School Attendance

• New Students

All new students must have up-to-date immunizations. Parents must provide proof of residency to ensure registration to the schools and will be required to sign a form for records release from the school previously attended. Documentation of the proof of residency should be a current rent receipt, utility bill, phone bill, credit card or bank statement in the parent’s/guardian’s name.

• Returning Students

All students who are current residents of the Hopkinton School District are welcome to attend the Hopkinton Elementary Schools. Non-resident students attending Hopkinton School District may petition for tuition admittance at the discretion of the Board and Superintendent. The District reserves the right to seek restitution for non-resident students attending Hopkinton Schools without approval of the Board.

• School Attendance

Regular and consistent attendance in school is essential to a student’s success in school and in life. Student well-being depends upon them being present when school is in session and attendance is critical to a child’s learning and development. Students with consistent attendance feel more connected to their community, develop important social skills and friendships, and make greater academic progress. Simply doing the written work that is missed cannot make up a missed school day. Absences create a genuine hardship for a student. (See Make-up Assignments under Academic Expectations)

• Excused & Unexcused Absence

According to state law, all school-age children are to be in attendance except for the following reasons: illness, medical care, injury or other emergencies, activities or events beyond parental control. Final administrative determination of whether an absence is excused or unexcused is made by the school principal. Excessive absences are reported to the guidance counselor and school principal. Students who are absent, whether excused or unexcused, more than 10% of a trimester (approximately 8-10 absences) will receive communication from the principal or guidance counselor informing the parent of the accumulation of absence and providing assistance to improve attendance as required. Family vacations are not an excused absence. For special circumstances prior arrangements must be made with and approved by the building principal.

• Tardiness

The student day begins at 8:00 for Maple Street School. If a student is going to be late, we ask that a parent call the office. If a student is tardy more than five times per trimester, the principal will contact the parents. If tardiness persists, a conference will be held with the parent, student, guidance counselor and principal to discuss possible solutions to the problem.

• Student Absence Calling Program

All parents are asked to call the school no later than 9 a.m. on any day their child will be absent. Please call each day your child is absent. This program is designed to keep children safe by making sure that absent students are safe and accounted for. The nurse, office manager, or their designee will contact the parents of any students absent whom we have not received notification from. The student absence line at the Maple Street School is 746-4195 x2. Give the child’s name, classroom teacher and date(s) of absence.

• Student Release During School Hours

Students are not permitted to leave during the school day without written authorization from a parent. When a student is picked up during the school day, the parent or designee must come into the school office to sign out the student. Students may not be excused to walk home alone during the school day.

• Student Release to Other than a Parent

Students are not released to the custody of anyone other than a parent, a court appointed guardian, or their designee (designation must be in writing). Students of estranged parents shall be released only at the request of the parent who has custody of the student pursuant to court order and who is designated as parent or guardian of the student on school records. Please share relevant court ordered Parenting Plans with the school if we are expected to support their implementation.

• Change in Regularly Scheduled Transportation

At the onset of the school year, parents are asked to provide information as to their child’s primary means of arriving at and leaving school. If a student is requested to go home in a different way than the predetermined method with the school, a permission note must be signed by the parent and sent to the teacher.

Academic Information

• Homework

The Hopkinton School District recognizes the need for homework as an integral part of the learning process. Homework supports and complements classroom instruction. Homework provides students with an opportunity to review and prepare for each class primarily in the quiet of their own home. Homework reflects the objectives of each course curriculum. With this in mind, the following guidelines are provided for parents, teachers, and students to insure that homework continues to provide the desired effect.

• The term “homework” refers to an assignment to be prepared during a period of study in class or outside of the class, which requires individual work in the study hall or home.
• The purpose of homework is to help students become self-directing, independent learners. Homework assignments shall support clearly defined school and classroom objectives and shall be used to reinforce and enhance school experiences.
• The emphasis shall be placed on the value of the assignment to the child. Homework will not be assigned for the purpose of providing busy work for children. When homework is assigned, there will be timely and meaningful follow-up and feedback by the teacher.
• Specific written expectations for homework will be communicated to students and parents/guardians as part of grade level expectations for elementary students. However, homework policies may vary between grade level or subject matter. Parents/guardians and students are encouraged to consult with their building administration if they have questions regarding homework expectations.
• Classroom Placement

Classroom placement is at the discretion of the principal. It is the goal of the Hopkinton School District to provide the best educational setting for all students. To accomplish this task, Hopkinton School District administrators and staff will consider a variety of factors, including but not limited to the student's academic performance; the appropriate balance and composition of each class in each grade; the placement of students with special learning needs within classes; and knowledge of student-to-student interactions.

The school administration will consider relevant written input submitted by parents on or before May 1st which shall not include requests for specific teachers.

• Grade & Progress Reports

The school year is divided into three, twelve-week (trimester) grading periods for permanent grade reports.

• Parent Conferences

Parent/Guardian Conferences will be held on November 7th. Please feel encouraged to contact your child's teacher to schedule a time to discuss your child's progress. Conferences can be requested and scheduled at any time throughout the school year.

• Joint Custody Guidelines

At the request of either parent, separate conferences can be arranged with the child’s teacher. Both parents can also request a copy of the report card, and midterm progress reports. Additional conferences may be scheduled throughout the year at the request of the teacher or parents. In addition, parents will receive a call or be requested to attend a conference when a student’s performance changes significantly. We encourage parents to contact the school at any time. Open lines of communication is essential for student success.

• Make–Up Work

Parents and students must arrange with the teacher for make-up time and/or work missed within three days following an absence. Students usually have one attendance day for each day absent to make up missed work.

• Testing for Proficiency

Maple Street School is first and foremost a learning community. Academic progress is closely monitored and intervention and enrichment offered to support student learning. Students participate in a variety of assessments to mark individual student growth and performance over the course of the year, as well as in subsequent school years. Third through eighth-grade students participate in mandated state testing, NH-SAS, to evaluate proficiency in reading, writing and math. Students at Maple Street School also take the STAR assessment three times yearly to enhance the teachers’ knowledge of student reading and mathematics growth. Progress is also monitored through the Fountas & Pinnell Benchmark Assessment System, as well as other progress monitoring tools.

• Grading Systems

All students receive trimester report cards documenting progress in reading, mathematics, writing, science, social studies, art, music, computer science/keyboarding, wellness, as well as behavior that supports learning. Schedule of Report Card and Progress Report Dates:

First report card: November 26, 2019

Second report card: March 13, 2020

Third report card: Final day of school

Elementary Curriculum Overview

• Literacy

Literacy instruction at MSS involves employing the CAFÉ and Daily 5 systems and follows the common core standards for all aspects of literacy: reading, writing, listening, speaking and viewing. CAFÉ is the acronym for comprehension, accuracy, fluency, and expanding vocabulary which are four of the five pillars (minus phonics) of core reading instruction. Writing is an essential part of the reading program and vice versa. Students are required to write every day. They write for a variety of purposes: to tell a personal story, to express an opinion, to convey a message or to develop a research paper. Academic assessments are completed three times a year to monitor the progress of every student. We use the STAR assessment for math and reading, as well as Fountas and Pinnell for reading benchmarks, and Common Core aligned writing rubrics for assessing writing. Results are collected in a student assessment portfolio.

• Math

Our elementary schools utilize the Math in Focus for grades K-6, published by McGraw-Hill. This program has problem solving as the center of learning mathematics topics, concepts, and skills. The curriculum is taught with a concrete-pictorial-abstract learning through real-world, hands-on experience.

• Science

Students in grades K-6 receive science instruction in three core areas: physical, earth/space and life science. Each grade has a specific core series of units for which it is responsible. Resources to support the courses include Mystery Science, Delta DSM kits, Prentice Hall texts, and a variety of lab based resources.

• Social Studies

Social Studies is taught at all elementary grades. Topics gradually reflect an appreciation of self with the local community, region, state, country, and global society. Students in grades 4-6th grade intensify their study of state, country and world history and the major themes and events which have shaped our society and world at large.

• Art

Students receive art education once a week. The art curriculum consists of a developmentally appropriate foundation in basic art concepts. Students are given many opportunities for creative expression. A variety of art skills and techniques are explored and a broad variety of art materials are used. Art concepts and experiences are presented in a thematic context that integrates with the classroom curriculum.

• Music

Students music education once a week. The music curriculum consists of a foundation of basic music, vocal skills, moving to music, music theory and reading, music appreciation, vocal and instrumental performance. Students in Grade 4 also receive the foundations of choral music embedded in their music curricula.

• Wellness

Wellness is comprised of physical education and health curricular components.

The physical education program focuses on age appropriate fitness. The components of cardiovascular endurance, muscular strength, flexibility, coordination, and agility are enhanced through a variety of experiences in movement, manipulative devices, rhythms and dance, perceptual motor activities, developmental gymnastics, and simple games. The students are introduced to motor skills that form the foundation for the enjoyment of lifetime leisure sports and activities. Kindergarten through sixth grade have physical education twice a week. Students are asked to wear loose fitting play clothes that can easily be washed or replaced if soiled or damaged. In the selection of proper footwear, please consider sneakers that will not make black marks on the gym floor. No platform sneakers are allowed. All students are expected to participate in physical education class unless a doctor’s medical note is provided or upon recommendation of the school nurse.

Health topics will be discussed and integrated into Wellness class. This assists students in developing their knowledge of healthy living. Aspects of the course will cover exercise and nutritional management, mindfulness techniques, mental and social health, CPR, and first aid. Students will also receive instruction in conflict resolution, peer mediation, anger management, and self-regulation. Some sensitive health topics are covered in Wellness. Our Wellness teacher will communicate with families in advance about the topics should you wish to prepare, consider, and/or exempt your student from the instruction.

• Computer Science and Keyboarding

Students in grades 4-6 receive weekly instruction in keyboarding and technology use in the computer lab. These courses teach the elements of touch-typing and knowledge of the keyboard in addition to word processing and basic application of technology to support academic work. Students use web based and local software to support their instruction and learning.

Elementary Student Resources

• The Library Media Center

The library has a flexible schedule to allow students to use the library as often as their class time allows. Students travel to the library individually or in small groups by using a library pass. Each class has student passes, which allow students from many classes to simultaneously visit the library. When the classroom teacher wants larger groups or the whole class to visit the library, arrangements are scheduled into the library’s weekly calendar. Students are encouraged to visit the library frequently to either check out a book or, in the event the student has not yet returned borrowed materials, be a book browser. Library use helps students develop a life long love of reading and the skills to become independent seekers of information.

• Computer Lab

The computer lab at Maple Street School serves as the technology resource hub. Students are provided opportunities to work with technology to research, design multi-media projects, word process, and utilize software and applications.

Student Services Programs

• Special Education

The elementary schools provide a robust continuum of services for students with special learning needs.

Special education teachers provide intervention for the core areas of reading, writing, math, and behavior. To the maximum extent possible, these services take place in the regular education setting.

The behavior specialist provides instruction and support relative to behavior that facilitates learning and growth. Students are able to visit the Student Support Center (SSC) to take a break, reset, and/or plan and process with an adult before returning to the classroom.

The speech and language program offers a continuum of services to children whose oral communication difficulties are impacting their academic progress. These services are based on the results of speech and language testing and team consultation with the child’s teacher and parents. Support is available in the form of direct intervention, consultation with teachers and parents, and monitoring of performance in the classroom.

Occupational Therapy is a related service that is provided for students after there has been a determination of an educational need. The occupational therapist utilizes movement and various manipulative and play activities to facilitate developmental skills that serve as foundations for classroom learning.

Referrals for services may be made by the parent/guardian or teachers by contacting Special Services, SAU #66, 746-5273. A multi-disciplinary team, including parents and a student's classroom teacher, meets to consider the referral. If the team decides that more information is needed, an evaluation is completed. If the evaluation demonstrates that the child needs special education services, an appropriate program is developed to meet the child’s needs.

• Guidance Counselors

Maple Street has a full-time guidance counselor to support students with emotional and social needs. Guidance staff provides individual and group counseling, peer mediation assistance, peer leadership advocacy, and instruction in character education and life skills.