ACSD Vision Statement (adopted 10/22) - Our vision is for all ACSD students to reach their full learning potential, have a sense of belonging in our schools, and enrich our community and the communities where they live in the future. 

ACSD Mission Statement - Our mission is to provide high-quality, equitable, and varied learning environments that inspire a passion for learning and growth among our students.

Mary Hogan Core Values - In 2020, the Mary Hogan faculty developed our shared Mary Hogan core values based on the work of Brené Brown. She defines a value as “a way of being or believing that we hold most important” (Dare to Lead, 186). These values are ones that we collectively agreed upon and will live into them in our practice within classes and in the school. 

Our core values are: 

• Belonging

• Connection

• Growth

• Respect

Mary Hogan School, along with the other ACSD schools, is an IB Primary Years Program (PYP) World School. IB World Schools share a common philosophy - a commitment to high-quality, challenging, international education - that we believe is important for our students.

IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.  To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.  These programmes encourage students across the world to become active, compassionate learners who understand that other people, with their differences, can also be right.

IB Learner Profile

The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.

 

The Primary Years Program

All ACSD elementary schools, including Mary Hogan, are authorized Primary Years Program (PYP) World Schools. “The PYP offers an inquiry-based, transdisciplinary curriculum framework that builds conceptual understanding. The PYP curriculum framework begins with the premise that students are agents of their own learning and partners in the learning process. It prioritizes people and their relationships to build a strong learning community.

“PYP students use their initiative to take responsibility and ownership of their learning.  By learning through inquiry and reflecting on their own learning, PYP students develop knowledge, conceptual understandings, skills and the attributes of the IB Learner profile to make a difference in their own lives, their communities, and beyond.

“The framework emphasizes the central principle of agency, which underpins the three pillars of school life:

• The learner

• Learning and teaching

• The Learning community.

“Embedded in the framework is the recognition of the importance of fostering an individual's self-efficacy. Students with a strong sense of self-efficacy are active in their own learning and take action in their learning community.” (IBO). 

Let’s unpack this a bit with the different parts of the PYP. 

Inquiry Based Learning 

Inquiry Based Learning is a way of helping students explore, wonder, experiment and make connections between their previous learning and new learning. It is often paired with Concept Based Learning. Inquiry processes include: 

• Exploring, wondering, and questioning

• Experimenting and playing with possibilities

• Making connections between previous learning and new learning

• Making predictions and acting purposefully to see what happens

• Collecting data and reporting findings

• Clarifying existing ideas and reappraising perceptions of events

• Applying concepts to deepen conceptual understandings

• Researching and seeking information

• Establishing and testing theories

• Solving problems in a variety of ways

• Taking and defending a position

(Source: Principles to Practice: Learning and Teaching)

Concept Based Learning 

Concept Based Learning is when learning is focused on concepts - larger ideas or principles that cut across time, location, and situation. By learning about concepts, rather than just facts, students are able to see connections in their learning and apply what they know to novel situations and learning. There are seven key concepts in the PYP: 

• FORM: What is it like?

• FUNCTION: How does it work?

• CAUSATION: Why is it as it is?

• CHANGE: How is it transforming?

• CONNECTION: How is it linked to other things?

• PERSPECTIVE: What are the points of view?

• RESPONSIBILITY: What are our obligations?

There are also many other concepts that appear inside and outside of units of inquiry. Some examples of these concepts include: scarcity, economics, writing process, sequence, leadership, etc.

Transdisciplinary Curriculum Framework

The PYP program of inquiry is organized around 6 transdisciplinary themes: 

Who We Are Where We Are in Place and Time

How We Organize Ourselves How We Express Ourselves

How the World Works Sharing the Planet

These themes allow students to engage in learning and inquiry across subjects on meaningful issues. Individual subjects play a role in how we organize the learning, but the lines of inquiry within units cut across subjects. Students explore real-world issues and challenges by looking across subjects and work to take action on their learning. 

Student Agency 

Student agency is the ability of students to have ownership of their learning and determine the action they want to take based on their learning. 

Approaches to Learning - The Approaches to Learning (ATL) are skills that cut across contexts and subjects. They are fundamental to students’ learning in and out of the classroom. The Approaches to Learning are: 

• Thinking skills

• Communication skills

• Research skills

• Self-management skills

• Social skills

Each of these larger skills are made up of smaller sub-skills. All of these skills are explicitly taught within the PYP units of inquiry and across the school day in each class. Students assess and reflect on their skills throughout the year in multiple ways. Teachers report out on students’ ATL progress 2 times a year - in January and June. 

Beyond the PYP: How Does It Fit? 

The IB program follows our elementary school students as they transition into middle school and high school, through the Middle Years Program (MYP) and the Diploma Program (DP). Teaching and learning in all ACSD PreK-12 classrooms is centered around student inquiry.

For further information about the PYP, check out the International Baccalaureate page on ACSD’s website.
 

The School Board is elected by the community and is responsible for establishing education and administrative policy, and the school’s budget. A complete list of  your School Board representatives and scheduled meetings are posted on the ACSD website (https://www.acsdvt.org/domain/75). Parents and community members are welcome and encouraged to attend School Board meetings when possible. Meetings will be warned on the bulletin board by the main entrance.

Policies

It is the responsibility of the school board to determine the education policies of the School District. The policies of the School District are formulated under the authority granted by the statutes of the State of Vermont and under the regulations of the State Board of Education; they are intended to be interpreted within these parameters. The school board is required to give public notice of its intent to adopt a board policy, stating the substance of the proposed policy, at least ten days prior to its adoption. Policies and procedures can be found on the ACSD website: https://www.acsdvt.org/domain/76 

 

For a full directory of Faculty and Staff visit our school directory.

ACSD Administrative Staff:

Dr. Wendy Baker, Superintendent of Schools	wbaker@acsdvt.org	382-1275
Nelly Collazo, Assistant Superintendent	ncollazo@acsdvt.org	382-1286
Sonya Oefelein, Director of Equity, Inclusion and Restorative Practices	soefelein@acsdvt.org	382-1287
Courtney Krahn, Director of Teaching and Learning	ckrahn@acsdvt.org	382-1276
Matthew Corrente, Business Manager	mcorrente@acsdvt.org	382-1280

Mary Hogan Staff:  

A comprehensive list of staff and faculty can be found on our website at https://maryhogan.acsdvt.org/our-school/staff-directory

Jennifer Kravitz, Principal	jkravitz@acsdvt.org	382-1414
Matt DeBlois - Assistant Principal	mdeblois@acsdvt.org	382-1415
Michael Dudek - Student Response Coordinator	mdudek@acsdvt.org	382-1463
Lorrie Fundis - Administrative Assistant	lfundis@acsdvt.org	382-1412
Jill Laberge - Principals’ Administrative Assistant	jlaberge@acsdvt.org	382-1411

Our school day is from 8am until 3pm. Below you will find arrival and dismissal details as well as other school day information.

K-5 Arrival and Breakfast

• 7.45 - Doors open - students may begin arriving for breakfast
  • Kindergarten, 1st, 2nd Grades
    • Enter through Main Entrance
    • Breakfast Served in North Gym
    • Seating is at tables by grade
  • 3rd, 4th, and 5th Grades
    • Enter through South Gym Doors
    • Breakfast Served in South Gym
    • Seating is at tables. Students have choice over where they sit. 
    • Not eating? Head to the library to read or quietly play a board game
  • Breakfast expectations are the same as our lunchroom expectations:
    • Find a seat that you want to sit in
    • Use an inside voice
    • Use walking feet
• 8.00 - The school bell rings. 
  • Students already in the building are dismissed to class.
  • Students arriving at 8.00 may grab a to-go breakfast that will be available to eat during snack time. 
  • Students in grades K-2 enter through the main doors; 3rd-5th enter through the South Gym doors.

• 8.08 - Doors are staffed until this time, then they will be closed in order to safely secure the building.
• 8.10 - Instruction begins. Students must be in class to be marked present and on time.

• Students will be marked tardy if they arrive in class after 8:10 am. Students arriving after 8.10 will need to check in at the Main Office.

• If you have a planned late arrival, please call the attendance line to let us know. 382-1401
• Late arrivals may disrupt the class or delay instruction for other students.  Whenever a student has a pattern of tardiness, we will set up a meeting with the family to develop a plan to address the tardiness.   

Preschool Arrival - 8:15am - Preschool students should arrive at 8.15am. Parents can walk their child to their classroom, entering through the Sunshine Office entrance. Please minimize the number of people who come in with the child.

After School Plans

Please make plans with your child before the school day begins so that they know how they are getting home from school.  When this is not settled before school, it can lead to children becoming anxious and distracted during the school day, worrying about what their plans are for after school. 

If possible, please send a schedule to your child’s teacher clarifying after school plans.  Having these plans is particularly important for students who are in grades K-3, as well as students whose after school plans change on a daily basis.  Knowing plans ahead of time allows us to reassure students who are worrying about where they are going after school.

If your child is taking a bus to a stop other than what their normal stop is, they will need a bus note that will be verified by the office and returned to your child. Then the child will need to present it to the driver when they get on the bus.

If your plans change after the school day begins, contact Lorrie Fundis in the Front Office to let her know of the change.  Please do not just email the teacher, as they do not regularly check email during the day. Any changes after 2pm should be due to an emergency.

Dismissal

Preschool dismissal at 2.15pm (M-Th only) - At dismissal time, students will meet parents/guardians/designees at the sidewalk in front of the A-wing.

K-5 dismissal 

• 2.55pm - Classroom teachers bring their classes out as a whole to the car pick up location, leaving their classes at 2.55pm. 
  • If parents/guardians/designees want to pick up a child in person, they should walk.  Those driving should park either in the north lot or at Memorial Sports Center and then walk over to meet their child. 
  • If parents/guardians/designees want to pick up a child by vehicle, they will be directed to get into one of two lanes along the A Wing of school. If the driver is not a parent/guardian/designee, staff will check in with Lorrie or the classroom teacher. Staff will provide traffic control.
• 3pm - Teachers walk their remaining students to the bus and Mary Johnson After School program, where they would say goodbye to students. 
• 3.05pm - Buses depart Mary Hogan for MUMS and MUHS pick ups before starting their route.

It is VERY important that vehicles continue to move through the lanes at dismissal.  At no time during dismissal should you leave your car unattended. Stay in the line and a staff member will ensure your child is safely delivered to your car.

Picking Up Your Child before Dismissal

If you need to pick up your child before the end of the day, please follow the following procedure:

1. Notify the classroom teacher or the office in writing with the time and date you wish to have your child dismissed.  Please let us know as soon as possible.
2. Buzz in at the front entrance when you arrive so we can go get your child from the office.

After 2.45pm, students will just be dismissed at the regular time in order to avoid traffic jams and ensure students get to the right place.

Please note: 

• For safety reasons, we cannot dismiss a child to meet an adult in the parking lot. You must accompany your child from the building to your car.
• If you are dismissing your child to another adult, we require your written permission.  We will not release students to unauthorized people.  
• It is the right of parents to have free access to their children unless prohibited by a court order.  In such instances, it is the parent’s responsibility to provide the order to the Principal. If custody is shared, we defer to the schedule parents have set up for custody at dismissal.
• We will not release students to anyone who appears to be under the influence of any substance that may negatively affect the child or person’s safety.  In the instance a staff member suspects a parent/guardian is not able to safely transport a child, the staff member will contact the Principal.  The Principal may contact the school resource officer, or hold the child in her care pending appropriate intervention.

Recess

Children should come to school dressed appropriately for outdoor play. Fresh air and exercise during the school day is healthy for children and conducive to learning. It is our expectation that all children participate in recess unless they are excused by the school nurse for health reasons. 

We try to abide by the saying “there is no bad weather, just bad clothing.” Children go outside in all but the most extreme weather, so please dress them accordingly. We will hold indoor recess when the temperature with the windchill is below 0 degrees Fahrenheit or it is pouring rain.  We will still go out in light rain, so children are encouraged to keep rain boots and a raincoat at school. Hats, mittens/gloves, boots, and snow pants are essential in winter.

Children should also have a pair of inside shoes, so that they can change from outdoor boots/shoes into something that is dry and more comfortable. Your child should have a pair of boots and/or play shoes in school throughout winter and spring so he/she may play in snowy and muddy conditions. 

School doors open at 7:45am. 

Walking or Biking

Students who walk or ride bikes to school should plan to leave school property promptly after school ends.  They cannot remain at school beyond the school day without adult supervision.

All bikers, scooter riders, and skateboarders must wear helmets.  Bikes and scooters are to be left in the bike racks near the A or E wing entrances.  If a student is observed riding unsafely, we will hold a meeting with the student and family to determine a safety plan.

Bus Service

The Addison Central School Board provides for students the opportunity to be transported on school-contracted busing.  It should be understood that this transportation is a privilege.  Route efficiency, safety, distance and time are taken into consideration when planning bus routes.

Bus routes are posted at the beginning of each year and are sent to families, posted on the school website and are published in the Addison Independent.  Please contact the Student Response Coordinator to discuss any concerns. 

Children who are bus riders are expected to ride the bus at all times unless they have a note from home.  A note is also required if a child is to be let off at a stop other than his/her own.  This note should be presented to the teacher at the beginning of the day. 

Our school expectation is to require that an adult or older sibling meet any student in first grade or Kindergarten getting off the bus. If an adult is NOT visible when the bus drops off the student, the bus will not wait and will continue with its route. The bus driver will contact the school, and the school will alert the parents about the situation and find resolution.

Staff review all bus safety practices with students during the first weeks of school.  Please review and reinforce this resource with your child.
 

ACSD Bus Protocol

The Addison Central School Board provides students the opportunity to be transported on school-contracted busing.  It should be understood that this transportation is a privilege.  Route efficiency, safety, distance and time are taken into consideration when planning bus routes.

Bus routes are posted at the beginning of each year and are sent to families, posted on the school website and are published in the Addison Independent.  Parents are asked to please contact the Principal to discuss any concerns. 

Children who are bus riders are expected to ride the bus at all times unless they have a note from home.  A note is also required if a child is to be let off at a stop other than his/her own.  This note should be presented to the teacher at the beginning of the day. 

After school birthday parties or special community activities could result in overcrowding.  In order to avoid this, please contact the school office if you are requesting more than two students to ride a different bus at least two days before the event.

Students in Kindergarten and First Grade

ACSD requires that an adult or older sibling be present to meet any student in First grade or Kindergarten getting off the bus. If an adult is NOT visible when the bus drops off the student, the bus will not wait and will continue with its route. The bus driver will contact the school, and the school will alert the parents about the situation and find resolution.

Maintaining Safe Routes

Riding the bus is a privilege. For everyone’s safety, it is important that students behave appropriately and follow expectations while riding on the school bus. Bus drivers are in charge at all times. In addition, students will talk quietly and use respectful language, remain seated and keep the aisle clear, keep all parts of the body inside the bus, and keep the bus clean.  For everyone’s safety, it is important that students follow expectations while riding on the school bus. 

Our bus expectations are as follows.  (Please note that 504 and IEP teams have the right to modify items 2,5,6, and 7 on this list for any individual student on an IEP or 504 plan.)

1. Bus drivers are in charge at all times.
2. Students will talk quietly and use respectful language.
3. Students will remain seated and keep the aisle clear.
4. Students will keep all parts of the body inside the bus.
5. Students will keep the bus clean and remove all personal items and trash.  
6. No food, beverages (except water bottles), or candy will be allowed on the bus. 
7. Use of personal electronic devices (i.e. cell phones) will follow the grade level policy of the students’’ school. 

• Changing Stops/Getting off in a place other than your home:  In order to get on or off the bus at an authorized stop other than their regular stop, students must provide the driver with written parent/guardian permission verified by the school.

The following unsafe/dangerous behaviors on the school bus will result in appropriate corrective disciplinary action and/or the creation or revision of behavior plans:

• Defying or disobeying the bus driver
• Physical aggression
• Hazing, Harassment or Bullying (related ACSD policies will apply)
• Loud noise or screaming/shouting
• Use of foul language
• Throwing materials inside or out of the bus
• Destruction of property
• Behavior that is inconsistent with the ACSD Drug & Alcohol, Tobacco Use and Weapons policies.
• Creating any disturbance deemed dangerous by the principal and bus driver

When student behavior doesn’t follow our safety guidelines, we will use this chart to help guide additional action as well as support for the student.  

 

Walk and Roll First Wednesdays

Our school participates in Walk and Roll to School. This is a program that is part of Way to Go! Vermont, which has a mission of creating transportation habits that reduce congestion at pick up and drop off as well as reduce car emissions. More than 60 minutes of exercise a day activates readiness to learn, academic performance and health. Let’s walk and roll to learn!  More information will be forthcoming in newsletters.

Car Drop Off/Pick Up

There are a lot of vehicles in a small area during the start and end of the day and students are moving about. Please be patient, extra observant, and cautious in the school parking lot and road. If you are dropping off or picking up your child, please ensure they stay on the sidewalks.  Children are not allowed to cross the parking lot alone.  Please do not leave your car unattended at dismissal. A staff member will ensure your child is safely delivered to your car.

If a parent/guardian wishes to speak with a teacher at pick-up please park your car either in the north lot or at Memorial Sports Center and walk over to the pick up location. 

Remember whenever you see a bus with flashing red lights, you must not pass the bus.

Please do not park in front of school between 7.30 and 8:15am as well as between 2.30 and 3:15pm, since it interferes with the buses.  

State law prohibits car idling over 5 minutes, though we encourage you to avoid any idling.

Attendance

If your child is going to be absent or tardy, please be sure to call 382-1401 by 8:30am, so we know that your child is safe. 

Chronic absenteeism is defined as a student missing 10% or more of a school's attendance days for any reason, whether excused or unexcused. Truancy is defined as accumulating 20 or more unexcused absences within a school year or within the school's most recent 175 attendance days.

The school, and in some cases the superintendent’s office, will work closely with any family where a student’s attendance is approaching the chronic absenteeism threshold. Once a student accumulates 20 unexcused absences, the Superintendent will review the case and complete the required truancy documentation before notifying the truant officer and, where applicable, the Department for Children and Families.

The superintendent may excuse, in writing, any student from attending school for a definite time, but for not more than ten consecutive school days and only for emergencies or for excused absence requests aligned with the following: 

• physical or mental illness of the student;
• family emergency or death in the family;
• student’s medical, dental, mental health, or substance use treatment appointment;
• family observance of religious holidays;
• legal activities, such as a student’s court appearance;
• driving examinations;
• college or other postsecondary program visitations; 
• pre-enlistment or deployment activities of the student or the student’s parent or legal guardian; 
• other reasons with written approval of the superintendent 

Any excused absence requests for all or part of the school day for three or more days must be approved by the Superintendent, who may request justification or certification for any excused absence request.

Upon receiving a referral, the truant officer must:

• Review the student's attendance history;
• Examine the school's documentation;
• Determine whether absences are excusable; and
• Provide written notice to parents or guardians regarding their legal obligations.

If attendance problems continue despite notice and intervention efforts, the truant officer may refer the matter to the State's Attorney. The State's Attorney may pursue either a criminal action or a Child in Need of Supervision (CHINS) petition.

The Act clarifies that schools may provide alternative educational opportunities during suspensions and expulsions and continues to require educational access where otherwise mandated by law.

Play Dates, Parties, and Invitations

We ask that all out-of-school plans be made ahead of time and that any invitations, written or verbal, be sent home, not initiated or delivered at school.

We look to you for support in creating a safe and respectful environment at school.  Out-of-school socializing (including online) has a significant impact on in-school social climate.  We rely on you to keep inclusion in mind as you plan playdates and parties with and for your children.  We also ask that any plans that are made help support children being honest (rather than encouraging their “keeping secrets”) among peers in school.

If your family is hosting a party and inviting multiple children over, it would be helpful if you arranged transportation in a car, as the buses can be full. Please remind children they should keep any gifts for parties in their backpacks while on the bus or during school.

Cancellation of School, Delayed Openings

In the event that school is closed or opening under a delay, ACSD has an alert system in place, which will automatically call parents/guardians at the number(s) listed on the parent contact preferences form at the beginning of the year. 

If there is a delayed opening, breakfast will not be served and we will begin classes when school opens.

School closings and delays are also announced on radio station WFAD (1490 AM), television stations WCAX and WPTZ, and the ACSD website www.acsdvt.org/.

Emergency Closings

On infrequent occasions, the school day may need to end early due to hazardous weather, natural disasters, or other emergency situations. Such decisions are based on the safety and well being of our students.  The alert system will automatically call parents/guardians at the number(s) listed on the parent contact preferences form at the beginning of the year.   Staff members will also make every reasonable effort to contact parents/guardians directly, when necessary to do so. Announcements of emergency school closings will also be given to area radio stations. 

Please keep the office informed of any changes of address, work or home telephone numbers, or names of persons whom parents/guardians designated as emergency contacts for just this type of situation. Children should also be informed where to go in the event of an unexpected school closing.

All teachers will communicate with families about curriculum, events in the classroom, and field trips. For some students, the school will collaborate with parents to establish a plan for additional home/school communication to support a student’s success in school. If a student’s success depends on regular communication between the teacher and home more often than once a week, there will be a team meeting in which parents and teachers can assess the student’s needs and determine the best level of communication that will support the student’s success.

Questions/Concerns

If you have questions or concerns, it is important to communicate directly with the school as promptly as possible.  Call or email the classroom teacher to schedule a time to talk about your question or concern. For any questions/concerns about classroom activities, please speak first with the appropriate teacher(s).  For any questions/concerns about school-wide practice and activities, please speak with the Principal.  

If your question/concern is not answered or resolved at the first level, then please proceed to the next level in the communication flow charts below. If the established order of communication has not been followed, you will be directed back to the appropriate person.

Classroom question/concern: 

Teacher → Principal → Superintendent → School Board (if law or policy allows further action)

School-wide question/concern:

Principal → Superintendent → School Board (if law or policy allows further action)

Electronic Communications From School

You can find the Mary Hogan School website at: https://maryhogan.acsdvt.org/ From our website, you can find the latest news about school, interesting links and event information, as well as the school calendar. We also post regularly on the ACSD Facebook page and our Mary Hogan Instagram account (@maryhoganschool).

The Mary Hogan School Newsletter is sent electronically each Friday to keep members of the Mary Hogan School community informed of school-related events. The newsletter contains important information about school processes as well as highlights from the week. It is important that you look for and read the newsletter each week. If you are not receiving the newsletter, please reach out to Jill Laberge (jlaberge@acsdvt.org). The newsletter can also be found on the school’s website https://maryhogan.acsdvt.org/our-school/school-newsletters.   All articles submitted for the school newsletter are subject to Principal approval.

Family Involvement

A child strives to do their best when parents communicate the value of education, believe in a growth mindset, and know they are a part of the home-school team. 

As a partner in your child’s school experience and their most important teacher, you can participate in your child’s education by frequently talking with them about school, regularly conferring with your child’s teacher, volunteering, reading to your child and reading on your own, exercising discretion with your child’s screen time, scheduling doctor and dental appointments so as to not interfere with instructional time, communicating that school work is more important than extracurricular activities, and so on. 

Visiting 

Parents and other visitors are welcome to visit the school during the day as long as these visits do not disrupt classroom learning.  Please make arrangements in advance and check in at the office when you arrive.  

We are always eager for opportunities to share the educational and interesting things we are doing, and children delight in having their parents or guardians take such an interest in their learning. We ask you to be mindful of the fact that classroom visits are not the same as conferences, and that their child’s teacher may not be available to talk with them at that time. Questions or comments should be saved for a more mutually convenient time. 

Students wishing to bring friends to school must obtain prior approval from their teacher and the Principal since visitations may disrupt classroom instruction. 

Volunteering at Mary Hogan School

We welcome you to volunteer at Mary Hogan School.  In an effort to keep all children safe, and as required by Act 1 and ACSD Policy, we have certain requirements for volunteers.  If you are interested in volunteering visit the ACSD website and refer to the ACSD Volunteer Procedure (Volunteers and Work Study Students ). 

When you sign up to volunteer, you agree to the following which is on the volunteer application form:

I understand that information regarding students, families, staff and the organization may be confidential in nature and that as a volunteer for the ACSD, I will:

• Respect the confidential nature of any verbal or written communication I receive and keep personal information confidential at school and after I leave the school building.
• Be discreet in any verbal communication by not discussing students, staff, or families in front of others.
• Immediately report directly to the principal or site administrator any information disclosed to me concerning a child's safety.
• Make reasonable efforts to assure that each student is protected from harassment or discrimination and I will not harass nor discriminate against any student, staff member or volunteer on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation, or social and family background.
• I also understand that relationships developed with children at school should remain at school and that for the protection of both the student, staff and volunteer, volunteers should not be left alone with a child that is out of view of school personnel or another adult volunteer.
• Volunteers are also reminded that permission to communicate with a student outside the regular school day must be granted by the student’s parent/guardian, ACSD cannot and will not grant this permission.
• I acknowledge I am expected to abide by all Addison Central School District policies and procedures which can be found on the ACSD website at acsdvt.org.
• I further understand that by law, I am a mandatory reporter and agree to comply with all district, state and federal laws.  If I have questions regarding any of the materials provided, I understand I am to contact the building principal or the ACSD Human Resources Coordinator.

Further, volunteers may not take photographs of Mary Hogan students who are not their own child. This is for students’ protection and not all families have given permission for their child’s photo to be taken.

Middlebury Elementary School Association (MESA)

Middlebury Elementary School Association (MESA) is Mary Hogan School’s parent association.  Alicia Butler is the MESA president this year.  MESA can be reached at: mesa@acsdvt.org. MESA sponsors many activities and events.  The students get expanded learning opportunities because of the work of MESA.  They support all parents being involved as much as and in as many ways as they can be.  To learn more about MESA or to join in the fun visit their information page on our website https://maryhogan.acsdvt.org/families/friends-of-group.  There is also a bulletin board outside the main office with MESA events. 

Use of Facilities

Groups or individuals interested in using the school outside of school hours should contact the office for scheduling information. Request forms are available here and with Lorrie Fundis and must be completed and approved by the Principal prior to usage. Activities sponsored by the school always take precedence over those involving other groups. Facilities are generally not available for use during school vacations.

Student Use of Phones

Students may use the telephone in the main office or their classroom with adult permission.  Students are expected to make after school and social plans before school and should not plan to use the school telephones for this.

Cell Phones & Electronic Devices.

Students are not permitted to have cell phones, smart watches or other devices at school from 7.45am-3pm.  

If your child must bring a cell phone to school for after-school safety reasons, our expectation is that the phone will be turned off/switched to airplane mode and secured in a backpack.  We will follow the Code of Conduct for any students using phones during the day.  

Full details on Mary Hogan’s Device free plan can be found here.

Please be advised that the school is not responsible for lost, stolen, or damaged devices.

Electronic Resources & Internet

The ACSD School Board has adopted a policy for students’ acceptable use of electronic resources, including the internet.  Please read the ACSD Responsible Computer, Internet, & Network Use Policy in the Selected ACSD Policies section or on the ACSD website (Responsible Computer, Internet & Network Use ). 

Lost & Found

Lost clothing, lunch boxes, etc. will be kept in an accessible location.  During each Break (November, December, February, April) and at the end of the school year, any remaining lost and found items will be donated to charity.  Small items, such as jewelry, glasses, etc., are kept in the office. In order to help us locate the proper owner, please label all clothing, backpacks, lunch bags, shoes, boots, hats, gloves, etc. and check weekly to see that your child has returned home with all the items he/she brought to school that week.

Calling School Staff

If you need to contact a member of the staff, it is best to call before school, during recess, or after school. During the day calls are directed straight to voicemail.  Teachers will let you know how and when it is best to contact them.  Only in the case of an emergency will they be called away from their classes.  Voicemail is available for each staff member.  

The Principal and Assistant Principal may be contacted at any time. They will work to return calls within 24 hours knowing that the school day is quite busy and it may take longer to return your call. 

If something needs quick attention, please call the school at 388-4421.

Emailing School Staff

School staff check their email each day.  During the school year, we will all do our best to respond to your emails within 48 hours, excluding weekends and holidays. Teachers may acknowledge receipt of your email with information about when they will be able to provide resolution to your request, in the event that this will take more time. 

Because the day is busy, there may not be a chance during the day for teachers to check their email. If you need to reach them during the day, please call school - 388-4421. Email can be used to schedule phone conferences or meetings.  

Please avoid emailing teachers with conversations about your child or other children.  Email often creates the opportunity for miscommunication and can raise significant issues relative to privacy laws.  School staff cannot communicate anything that might be a student record via email, so we ask you to call or email to set up a time to talk rather than conduct a conversation electronically.

Progress Reporting System

The current ACSD reporting system references the Common Core State Standards (Mathematics and English Language Arts), the Next Generation Science Standards, the College, Career and Civic Life (C-3) Framework for Social Studies Standards, and state/national standards for music, art, P.E. and Spanish. 

Written progress reports will go home in January/February as well as at the end of the school year. 

Teachers will continue to regularly confer with students and parents about school progress throughout the academic year. Parent conferences are held multiple times during the year. Parents should contact their child’s teacher any time they have questions concerning their child’s progress.  Parents and teachers may request additional conferences at any time. 

Parents and teachers may request supplemental conferences for a student at any time. A student’s IEP, 504 team or classroom teacher,  in concert with parents, may also establish a plan for additional home/school communication to support a child’s success in school.

In addition to the conferences and progress reports, families will receive updates on the Approaches to Learning each class engages in over the year.

State Testing

According to the US Department of Education and the Vermont Agency of Education (AOE) we are obligated to include students in standardized state testing, including ELA (grades 3-5), Math (grades 3-5), and Science (grade 5). There is no official option for families to opt out.

The Vermont Comprehensive Assessment Program(VTCAP) results provide us information about how we are helping students build proficiency toward state standards.  The assessment is not optional but required for all Mary Hogan students by the state of Vermont. We use the assessment data yearly and have current school and district improvement goals directed at reducing our achievement gap as measured by these standardized tests, so we are committed to making sure our testing results are as complete and accurate as possible. 

Counseling
School counselors support every student by teaching essential life skills. School counselors are not therapists and do not provide therapy or specialized caseload services. They help deliver a guaranteed viable curriculum in social emotional learning (SEL) to all students, focusing on functional skills, emotional regulation, and friendship skills, as well as bullying prevention. 

When students need extra support, it is provided in accordance with the ACSD Stages of Student Support. In Stage 2, school counselors can observe in classrooms and provide teachers with helpful strategies to meet student needs. They can also help facilitate a variety of small group counseling opportunities. 

If more support is needed, the school will communicate with parents to set clear goals, create an intervention plan with a defined timeline, and outline the scope of the SEL services. While we do not provide counseling for family issues, we serve as a vital connector to help families find outside resources and therapy when needed.

Our two counselors work primarily with certain grades: 

• Louise Lubaszewski - Kindergarten - Grade 2
• Jena Hogan - Grades 3-5

Homework

ACSD elementary schools do not assign homework. We believe students work hard each day when they are at school, so that when they are done school they should have the time to explore, create, read, and do what they find joyful.

We do encourage all students and their families to read and develop a reading life. This could be reading quietly to yourself, but it could also be reading together, listening to a book on a device, or reading online (if it is developmentally appropriate). We do not consider reading homework but just part of being in a community of thinkers, communicators, inquirers, and being balanced.

We also encourage you to ask your child what they enjoy most and consider how you might explore the world and their passions together, when possible.

Field Trips

Teachers regularly plan field trips to extend their classroom studies. A general permission slip will be sent home for field trips that are walking or on a bus. If a class takes a field trip (walking or on the bus), your permission will be granted in the initial paperwork and will not be sought each time unless you request this in writing to the Mary Hogan office. Each time a class leaves school grounds, the teacher will let you know in advance (ty that this is happening. Student safety during these trips is of the utmost importance and significant unsafe behavior in the class may limit a student’s opportunities to join field trips away from school.

Student Dress

Everyday school clothing should be comfortable and appropriate for the learning environment. Language and graphics on clothing, hats, stickers, etc. needs to be school appropriate (no profanity, violent or vulgar images/language, or references to drugs/alcohol/cigarettes). 

Please send in an extra set of clothes.  Students of all ages may need a change after a soggy recess or lunchtime spill.  If they do not have a change of clothes, they may remain wet for the remainder of the day.

Students should have both indoor and outdoor footwear.  This allows them to get one pair wet/muddy at recess and still have a dry pair for inside school. It is helpful if students have an extra pair of socks as well.

Students should wear shoes that are safe and do not limit physical activity indoors or outdoors.  For PE, students need to wear sneakers, or keep a pair at school.  

At Mary Hogan we believe that school is a place of safety, joy and learning. Promoting a safe, healthy and joyful school is the role of staff, parents and students as partners. School discipline fosters student growth in self-management, regulation and personal accountability. 

-Mary Hogan School Shared Self-Discipline Statement, adopted 4/17/2023

Across Mary Hogan, we share one belief: school is a place of safety, joy, connection, and learning. Discipline is not something done to students — it is a shared practice, built with students, families, and staff as partners, that fosters self-management, regulation, personal accountability, and growth.

We recognize that behavior is communication. Challenging behaviors are not simply problems to be corrected; they are opportunities for understanding, skill-building, and connection. Our responses across both schools are designed to preserve dignity, strengthen relationships, and keep students connected to their learning community — from their earliest years through the transition into adolescence.

A positive climate at every grade level is one where each person experiences belonging — valued, cared for, and respected. This shared commitment reflects our district’s strategic goals of Belonging, Access, and Success, and it is carried out through four interwoven frameworks that anchor our learning community:

• The IB Learner Profile — the dispositions and habits of mind we want every student to develop as principled, caring, reflective community members.
• Responsive Classroom — our foundation for engaging academics, positive community, effective management, and developmental awareness, especially in the elementary years.
• Restorative & Reflective Practices — our shared process for repairing harm, rebuilding relationships, and strengthening accountability at every age.
• Trauma-Informed, Resilience-Building Practice — our commitment to responding to behavior with empathy and curiosity rather than assumption, recognizing the many factors — regulation, executive functioning, communication, developmental stage, and lived experience — that shape a student’s actions.

School Expectations

Our school expectations are:

• We take care of ourselves.
• We take care of others. 
• We take care of our space.
• We try our best.

Holidays

We acknowledge various holidays and classes may think about general principles behind some holidays - gratitude, caring, community - or we try to tell a more complete story about the holiday (ex. Thanksgiving). We do not celebrate individual holidays at school. 

We believe that informing students around the celebration of holidays can be the work of schools; however we do not celebrate, decorate, or otherwise condone holidays in classes or as a school. Education is different from celebration.

Transgender and Gender Nonconforming Students

All students need a safe and supportive school environment to progress academically and developmentally. Many questions arise for students and school staff when considering the best supports for transgender and gender nonconforming students. The Continuing Best Practices for Schools Regarding Transgender and Gender Nonconforming Students (http://bit.ly/VTAOEgenderbestpractices) are designed to provide direction for schools to address issues that may arise concerning the needs of transgender and gender nonconforming students. 

Mandated Reporting

As educators and mandated reporters, it is our duty to help protect students from abuse and neglect. Act 60 of 2015 provides that any mandated reporter who reasonably suspects abuse or neglect of a child shall report in accordance with the provisions of Section 4914 of this Title within 24 hours of the time information regarding the suspected abuse or neglect was first received or observed. 33 V.S.A. § 4913(c). Review the joint memo from VDH and AOE regarding Mandated Reporting (http://bit.ly/VTmandatedreporting). 

New Americans 

We have a responsibility to ensure that all of our students feel safe and supported. This occurs when we create school cultures that are responsive to the needs of the children in our care, and our families. Under Federal law, undocumented children and young adults have the same right to attend public primary and secondary schools as do U.S. citizens and permanent residents (Plyler vs. Doe, 457 U.S. 202 (1982.). And, under state law, all Vermont children, including undocumented children are required to attend school until the mandated age of 16. Meeting this obligation means going beyond telling families to enroll their student(s). It includes working proactively to ensure they feel safe, supported and welcomed.

Public schools may not:

1. Deny or terminate a student’s enrollment on the basis of actual or perceived immigration status.
2. Treat a student differently to verify legal residency in the United States.
3. Engage in any practices that have the effect of discouraging students from enrolling or attending school based on their immigration status.
4. Require students or their parents to disclose their immigration status or inquire of students or parents in ways that may expose their undocumented status
5. Deny or terminate a student’s enrollment due to the student’s or parent’s failure to provide a social security number. 

See the letter on the State’s responsibility to protect the rights of undocumented Vermont students:

• Letter Regarding Undocumented Vermont Students
• Letter Regarding Undocumented Vermont Students (Spanish)

ACSD strives to create a learning and working environment that is safe and supportive and recognizes each person as an individual. We model and teach expected behavior to encourage academic, social and emotional growth and harmony at school and in the community. 

School and classroom behavior expectations are established to create and maintain a caring, respectful, and safe learning and work environment for everyone. As in any large social setting, behavioral misconduct can and does occur. When a behavioral infraction occurs, natural and logical consequences for that behavior are applied.

At Mary Hogan, we have a leveled system of support and interventions for behaviors that do not meet our school expectations. All interventions are intended to promote a student’s ability to be responsible for his/her actions as well as develop their social emotional skills.

Code of Conduct

The purpose of our Code of Conduct in ACSD is to create a learning environment where expectations are clear, relationships are strong, routines are predictable, and every student has the opportunity to learn, grow, and contribute. We recognize that behavior is a form of communication and that students are most successful when they experience connection, consistency, and compassion. Our approach emphasizes prevention, skill development, accountability through repair, and equitable practices that promote students' social, emotional, behavioral, and academic growth.

These expectations apply during the school day, on school property, at school-sponsored events and activities, during extracurricular programs, and at athletic events and practices. School administrators may adjust responses based on a student's individual strengths, needs, and the circumstances of a situation. Decisions will be guided by trauma-informed, restorative practice, resiliency building, inclusive, equitable, and developmentally appropriate practices while supporting student growth and the well-being of the school community.

The Code of Conduct provides clear expectations for student behavior and outlines developmentally appropriate responses to behaviors that may interfere with learning or the well-being of the school community. Behaviors may be addressed by classroom staff or school administrators, depending on the nature, frequency, and impact of the situation.

• Connection creates readiness.
• Relationships create growth.
• Repair creates accountability.

Minor Behaviors

Dishonesty

Disrespect (perceived)

Disruption (perceived)

Elopement

 

Minor Destruction of Objects or Property

Physical Contact (non-violent)

 

Non-compliance

 

Technology Violation — Personal Device

 

Technology Violation — Computer

 

Major Behaviors

Alcohol / Drug / Nicotine Product Possession

Chronic Minor Behavior

Destruction of Property

Elopement

Hazing, Harassment, or Bullying (HHB)

Physical Behavior / Aggression Toward Others

Sexualized Behavior

Stealing

 

Threatening Behavior

Weapons

Communication with Home

Minor behavior will be communicated home by the classroom teacher or library/arts/movement/Spanish teacher once the student has exhibited a few times or is out of character. The communication will happen from the teacher where the behavior occurred. 

Major behavior will be communicated home by the Student Response Coordinator, Assistant Principal or Principal. The team will determine with family what the communication looks like for chronic behaviors that have already been communicated to family, outside of harm to others. 

Referring students to a Community Mental Health Risk Assessment

The school completes a Community Mental Health Risk/Safety Assessment referral when it feels a student may need support from professional mental health providers due to behaviors or verbal statements that indicate risk of harm to self or others. The referral is sent to the Counseling Services of Addison County (CSAC) at which point an assessment is done by CSAC clinicians, often at the CSAC Office.

If a parent or guardian has concerns about their child’s mental health and possible risk of harm, contact the CSAC’s 24/7 Emergency / Crisis Services line at (802) 388-7641 or call/text 988 at any time.

Returning to School after Community Mental Health Risk/Safety Assessment

When a student is referred to the Community Mental Health Agency (CSAC) for a safety screening, the student and family member(s) will meet with the principal, counselor and teacher to review the safety assessment and develop a plan to ensure the student has a successful return. 

At this reentry meeting, the student will review what happened that led to the need for a safety assessment and work with adults to determine how any repairs (if needed) will occur. The adults on the student’s team will continue to meet (student may stay or begin repairs/day) and consider what supports are in place and if any others are needed. The members will have a clear “to do” list at the end of the meeting if additional steps are needed to support the student. 

Suspension

A student may be suspended if their misconduct rises to the level explained in 16 V.S.A. § 1162 - “when the misconduct makes the continued presence of the student harmful to the welfare of the school.” A student may also be suspended when they pose “a continuing danger to persons or property or an ongoing threat of disrupting the academic progress of the school.” 

Students under 8 years old may only be suspended if “the student poses an imminent threat of harm or danger to others in the school.” Definitions and more details on this guidance can be found HERE.

The major behaviors listed above indicate when suspension may be a consequence of an action. All suspensions will be determined by the building principal.
Before a student is suspended:

• The administrator will meet with them 
• The student will have a chance to share their story
• The administrator will share with the student the misbehavior that rose to the level of suspension, including what evidence the school has of the misbehavior

After making a decision to suspend, the administrator will contact the family and inform them of the misbehavior that rose to the level of suspension, including what evidence the school has of the misbehavior. 

However, if the student poses an immediate threat to themselves or others, they may be suspended immediately with the informal conversation as soon as possible afterwards.

Suspensions in and of themselves may not reduce the misbehavior from happening or happening again. Suspensions will always be paired with restorative practices when the student returns as well as a reentry meeting (see below).

Returning to School after Suspension

When returning from suspension, there will be a reentry meeting with school administration, the student, their family member(s), and possibly other members of the students’ team. This meeting is designed to set the student up for a successful return as well as address any restorative actions that need to take place as part of the student’s return to school. 

At this reentry meeting, the student will review what happened that led to the need for a suspension and work with adults to determine how any repairs will occur in the short and long term. The team will also review any logical consequences within the school that stem from the misconduct - beyond the suspension. The adults on the student’s team will continue to meet (student may stay or begin repairs) and consider what supports are in place and if any others are needed. The members will have a clear “to do” list at the end of the meeting if additional steps are needed to support the student. 

Dangerous Objects/Weapons/Firearms

No person shall possess a firearm or dangerous or deadly weapon at school, on the bus or at a school sponsored activity. “Weapon” means a device, instrument, material or substance whether animate or inanimate, which, when used as it is intended to be used, is known to be capable of producing death or serious bodily injury.  These items should not be brought to school and will be confiscated if found.

Restraint and Seclusion

In very rare instances, student behavior may make them unsafe to themselves and/or others. While ACSD is considered “hands off”, there may be times where restraint or seclusion is necessary, but only as a last resort. Were this to happen, any restraint would be done by trained members of the school Crisis Team, pursuant to State Board Rule 4500.  Parents/guardians would be notified of the incident, and the school would follow Rule 4500 Restraint and Seclusion Procedure.  Frequently asked questions about Rule 4500 are available online. 

Hazing, Harassment, and Bullying

ACSD believes that all people should have a safe, orderly, civil, and positive learning environment.  Harassment, hazing, and bullying are forms of dangerous and disrespectful behavior that will not be permitted or tolerated. As such, harassment, hazing, and bullying has no place in our school and will not be tolerated in school or at school-sponsored events.

ACSD has developed a Prevention of Hazing, Harassment, and Bullying Policy for use in addressing harassment, hazing and bullying at all schools in ACSD.  For the full policy and comprehensive information about HHB, please see the Selected ACSD Policies section of the handbook or go to: Hazing, Harassment, and Bullying Policy. 

“Harassment” means an incident or incidents of verbal, written, visual, or physical conduct, including any incident conducted by electronic means, based on or motivated by a student’s or a student’s family member’s actual or perceived race, creed, color, national origin, marital status disability, sex, sexual orientation, or gender identity, that has the purpose or effect of objectively and substantially undermining and detracting from or interfering with a student’s educational performance or access to school resources or creating an objectively intimidating hostile, or offensive environment. 

Harassment includes conduct as defined above and may also constitute one or more of the following:

1. Sexual harassment, which means unwelcome conduct of a sexual nature, that includes sexual violence/sexual assault, sexual advances, requests for sexual favors, and other verbal, written, visual or physical conduct of a sexual nature, and includes situations when one or both of the following occur:

(i) Submission to that conduct is made either explicitly or implicitly a term or condition of a student’s education, academic status, or progress; or

(ii) Submission to or rejection of such conduct by a student is used as a component of the basis for decisions affecting that student.

Sexual harassment may also include student-on-student conduct or conduct of a non-employee third party that creates a hostile environment.  A hostile environment exists where the harassing conduct is severe, persistent or pervasive so as to deny or limit the student’s ability to participate in or benefit from the educational program on the basis of sex.

2. Racial harassment, which means conduct directed at the characteristics of a student’s or a student’s family member’s actual or perceived race or color, and includes the use of epithets, stereotypes, racial slurs, comments, insults, derogatory remarks, gestures, threats, graffiti, display, or circulation of written or visual material, and taunts on manner of speech and negative references to cultural customs.

3. Harassment of members of other protected categories, means conduct directed at the characteristics of a student’s or a student’s family member’s actual or perceived creed, national origin, marital status, disability, sex, sexual orientation, or gender identity and includes the use of epithets, stereotypes, slurs, comments, insults, derogatory remarks, gestures, threats, graffiti, display, or circulation of written or visual material, taunts on manner of speech, and negative references to customs related to any of these protected categories.

Hazing: any act, combination of acts, or pattern of behavior, whether on or off school grounds which is intended to have the effect of, or should reasonably be expected to have the effect of, humiliating, intimidating or demeaning any student or endangering the mental or physical health of any student. Hazing also includes soliciting, directing, aiding, or otherwise participating actively or passively in the above acts. 

Bullying: any overt act or combination of acts, including an act conducted by electronic means, directed against a student by another student or group of students and which:

1. is repeated over time;
2. is intended to ridicule, humiliate, or intimidate the student; and
3. either:
   1. occurs during the school day on school property, on a school bus or at a school-sponsored activity; or
   2. does not occur during the school day on school property, on a school bus, or at a school-sponsored activity and can be shown to pose a clear and substantial interference with another student’s right to access educational programs. 

Administrators serve as the designated employee to receive reports of harassment, hazing, and bullying.

Students are encouraged to report (personally or anonymously) any harassment, hazing, or bullying to teachers or school administration.  Teachers and other school staff who witness acts or receive student reports of these actions are required to immediately notify the Principal and complete a student behavior form (located in the Main Office).  

The administration is required to accept and review all reports of harassment, hazing, or bullying, including anonymous reports. If, after an initial inquiry, an anonymous report appears to warrant further investigation, an investigation will take place. The Principal shall investigate any written reports.

As with any other disciplinary action, school staff are required to notify the parent or guardian of a student who commits a verified act of harassment, hazing, or bullying. Notification shall include the response of the school staff, and the consequences that may result from further acts of bullying. 

To the extent permitted under the Family Educational Rights and Privacy Act (FERPA), school staff are required to notify the parent or guardian of a student who is a target of harassment, hazing, or bullying and the action taken to prevent any further acts. 

Mary Hogan School strives to provide a safe and secure learning and teaching environment while maintaining an open and welcoming school. Mary Hogan School is exposed to different hazards that have the potential to disrupt normal operations within the school and local community. We have an Emergency Operations Plan for Mary Hogan and work with the ACSD Safety Team, Mary Johnson Afterschool Program, law enforcement, emergency responders, and the fire department regularly to ensure that community partners know the building as well as our safety plans. 

Visitors

In order to keep our school safe, we ask that all visitors buzz in at the Main Entrance and announce who they are and why they are here. Visitors will need to go directly to the main office to also sign in and get a visitor badge. Visitors will need to display this badge at all times while in the building. Anyone in the building without an ACSD ID or visitor badge will be asked to check in at the main office. 

School Grounds during the School Day

Mary Hogan school grounds - including the fields and playgrounds - are closed during the school day. This is to keep our students safe and ensure we know who is on campus. If you are a visitor and on campus, you should check in at the main office and get a visitor’s badge. This will need to be displayed. 

For our students’ safety we do not allow family members or the community to linger on or near school grounds during the school day - other than arrival and dismissal. 

Due to safety of students and staff, walking your dog on campus during school hours - or at arrival/dismissal - is not allowed.

Safety Team

Mary Hogan also has a school based Safety Team that meets monthly to review and align procedures and protocols, ensure staff education, and follow state guidelines. The Mary Hogan Safety Team members are Jen Kravitz, Matthew DeBlois, Michael Dudek, Lorrie Fundis, Jill Laberge, Chris Pratt,  Becky Harrell, Jena Hogan, Louise Lubaszewski, Katree Fenster, Darrin Hinterneder, and the Director of Mary Johnson After School Program.

Drills

Each month, we practice safety drills designed to ensure that Mary Hogan students and staff are familiar with how to be safe in an emergency. Some months, we practice what to do if we need to evacuate the building. Other months we practice what to do when unsafe people or hazards enter our school through an options based drill. 

In each drill, the adults in our building work together to plan and ensure students feel safe and we remind them that the drill is practice as well as to make sure students know what to do during the drills. 

We also talk with students in a developmentally appropriate way before and after each drill and our practice is developmentally aligned. At the elementary level, one of the most important aspects of safety is that children can follow an adult’s directions during an emergency. This is a skill that can help them in many situations. We also share scenarios that express urgency but do not explicitly name things that would cause heightened fear. For example we may say: “We saw a bear and have to quickly and quietly get back into the school” or “There was a flood and we have to safely move to another room.” 

Per state law, anytime we do an options based drill, you will know in advance of the drill. In these communications, we will be sure to share tips on how to talk with your child about the drill before and/or after. We are available to support families and invite you to reach out at any time. 

Emergency Response

In the event of a real emergency all School personnel will work to ensure each child is safe. School officials will be in communication with Middlebury Police and/or the Fire Department.   We understand that families are concerned for their children’s safety during emergencies. However, it is critical that families allow school personnel to control the emergency. Therefore, families will be asked to abide by the following procedures:

• Remain calm.  It is critical for parents to remain calm and orderly during emergencies.  This will allow the Emergency Response Team to focus attention on the emergency itself as well as procedures for keeping children safe.  

• Please do not call any school phone numbers or the police dispatcher for information during the school emergency, as all attention is being given to handling the emergency itself

• Be aware that emergency procedures are in place to ensure student safety and security.

• Access to the school building/grounds and to students during emergencies will be restricted.

ACSD is in the process of building a multi-tiered system of supports (MTSS) closely aligned with the Vermont MTSS Field Guide from 2019. MTSS is a holistic system designed to remove academic, behavioral, and social-emotional barriers, and meet the needs of all learners to ensure they are college and career ready. MTSS focuses on creating systemic conditions of support (Fredrick), ensuring that the educational environment allows all students to succeed.

MTSS in ACSD ensures these three things for all students:

• Multi-tiered instruction: All students receive Tier 1 support. Students that need additional help (typically 15 percent of students) also receive Tier 2 support in small groups. About five percent of students receive the most intensive Tier 3 support.
• Ongoing assessment: All students undergo regular monitoring to determine whether they need Tier 1, Tier 2 or Tier 3 support.
• Collaborative decision-making: Schools establish a team of educators (including but not limited to: general education teachers, learning specialists, and school counselors) to make decisions about what supports a student may need. Parents are also heavily involved.

In most cases, Tier 1 is the instruction and support all students receive through general education classes and from their classroom teachers and administrators, Tier 2 refers to students needing additional support or accommodations through an intervention plan or 504 Plan, and Tier 3 refers to students eligible for special education or other intensive intervention and supports. 

504 Plans 

These are part of a federal civil rights statute prohibiting discrimination on the basis of disability. It specifically prohibits discrimination against students with disabilities and guarantees them a free and appropriate public education (FAPE). Every entity, including public and independent schools, that receives federal funding, directly or indirectly, is subject to the requirements of Section 504.

For more information about 504 Plans, see the  VT AOE Section 504 Manual for parents, families and schools.

Special Education

At Mary Hogan School, Special Education services are provided by a team of professionals. District level support is also available through the ACSD offices. 

The goal of the special education team is to provide specialized instruction that enables eligible students to achieve their individual educational goals as set forth by their Individual Education Program (IEP). An IEP Team (including but not limited to the parents/guardians, case manager, teacher and administration) meets at least annually to revise the goals, services and accommodations the student needs to make reasonable progress.     

The three criteria for eligibility for special education are: 

1. The student has one or more of the 12 disabilities described in Special Education Rule 2362.1;   
2. The disability results in an adverse effect on the child's educational performance in one or more of the basic skill areas: Oral expression; Listening comprehension; Written expression; Basic reading; Reading comprehension; Mathematics calculation;  Mathematics reasoning; Motor skills; and Functional skills (Adverse Effect is no longer required for students with a Specific Learning Disability (SLD) or Deaf/Blindness), and 
3. The student needs specially designed instruction to access and benefit from their educational program, and this support cannot be provided through the educational support system, standard instructional conditions or supplementary aids and services provided in the school.  

Parents requesting an evaluation for special education eligibility must communicate this request to the Mary Hogan School special educator or principal. The request is then forwarded to the ACSD Evaluation Team. A planning meeting will be held within 15 days of the date of request, should the request be granted.

For more information about special education in Vermont, see the State of Vermont Special Education Rules HERE.

FAST Screening Assessments

We believe in monitoring student progress and learning both in the class through classroom assessments as well as using nationally normed assessments.  The screenings will happen during the year in our K-5 classrooms and provide classroom instruction and support based on specific student needs quickly and effectively.  It also allows the teacher to consider a different “snapshot” of each student from their internal class assessments. The teacher monitors each child’s progress to ensure that classroom instruction is working and the child is making gains. Based on student learning data, the teacher continues modifying classroom teaching methods and decides whether the student needs additional, more intensive support. 

What will screening look like?

• All students K – 5 will be screened in reading and math using the FAST (Formative Assessment for Students and Teachers).
• Students for whom we need more information will receive personalized assessments.

How will the information be used?

• To inform the teacher about how much reading and math growth your child has made throughout the year and what may be needed in order for your child to succeed.  The results will be triangulated with class assessments and shared through progress reports of EST Plans as relevant.
• To help plan instruction
• To differentiate instruction to meet individual needs

Panorama Social Emotional Survey

We know that social emotional learning (SEL) is crucial for our students’ success in school and in life, and we are working within Mary Hogan as well as across ACSD to develop systems that support strong SEL teaching and learning in our schools.  As part of that work, we are using Panorama surveys, research-backed SEL measurement tools.  We will use the data we collect with this assessment to reflect on student learning and strengthen our programs and instruction to help all students succeed. 

ACSD students will take this survey during the school year.  At Mary Hogan, students in grades 3-5 take a survey that asks them to self-reflect on skills related to self-management, self-awareness, responsible decision-making, relationship skills, and social awareness.  We ask that all students participate, because their feedback provides valuable insights to help us improve and adapt.  K-2 students do not participate directly  in the survey: K-2 teachers will instead complete an SEL Teacher Perception checklist for each student. Preschool students do not participate in Panorama surveys.

Please notify the Principal in writing if you wish to opt your child out of taking the survey.  

Breakfast & Lunch

Breakfast and lunch are available and free for all students.  Children must arrive at school on time if they wish to eat breakfast at school. Please send a nutritious lunch if your child is not participating in the lunch program) from home and reinforce with your child the value of eating nutritious foods. Glass bottles or containers, soda, and candy are not to be included in a child’s snack or lunch. 

Milk (without a meal) is available to purchase without a meal for $0.75. If you wish to purchase milk without a meal, the Mary Hogan School Meals Program does not allow items to be charged. Parents/Guardians should keep their child’s account paid in advance. Families with a negative account balance are expected to make immediate payment to bring their account up to date. Make checks payable to ACSD.  Cash must be in a clearly marked envelope with the enclosed amount and student name.  Payments may also be made by visiting MYSCHOOLBUCKS.com.  

Please contact Food Service Director Steven Marinelli at smarinelli@acsdvt.org for information on your child’s food service account or any other questions about school meals. Visit the School Meals tab on the school website for school  menus and other meal program information. The school district webpage also provides meal related information to families.

We ask that food from home be packaged in reusable containers when possible. This may include lunch boxes, cloth bags and small reusable containers. By helping to educate our children and by practicing that which we learn in our daily lives, we can begin to have a positive impact on protecting our environment.

Please note that Mary Hogan is a banana free building due to severe allergies.

Related to allergies, please note that all food related allergies or other medical food requests must be accompanied by a doctor signed medical statement and returned to the school nurse. This statement is provided at the beginning of the school year and is also available online (link).

Notice from Nutrition Services: There is no longer a requirement for families to complete the free and reduced meal application.  In lieu of this form we ask families to fill out a Household Income Data Collection Form.  Although not mandatory, family income information helps the district qualify for a significant amount of funding to assist with nutrition, literacy, math, science and other vital programming.  This form is user friendly and fully confidential.  The Household Income Data Collection form is available online (https://education.vermont.gov/householdincome) or in paper form at the beginning of the school year and throughout the school year as needed. 

School Nurse

The school nurse coordinates the health program at the school. This role includes review of health and immunization records, oversight of first aid services and medications administered at the school, and case management for students with chronic and acute medical conditions.

In compliance with state law, vision and hearing screenings are conducted at specified grade levels, and for students referred by parent or teacher concerns. Results of the screenings are sent home and may be shared with a student’s teacher as appropriate.

Confidentiality

All information shared with the school nurse and health delegate will be held in confidence. Health information will be shared on a “need to know” basis with school staff.  In case of emergency, we will share what is absolutely necessary for the safety of the child.

Head Lice

Per the recommendation of the Academy of Pediatrics, the school does not do random head checks for lice.  We will periodically send home reminders to families about how to check your child’s hair for lice/nits as well as the importance of checking their hair on a regular basis.

Immunizations

A student’s immunization record must be presented before the child enters school.  Vermont state law requires that students present evidence of minimum immunization standards for polio, diphtheria, tetanus, measles, rubella (“german measles”), and hepatitis B when asked for it. 

Vermont’s Immunization Rule requires that before entry, children/students must have all the required immunizations unless exempt for medical or religious reasons. Effective July 1, 2016 the exemption for philosophic reasons is no longer an option. There is no phase-in period or grandfathering of existing prior year philosophic exemptions.  The school nurse will be in touch with families whose immunizations are either not up to date or are missing.
Hearing and Vision Screening

We test the hearing and vision of students pursuant to research-based guidelines. Review the joint memo from AOE and VDH on School Health Screenings for more information. If you have a specific concern, please do not wait for the class screening. Contact the school nurse as soon as possible. A copy of the screening results will be sent to you. 

Medications

All medications, both prescription and over the counter, must be dispensed from the health office. A permission form completed by a student’s parent at the beginning of the year provides authorization for the use of throat lozenges, Benadryl, and Tylenol, which are available at the school. Please note that our philosophy is to utilize alternative approaches (such as hydration, salt water gargles, etc.) to common complaints before administering medication.

All medications to be administered at school must be brought directly to the school nurse (or first aid designee) by the parent or guardian (this includes over-the-counter medications that are not in stock at the school). Teachers are not authorized to receive medications or instructions regarding a student’s medications. Medications should not be sent with the child on the school bus.

Prescription medications require a written order from the physician including the name of the student, name of the medication, dose, and times to be administered. The medication must be in the original, pharmacy-labeled bottle. Often a medication that has a three or four times a day dosing schedule can still be administered at home.  If this is the case, please try to administer it at home.

Wellness

16 V.S.A. §216 requires the Secretary of Education to prepare and update a list of school and community programs which have the potential to improve childhood wellness and the list is to be made available to all school districts and community organizations that request it. Current information about Vermont wellness programs (http://bit.ly/VTwellnessprograms) is available online.  The ACSD Wellness Policy can be found at here. 

Family Educational Rights and Privacy Act (FERPA)

34 C.F.R. Part 99 (the federal regulations promulgated pursuant to the Family Educational Rights and Privacy Act, 20 U.S.C. 1232g et seq.) requires an annual notification to parents of their rights under the Act.  See ACSD Policy C1: Education Records.

The following is a brief summary of issues and commonly asked questions related to the confidentiality and maintenance of education records.  The purpose of FERPA is to set up requirements for the protection of privacy of parents and students, and for allowing access by parents to their child's education records.  The law applies to all teachers, administrators, support staff, central office and school board members.  The law governs the creation, maintenance, disclosure and destruction of educational records of all students.

As an eligible student or parent of a student enrolled in an ACSD school, you have certain rights concerning the education records, which the school maintains.  

Education records are defined by law as any records that are directly related to a student and are maintained by the school.  Examples include, but are not limited to the following:  academic courses, grades, anecdotal reports, health records, parental correspondence, special education records, pictures, pupil progress reports, narratives, school activities, test results, discipline records, teacher correspondence, video tapes, etc.

Personally identifiable information is any information that identifies, or readily allows identification of, the student.  The student's name is the most obvious example.  A picture of the student, though unlabeled, would be personally identifiable information, as would the student's social security number.

Generally, under FERPA, the rights of parents of students, include the following:

1. To have access to a list of the types and locations of student education records and the name of the school officials responsible for those records.
2. To inspect and review their child's education records within a reasonable time (no more than 45 days from the request), and for special education students, before an IEP meeting or hearing.
3. To have responses to reasonable requests for explanations and interpretations of education records.
4. To have a representative of the student or the parent inspect and review records.
5. To attain a copy of the educational records at no more than the school district's copying costs.
6. To expect that no destruction of records will occur by the school and its personnel if there is a request to inspect or review records.
7. To have access to a procedure for amendment of their child's educational records.
8. To not have information from their child's educational records disclosed without prior consent, except for the exceptions defined in policy.
9. To file a complaint with the U.S. Dept. of Ed. concerning alleged failure to comply with FERPA.
10. To have annual notification concerning directory information collected by the district.
11. To have access to procedure concerning destruction of education records.
12. To have a copy of the school’s procedures concerning the school’s policy and procedures regarding education records.

If you have questions about maintenance of student records, contact the Principal. If you believe the Act has been violated, file a complaint with the Family Policy Compliance Office of the United States Department of Education, 400 Maryland Avenue, S.W., Washington D.C., 20202.

Social Media/Email and FERPA: 

The following are guidelines for the use of email:

• Sensitive or confidential information about students must not be communicated via social media including email.
• Using social media to arrange for a meeting is acceptable, but it is critical not to identify either the student or sensitive information in the correspondence. 
• Communicating about a student via social media should be recognized as an "educational record" as defined by FERPA.  As such, a hard copy of all such correspondence will be retained and placed in the student's permanent record. 
• Messages should never reference or name other children.

It is important that parents, as well as staff members, are mindful of these guidelines regarding email.

Protection of Pupil Rights Act

The Protection of Pupil Rights Act, 20 U.S.C. §1232h, requires parental notification in a number of respects. Please reference the ACSD Policy C8 - Pupil Privacy Rights to learn more about student privacy.

Recording/Filming/Photographing of Students

There are many times during the school year when teachers, administrators, local media organizations, or other authorized individuals record or interview students or staff for educational purposes. This recording may be audio, video, or photographs. Educational purposes include documenting instructional programs and informing parents/guardians and other members of the community of school-related activities. Recordings and photographs may be retained indefinitely by the school or media organizations for future review or replay. Mary Hogan School strives to limit documentation to educational purposes. However, the final decision regarding participation rests with parents/guardians. 

Notice of Nondiscrimination

Applicants for admission and employment, students, parents, employees, sources of referral of applications for admission and employment, and all unions or professional organizations holding collective bargaining or professional agreements with the ACSD are hereby notified that Mary Hogan School does not discriminate on the basis of race, color, national origin, gender, sexual orientation, age, or handicap in admission, or access to, or treatment, or employment in its programs or activities. 

Any person having inquiries concerning the Mary Hogan School compliance with the regulations implementing the Civil Rights Act Title VI, Title IX, or Section 504 is directed to contact Sonya Oefelein, Director of Equity, Inclusion and Restorative Practices who has been designated by the ACSD to coordinate the school’s efforts. 

The Mary Hogan Elementary Home and School Compact is an agreement between the home and school regarding the commitments to successful learning. This is necessary to fulfill our educational purpose and mission to provide each student with the knowledge and skills necessary to become an independent learner, a contributing member of the community, and a responsible citizen. Sharing responsibilities and becoming a Home-School Team can make the winning difference in student success.

The Mary Hogan Elementary Home and School Compact is a requirement of Title 1 funding (federal funds awarded to eligible schools to enhance academic achievement). The Title 1 program has strengthened involvement policies, which include a parent and guardian/school compact involving parents and guardians as partners in student success.

Please share your thoughts, suggestions, questions, and/or ideas regarding this compact. It is hoped that this compact will be helpful for discussions between teachers and parents/guardians about how better student performance can be encouraged and achieved.

STUDENT COMMITMENT

Mary Hogan School students will:

• Work to be their best selves during all parts of the school day. 
• Respect themselves, their teachers, and others, and be cooperative learners.
• Make sure that they clearly understand teacher directions and assignments.
• Share academic and social emotional successes with parents/guardians.
• Be responsible in bringing all school communications home and back to school as needed.

HOME COMMITMENT

Mary Hogan School parents/guardians will:

• Send their children to school prepared to learn.
• Attend parent/teacher conferences in order to discuss the academic progress of their children and visit the school or call in order to keep lines of communication open.
• Follow the “chain of command” in expressing concerns (begin with the teacher).
• Provide a regular place, time, and support for their children in order for them to complete their homework responsibilities.
• Help support the school in various ways.

SCHOOL COMMITMENT

Mary Hogan Elementary School staff will:

• Convene an annual meeting to inform parents/guardians of school’s participation under Title 1.
• Provide interactions with students that enhance the learning environment.
• Demonstrate knowledge of content and methods of teaching.
• Monitor and evaluate student progress/achievement and communicate that information with families on an ongoing basis.
• Exhibit creativity and vision toward the pursuit of goals for school improvement.
• Demonstrate continued professional development and commitment.
• Provide opportunities for parents/guardians to meet periodically with school staff to promote positive communication between school and community.

Below are links to specific ACSD Policies and Procedures that are referenced in this Family Handbook.  You can find all of the policies and procedures on the ACSD website under Boards & Community:

• Bus Behavior Protocol
• Prevention of Hazing, Harassment, & Bullying Policy
• Prevention of Hazing, Harassment, & Bullying Procedure