not use the resources in any manner that could facilitate cheating or academic dishonesty.

• Not buy, sell, advertise, solicit, or otherwise conduct business, unless approved as a school project.

5. Students may not use privately owned electronic devices, including cell phones and other personal communication and data devices, without the express permission of teachers or an administrator.

• All devices must be silenced during school hours.

• A device may be used with adult permission when necessary.

Additionally, in the Upper School students may use their devices during non-academic times (e.g., not in class or other supervised activity). However, Upper School students must use them in a discreet manner that does not impact our standards of respect for community involvement.

• The use of cameras and cell phone cameras is strictly prohibited at all times in locker rooms and restrooms. Photos taken in other places on campus always require advance permission.

• Any use of electronic devices that violates school policy or rules is strictly prohibited. This includes, but is not limited to, violations of the student code of conduct, harassment, and cheating. This applies to personal devices that access other networks than the school’s while students are under the school’s jurisdiction.

• The school reserves the right to confiscate privately owned electronic devices used in violation of these policies.

Students may, if in accord with the policy above: 1.

Design and post web pages and other material for educational purposes from school resources.

2.

Use direct electronic communications with teacher’s permission.

3.

Install or download software for educational purposes, if also in conformity with laws and licenses, and under the supervision of a teacher.

4.

Use the resources for any educational purpose.

Consequences for violation: The school shall have broad authority to interpret and apply these policies. Violations of these policies may result in termination of access privileges and disciplinary action, including an Honor Committee hearing. Outcomes of the Honor Committee hearing may include, without limitation, suspension, expulsion, a requirement that parents compensate the

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school or an individual for damages, the notification of law enforcement agencies, or legal action against the students and his/her family.

Supervision and Monitoring: School and network administrators and their authorized employees monitor the use of information technology resources to help ensure that uses are secure and in conformity with policy. Administrators reserve the right to examine, use, and disclose any data found on the school’s information networks in order to further the health, safety, discipline, or security of any student or other person, or to protect property. They may also use this information in disciplinary actions. The school’s information technology resources (including computers, servers, drives, hardware, software, peripherals, wired and wireless systems, e-mail, voice mail, data network, and related systems) are school property. Students should not have an expectation of personal privacy when using the school’s resources, as all data, information, messages or material sent through, accessed from, or stored on school computer resources may be inspected, used, and disclosed by the school.

Responsibility: Students are responsible for knowing and abiding by the acceptable use policies. Use of the school’s information technology resources constitutes the user’s agreement to abide by the acceptable use policies.

Recognizing that the Internet is essentially an uncontrolled global system of interconnected computer networks, it is possible to access materials that are unsuitable and even unlawful. Even with screening or filtering software, the school cannot always prevent access to inappropriate materials. The school assumes no responsibility for any unsuitable or inappropriate information or materials that any student may access through the school’s resources. Students are expected to exercise appropriate judgment when using Internet resources. If a student accidentally accesses inappropriate information or material, or if a student receives inappropriate information or material, the student should immediately inform a teacher or administrator.

F. Respect for Community Standards of student conduct are important in all venues. Students must understand that they are responsible for their behavior in a number of settings inside and outside the classroom: Berwick Academy Dress Code 2012-2013 Our goal for a dress code: Modest, respectful, comfortable, neat, enforceable.

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Students out of Dress Code will meet with the Dean of Students or Division Director, and may serve detention.

Modesty Statement: Students at Berwick Academy should come to school dressed for learning in a co-educational environment. This carries with it the expectation of personal modesty in dress: • • • • • • •

Pants: • • • •

Shorts, skorts, skirts or dresses must be no shorter than four inches above the knee (including slits).

Body contour skirts (“bodycon”) and skin-tight pants (including “jeggings”) are not permitted.

Tights or leggings are fine under skirts, as long as the skirts are no shorter than four inches above the knee.

No undergarments (boxers, camisoles, etc.) should be visible beyond the edges of clothing or through thin or loosely woven garments.

Sweaters with hoods may be worn, but the hoods must rest off the head and face.

Midriff or cleavage should not show.

Students will conform to the modesty statements during all school events, including bus travel, field trips, and socials.

Chinos, wool, polyester, and corduroy pants are appropriate for boys or girls. Outside pockets must be flat (not pleated or cargo style).

Wind pants, cargo pants, pajama bottoms, fleece pants, or sweat pants are not permitted.

Denim jeans of any color are not permitted in any garment.

Dress shorts may be worn from early September until October 1 and from May 1 until the end of the school year.

Sweaters, Jackets, Ties, and Blazers: • Sweaters, ties, vests, fleece jackets without hoods, pullovers, vests and blazers are acceptable, but not required.

• Sweatshirts (with or without hoods) may not be worn, except during sports.

Shirts and Blouses: • Boys must wear a dress shirt, polo shirt, or turtleneck.

• Boys’ shirts must be tucked in.

• Girls must wear a dress shirt or blouse, polo, turtleneck or

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•

mock turtleneck, jewel or v-neck shirt, provided that the garment meets the modesty statement.

T-shirts, shirts with slogans, tight shirts, spaghetti straps, and tank tops are not permitted.

Hats: • Hats are not permitted indoors.

Footwear: • All footwear should be sensibly chosen for both season and safety.

Special Notice for Lower School Students: T-Shirts ( Lower School Dress-Code): Non-commercial t-shirts that are nicely finished may be worn by Lower School students. Name-brand lettering and logos on shirts must be minimal in size (typically no larger than a business card).

Shoes (Lower School Dress Code): Lower School students may wear sneakers, casual dress shoes and sandals. Platform shoes, clogs and “flip-flops” may not be worn at any time. All sandal-type footwear must have a heel strap and must be suitable for indoor and outdoor movement activities.

Special Notice for Upper School Students: Body piercing jewelry except for earrings is prohibited.

Visible tattoos are prohibited.

The Division Director, Grade Level Dean or Dean of Students will make the final decision on questions of dress. The same administrators can declare “dress down” days and “dress up” days.

G. Bus Behavior Please note that all bus trips, including those to and from home, are considered part of the academic day; therefore, all school rules apply. Students riding Academy buses will behave appropriately to ensure the safety of all students.

Students and parents are required to read and sign the bus contract agreement: Bus Conduct Agreement (To be completed by all students riding to and/or from school.)

Standards of student conduct are important in other venues in addition to the classroom. Behavior on a school bus should parallel the same expectations of classroom behavior and the following rules emphasize the student’s role in

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ensuring the safety of all passengers. To ensure a safe and efficient bus ride, students shall: 1. Follow the directions of the driver. It is his/her responsibility to enforce the “Code of Conduct” and provide safe transport.

2. Be at the bus stop at least five (5) minutes before the bus is scheduled to arrive.

3. Wait in a safe place, clear of traffic, which is at least ten feet away from the bus stop. Never stand in the street.

4. Cross the road or street in front of the bus only after the bus has come to a complete stop and upon direction of the driver. Use extra caution when there is snow, ice or rain.

5. Go directly to an available or assigned seat when entering the bus.

6. Remain seated while the bus is moving and keep aisles and exits clear.

7. Stow gear beneath seats or where otherwise directed by the driver.

8. Refrain from throwing or passing objects on, from or into the bus.

9. Be neat if eating or drinking (with driver’s permission) and take or dispose of all trash when leaving.

10. Never extend head, arms or objects out of the bus windows.

11. Never use vulgar, derogatory or obscene language or gestures.

12. Exhibit classroom conduct at all times.

13. Respect the rights and safety of others, and remember that all school rules apply while riding the bus.

If a student violates safety and/or behavioral standards, the bus driver is instructed to issue a written misconduct statement. The first statement is a warning and the parents are notified. The second statement will be grounds for the suspension of bus privileges for a period of one week. A third statement may result in the suspension of bus privileges for the remainder of the school year.

Because of the important responsibility the drivers have in providing safe transport of our students, their judgment of misconduct must be respected. Any questions regarding a driver’s handling of a situation must be directed to the appropriate Division Director, not to the driver. Serious or repeated misconduct may lead to other disciplinary procedures.

I have read and/or reviewed these rules with a parent or responsible adult.

Student signature______________________Date_______

Parent signature_______________________

Date_______

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Protection of Personal Property Personal property, both physical and intellectual, belonging to someone else should be respected and not used without permission. The Berwick Academy school community is an open environment and expects honesty.

• Do not steal.

• Turn in lost and found items so they can be reclaimed.

Dining Room Conduct Students should be well mannered and respect everyone’s rights to a pleasant mealtime. Cleanliness must be maintained.

• Use trays.

• Clean up tables and replace chairs.

• Clean up any accidental messes.

Public Displays of Affection It is natural for friendships to develop in a community such as ours. Public displays of affection, however, may be embarrassing to observers and offensive to faculty, visitors, and other students. It is expected, therefore, that such displays will be limited to holding hands while students are on campus or at school-sponsored events, including dances.

Off-Campus Behavior Student demeanor in public, especially at other schools and on field trips, reflects upon our school. Students will be expected to abide by Berwick Academy standards of conduct when: • On the School grounds and the immediate surrounding property including the village of South Berwick during school hours.

• Traveling to and from the campus.

• Traveling to or from School-related events off campus, including Senior Projects.

• On or off campus at School-related events, including, but not limited to, athletic and arts events, social events, field trips, service outings, foreign trips, and School-related lectures.

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Berwick Academy reserves the right to discipline students for off-campus conduct. If, in the determination of the Head of School, a student’s conduct or actions negatively affect the School, its students, other members of the School community, or the reputation of Berwick Academy, the School will impose disciplinary measures up to and including expulsion. This includes, without limitation, any postings on the Internet (e.g. social networking sites, blogs or other similar media) including, but not limited to, messages, pictures, or videos that negatively impact the School, its reputation, its students, employees or other members of the school community. The Academy reserves the right to dismiss immediately a student who disregards the integrity of our institution or the rights of others.

H. Attendance Regular daily attendance at the Academy is a critical component of the education of all students. Reasons for absences will clearly arise, but class time is invaluable; the Academy discourages students from missing any more school time than is absolutely necessary. Whatever the reasons for absences, it is the responsibility of the absent student to acquire and complete all assignments.

Students must not leave campus without permission at any point during the school day.

Parents need to notify the appropriate division directly if their student will not be in school. The proper contacts for each division are: Lower School, Shanlee Ginchereau (ext. 2001) Middle School, Laurie MacGregor-Beakes (ext. 2900) Upper School, Louise Rouleau (ext. 2500) A Middle or Upper School student who arrives after 10:00 a.m. to school is not allowed to attend extracurricular events, i.e. socials, concerts unless preapproved by the Division Director or Dean.

While on campus, Upper School students should be in class, Fogg Hall or Jeppessen Science Center. If students in grades 9-11 are going to be in another location, they need to be supervised directly by a faculty member or activity coordinator (coach, faculty club leader) or have permission from a Grade Level Dean. Seniors in good standing may exercise their senior privileges by following the procedures laid out by the Senior Class Dean.

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Unplanned Absences A student unable to attend school because of illness or unanticipated emergency must have a parent or guardian call school by 8:30 a.m. If the school is not notified by 8:30 a.m., the parents and the emergency contacts will be called to verify a student’s whereabouts . The student should contact each of his/her teachers as soon as possible to explain circumstances and obtain assignments. All work should be made up as quickly as possible. Students should have all homework ready to hand in and be prepared to take all missed quizzes and tests on the first day back. Additionally, in the case of unexcused absences, each teacher’s standard late penalty will apply to any work submitted or completed after the absence. This includes missed or late assessments of any kind if an unexcused absence was planned such as a family trip. Labs will be made up at the discretion of the instructor. Missed lecture and class notes should be obtained from classmates on first day back or earlier if possible. If a student skips school, no credit will be given for any missed work, tests, labs, etc., and disciplinary action will take place.

Unexcused Absences The school discourages unexcused absences, and all families are expected to support this. If the absence of a student is unexcused, he or she should do as much work as possible before the absence. A teacher may require a student to take or turn in an assessment prior to a planned, unexcused absence. Students should complete all missed work within one week of returning. Teachers are not required to meet with students to re-teach the material.

Planned Absences A student or family planning an absence i.e., religious holiday, medical appointments, college visits, weddings, etc.) must notify his or her Division Director in the Lower and Middle Schools, and the appropriate Grade Dean in the Upper School as far in advance of the absence as possible. Middle and Upper School students must use the Planned Absence Form to notify teachers and gather assignments. These completed forms must be returned to the Registrar’s Office prior to departure. Known homework, papers, and projects should be submitted prior to departure. The teacher may require tests and quizzes to be taken in advance as well. Upon return, all additional missed work should be gathered by the student and made up as quickly as possible. Students should be prepared to take all missed quizzes and tests when they return. Labs will be made up at the discretion of the instructor. Missed lecture and class

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notes should be obtained from classmates on the first day back or earlier if possible.

Tardiness Unexcused tardiness to school, class, or morning assembly is unacceptable at the Academy. Problems with private transportation, oversleeping, and finishing schoolwork are not considered excusable reasons. Any work missed due to an unexcused tardiness may result in no credit at the discretion of the teacher. If a student is tardy because of a teacher, a note from that teacher will excuse the tardiness. The directors of the Lower and Middle Schools and the Grade Deans in the Upper School will decide whether unusual circumstances excuse tardiness.

Excessive Absences Any student who is absent, even for excused reasons, for 25% of the scheduled class hours in any quarter, or a cumulative total of 25% of a trimester when calculated at any point during the trimester, is placing his or her continued attendance at the Academy in jeopardy. In such instances, the student and his/her parents may be required to meet with the Division Director and the student’s homeroom teacher or advisor to determine an appropriate course of action. In the case of trimesters, determination will also be made as to whether the student should receive credit for the academic work that trimester.

Signing In and Out One of the Academy’s particular concerns is the safety of its students.

Accountability is critical in a school of Berwick’s size. A Lower School student arriving after the normal start of the school day (8:20 a.m.) must sign in at the Lower School office with his/her parent or guardian. If a Lower School child needs to leave school before the regular dismissal time, the child’s parent or guardian should notify the child’s homeroom teacher in the Lower School and also the Lower School Director. The parent or guardian would then sign the child out at the Lower School office at the appropriate time. A Middle School student arriving after the normal start of the school day must sign in with the Middle School administrative assistant. If a Middle School child needs to leave school before the regular dismissal time, he or she should notify the administrative assistant in the Middle School, and the parent or guardian must sign the child out at the main office in Burleigh-Davidson. An Upper School student arriving after the normal start of the school day, for whatever reason, must sign in with the registrar/Upper School administrative assistant before

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going to class. Upper School students leaving campus to return later need written permission if they are not being picked up; they should notify the appropriate Grade Dean and also check out and back in with the Registrar. A student must have the permission of both their parents and the school to leave during the school day. Students who are leaving due to illness MUST visit the school nurse prior to signing out from Fogg. Seniors exercising their car privileges must also sign out and back in; failure to do so may result in this privilege being suspended.

Participation in Practices and Events After Missing Part of the Day A student who is tardy past 10:00 a.m. will not be permitted to take part in any school activity, including athletic practices and competitions, arts performances, other extracurricular programs, or socials, without the permission of the Grade Dean or Division Director. When an absence is anticipated, parents and the student must follow the normal planned absence procedures. When an absence is unanticipated, parents should contact the Division Director as soon as possible. His or her decision will be based on the specific circumstances of the situation, any health concerns, equity to other students, and past attendance records. In any case, an unexcused absence will negate the possibility of participating in afterschool activities.

Students in Good Standing Students who are meeting the academic and disciplinary standards of the Berwick community are considered to be in good standing. Students who are on academic warning, academic probation, disciplinary probation or other significant restriction at any point in the academic year may be considered not to be in good standing. Students not in good standing may not be permitted to participate in any after school activities including but not limited to sports, clubs or theater events. Determination of a student’s standing is at the discretion of the Grade Deans, the Division Director and the Assistant Director.

I. Disciplinary Procedures Although the Academy is “one school with three divisions,� part of our disciplinary philosophy is to implement age-appropriate responses by division.

While some policies are uniform throughout the school, there is also deliberate variation by division, which is reflected below. The School reserves the discretion to address each situation in a manner that it determines to be best for the School community.

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Lower School The Lower School Director and faculty work together in proactively monitoring student behavior. The assimilation of social cues is part of normal developmental behavior for young children, and the Lower School embraces the charge of promoting and maintaining a respectful learning environment. As noted in the Lower School Community Compact and through various programs and experiences, the Lower School strives to build a caring community in which kindness, safety and honesty flourish.

While both positive and negative student behaviors are reported by faculty members to the Lower School Director on a regular basis, a number of everyday occurrences are managed directly between student and teacher. Open communication between students and faculty helps promote our caring community. Lower School teachers strive to ensure that their students are comfortable in reporting situations to them that appear harmful and/or make them feel uncomfortable, as this is an essential first step in appropriately reconciling circumstances involving all parties.

Unacceptable behaviors include, but are not limited to: • Physical aggression (such as pushing, kicking, defacing property, and stealing); • Social alienation (such as gossiping, publicly humiliating, and maliciously excluding) • Verbal aggression (such as name calling, teasing, and verbal threats) • Intimidation (such as hiding someone’s belongings, graffiti, and publicly challenging a student to act inappropriately) Additionally, it is essential that parents and students pay particular attention to the Bullying and Harassment Policy. Included in that policy statement is the important point that bullying, violence, or any form of harassment can be particularly damaging to the safe atmosphere of the school. Such actions amongst any students, parents, faculty, employees, or guests are unacceptable to us as a community and will not be tolerated. Responses or consequences to negative behavior move on a continuum based on the severity of the incident.

The Lower School Director retains the discretion to determine the appropriate response to a given incident.

1) Teacher discussion with student (and parents) to develop an in-school plan for the student’s improved behavior (typically in the form of conferencing with the parties involved and writing or expressing appropriate statements of apology).

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2) Lower School Director discussion with student (and parents) to develop an in-school plan for student’s improved behavior (ranging in level from open discussions with the student to the completion of a problem-solving form to inschool or out-of-school suspension).

3) In rare occasions, when a suspension is determined to be an insufficient deterrent to significant student misbehavior, or when an incident is of such a serious nature that there is a question about a student’s placement at Berwick Academy, the Lower School Director will request that the Honor Committee convene to determine consequences.

Middle School Responses to students’ misbehaviors in the Middle School are typically addressed by teachers, the Dean of Students, and/or the Middle School Director. Just as there exists a range of misbehaviors, there is a range of responses and consequences that are designed to fit the offenses, and to curb any future misbehavior. Detentions are served after school for small, but repeated infractions. The school will occasionally assign a Saturday Detention to students for repeated infractions of school rules when after school detentions are deemed ineffective. Saturday Detentions are supervised by the Administration and are held once each month for three hours. Some behaviors are so egregious or have compromised the safety of the community that they are necessarily brought to the Honor Committee, Berwick Academy’s adjudicating body, without having gone through earlier steps as described below. A decision to convene the Honor Committee is made after conferring with the Head of School and the Assistant Head of School.

When a student has misbehaved in a classroom, the teacher generally removes the student from the class to discuss the incident and create a plan to make amends. The teacher will contact the parents to alert them to the incident.

More serious behaviors, or ones that are repeated will be brought to the Dean of Students and/or the Middle School Director who will assign logical consequences. The Dean of Students will document the incident and will call the parents. Misbehaviors such as a physical altercation, verbal abuse of a student or adult are considered more serious, and the documentation takes the form of a letter sent home to the parents and a copy is placed in the student’s records. The Dean of Students and/or Middle School Director may call the parents in for a meeting with the student, and the consequences are stricter.

When a pattern of misbehavior is noted, a student may be placed on a Behavior Contract which will be in effect throughout the Middle School years. At that time, the Middle School Director may also exercise discretion in suspending

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the student from classes. The Behavior Contract contains a warning that future incidents will be considered by the Honor Committee. A student does not have to be on a Behavior Contract prior to an Honor Committee hearing.

Plagiarism is a serious offense and students found to have cheated or plagiarized will receive a “0” on the assignment, the parents will be notified, and a copy of the letter sent to parents by the Dean of Students will be placed in the student’s records. While not exhaustive, the following is a list of incidents that may be serious enough to be heard by the Honor Committee: Tobacco, drug, or alcohol possession, use, or distribution; possession of weapons, vandalism of school property, theft, assault, threatening, bullying, harassment, hazing, sexual harassment or assault, lying or dishonesty with regard to the disciplinary process, or major violation of the Student Technology Policy. Cyber-bullying of any sort is unacceptable, and parents should alert the school and send printed copies of any internet bullying received through the home computer involving Middle School students.

Saturday Detention for Middle and Upper School Students: For students in the Middle and Upper Schools, Berwick offers Saturday morning detention once a month with a member of the Administrative Team. This response, which is determined by the Division Director and/or Grade Deans, is intended to send a strong medial response to students without sending them to an Honor Committee hearing. Saturday morning detention is intentionally inconvenient for students and families so as to send an appropriate message about a particular behavior. Saturday detention runs from 8 AM – 11 AM and typically involves some combination of physical labor on campus and/or reflective time in a classroom setting.

Saturday detention is handed out when behaviors persist for a prolonged amount of time and initial responses (e.g. after school detentions and/or conversations with students) have not proven to be effective. It is also employed when students miss afternoon program requirements for unacceptable reasons, or if they exhibit a particular behavior that simply merits a stronger response without a formal trip to an Honor Committee. Division Directors retain the right to determine whether or not a Saturday detention is an appropriate response for a given situation.

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Upper School Students are expected to have a clear understanding of right and wrong behavior. The Upper School generally relies on an escalating disciplinary system to reinforce appropriate behavior. Parents are called or notified in a formal letter when a significant action is taken. The Upper School Director retains discretion to determine the appropriate response to a given incident.

The School may skip any step in the process depending on the particular circumstances of the incident.

Consequences • Most minor infractions are handled by faculty and the Grade Deans.

• Detention is the Academy’s initial disciplinary response and is generally applied for minor infractions.

• Time of detentions will increase with repeat offenders.

• Repeated detentions in a trimester - A call and a formal letter to the student’s parents will explain the seriousness of the situation. Disciplinary probation is the next step.

• Probation is a formal warning that any further rule violation will jeopardize a student’s continued enrollment at the Academy. The student may participate in all academic activities, but he or she may face limitations in extracurricular activities, including athletics.

• Suspension underscores the seriousness with which the school views an offense by temporarily “expelling” the student. A suspension, which may be in house or at home, depending on the recommendation of the Honor Committee, removes the student from the normal daily life of a Berwick student. The student is responsible for obtaining and completing all assignments by the time of his or her return. The student is also responsible for all quizzes, tests, papers, and examinations and will make them up at times designated by the teachers.

• Except for on-campus suspensions, students are not permitted on campus for any purpose (academic, athletic, artistic, extracurricular, social, etc.) while serving a suspension. Any suspended student is not permitted to attend or participate in official school functions/events. A student is, however, free to contact faculty members via phone or e-mail while serving a suspension.

• Parents and students need to be aware that all suspensions will be reported to colleges during the application process. (See Reporting of Disciplinary Cases.)

• A student involved in the disciplinary process at any level may result in forfeiture of a leadership position.

• Under certain circumstances, the Upper School Director has the authority to

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suspend students for behavioral infractions without the student being required to undergo an Honor Committee hearing.

• Expulsion occurs when a student’s continued presence is considered detrimental to the community. Students expelled from Berwick are not permitted on campus without the express permission of the Head of School.

Infractions (All Divisions) The following is a non-exhaustive list of infractions that will lead to discipline.

Berwick Academy reserves the discretion to impose discipline for any conduct deemed to be inappropriate or contrary to the School’s standards. Even minor infractions may invoke a full disciplinary response depending on the context, circumstances, and prior history of the students involved.

Minor infractions include: • Tardiness • Dress code violations • Foul language • Misuse of cars • Minor violations of technology Acceptable Use Policy • Inappropriate card games Medial infractions include: • Skipping school • Disrespect for teachers or students • Repeated minor violations Major infractions include: • Second offense skipping school • Repeated minor or medial infractions • Vandalism • Stealing • Lying or dishonesty, especially during the disciplinary process • Cheating or plagiarism • Physical assault or abuse • Bullying, harassment, hazing, or verbal abuse • Sexual harassment; sexual assault • Behavior detrimental to the community • Tampering with fire alarms, sprinklers, or fire equipment • Major violation of the Student Technology Policy • The possession, use of, or remaining in the presence of tobacco alcohol, or other controlled substances

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• The distribution and or sale of tobacco, alcohol, or other controlled substances, or amounts of sufficient quantity to make reasonable the assumption that furnishing to others was either possible or intended • Possession of weapons • Inappropriate sexual behavior or activity on campus, on buses, or at school sponsored activities • Leaving campus without permission • Gambling Drug and Alcohol Policy Alcohol and other drugs of any kind except those prescribed by a doctor are prohibited in the buildings, on the grounds, or in the immediate vicinity of the school, including downtown South Berwick. Not only are use of alcohol and drugs serious violations of school policy, but use of these controlled substances is also illegal. Any student discovered to be involved with alcohol or other drugs of any kind during school hours, coming or going to school or a school function, or participating in any school activity will be subject to serious disciplinary action, which may, even on a first offense, lead to expulsion.

Further, the possession of sufficient quantities of such substances to make reasonable the assumption that furnishing them to others was either possible or intended will be viewed as a particularly egregious offense to the safety of the entire community. Berwick Academy reserves the right to impose discipline for off-campus behavior. Please see the policy on Off-Campus Behavior.

Major Disciplinary Cases When a student violates a major school rule, it is likely that they will go through the Honor Committee process. The appropriate Deans, Division Director, Assistant Director, and the Assistant Head of School determine whether the case will go to the Honor Committee. In certain cases, the Head of School may make disciplinary determinations directly without resorting to the Honor Committee process.

Honor Committee Mission Statement Berwick Academy encourages the development of strong moral character. All members of the school community, students and adults, have a responsibility to treat others with the respect, tolerance, safety, and honesty that they themselves expect and to abide by the school rules as stated in the School Handbook. All

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responsible members of this community value learning as well as the effort and honesty that are a part of that process, and they accept responsibility for their own actions. We recognize that students may make mistakes, and we encourage them to accept the responsibility to learn from these mistakes. In serious discipline cases, students are required to appear before the Honor Committee.

Although the Academy believes that self-discipline is more valuable than imposed discipline, it is the Committee’s mission to respond in a firm yet fair manner to encourage respect for the spirit of the Academy’s mission, its commitment to the common good. Most importantly, the Committee balances the needs of the individual student with the interests and safety of the school community Process The Honor Committee, composed equally of Upper School students and faculty members, is the Academy’s judiciary board. When an issue is brought before the Honor Committee for review, the committee meets as soon as is practical. The School will make every effort to hold a timely meeting, but sometimes circumstances present obstacles in this regard. Depending on the nature of the infraction, students who are awaiting an Honor Committee hearing may be asked to remain at home until a hearing can be convened. This judgment will be made by the appropriate Division Director based on the nature of the individual case. Students should also expect to remain home after an Honor Committee hearing until a decision has been reached. After hearing testimony and the facts of the situation, the Honor Committee deliberates and formulates a series of recommendations. These recommendations can vary greatly depending on the circumstances of the infraction. Examples include but are not limited to, probation, removal from student leadership positions, suspension, health related recommendations, and expulsion. These recommendations are presented to the Head of School for final approval. The Head of School has access to all documents and evidence presented in an Honor Committee hearing and may consult other members of the administration when necessary as part of this approval process. The Head of School retains discretion and final authority to make any disciplinary decisions.

Appeals to the decisions of the Honor Committee should be directed to the Head of School. Given that the Head of School is involved in the decisionmaking process, appeals will only be considered in regards to process and procedures. All appeals must be presented in writing within three days of an Honor Committee decision. On those rare occasions when the whole committee cannot reasonably be assembled or if the subject matter of the proceeding is

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confidential or sensitive, the Head of School reserves the right to assemble an appropriate team to hear a disciplinary case. The Head of School, in his or her discretion, has the authority to dismiss students for particularly egregious behavior without the benefit of an Honor Committee hearing.

Academic Honesty Academic honesty is one of the crucial requirements for intellectual growth.

With honesty, we as learners know when we are successful and when we are not, when we understand and when we do not, when we are ready to move on to new material and when we are not. Our mistakes and failures are as vital, perhaps even more vital, to the learning process than our triumphs. We truly learn from our mistakes. Berwick is a community in which our students are supported in their learning by parents, peers, siblings, tutors, and teachers. We all are here because we want the best for our students, but we need to be aware of the need to nurture their growing self-sufficiency. Academic honesty is also, simply, fair. Learning for most of us is a challenging endeavor. The rewards come from teachers in comments and grades and from schools and colleges in acceptances. To be academically dishonest is to seek an unfair advantage in meeting those challenges and in receiving those rewards.

Academic Dishonesty Defined The simple definition is the submission of work, which is not one’s own.

Copying from someone—whether a friend, parent, or any other source—is dishonest. Both giving and receiving information on tests and quizzes is dishonest. Plagiarizing (using the ideas or words of others without proper credit) on papers is dishonest—whether the ideas come from other students, noted authors, study guides like Cliff Notes, or Internet sources, including online translation sites.

Reporting of Disciplinary Cases to Colleges and Other Academic Institutions As part of the academic transfer or college application process, Berwick Academy is called upon to disclose transcripts and educational records to the institution in which the student seeks or intends to enroll. It is the policy of Berwick Academy to report serious disciplinary matters as part of this process. A “serious disciplinary matter” is one resulting in suspension or expulsion. Efforts will be made to report disciplinary matters in a supportive manner, working with both the student and family, and to provide the appropriate context to assist

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admission officers in understanding the matter in relation to the student’s complete experience and achievements.

If a senior is involved in a serious disciplinary matter after Berwick Academy has furnished a transcript and education record to the academic institution in which the student seeks or intends to enroll, the record will be supplemented with pertinent information. Berwick Academy will make efforts to work with the student and family to present any supplemental information in an appropriate context.