• 2019-2020 Student Handbook




                Message from Administration . . . . . . . . . . . . . . . . . . .          1

                Message from Student Council . . . . . . . . . . . . . . . . . . .        1

                Mission Statement   . . . . . . . . . . . . . . . . . . . . . . . . . . . .         2

                ACSD Transferable Skills . . .  . . . . . . . . . . . . . . . . . . . .       2

                IB Learner Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .       3

                MUHS Habits of Work . . . . . . . . . . . . . . . . . . . . . . . . .         4

                Faculty and Staff  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        5-6

                Advisory Groups/Advisors  . . . . . . . . . . . . . . . . . . . . . .        7

                Class Representatives & Student Council Officers   . . .        8

                Telephones/Cell Phones  . . . . . . . . . . . . . . . . . . . . . . .          9

                Student Messages  . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        9

                Announcements   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .         9

                School Cancellations   . . . . . . . . . . . . . . . . . . . . . . . . . .        9

                School Property and Equipment . . . . . . . . . . . . . . . . . .         9

                Security  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        9

                Lockers  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        10

                Lost or Stolen Items  . . . . . . . . . . . . . . . . . . . . . . . . . . .        10

                Poster Posting  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        10

                After School Use of the Building  . . . . . . . . . . . . . . . . .        10

                Visitors   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        10

                Traffic Pattern  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        11

                Cafeteria Services  . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        11

                ACSD Meal Charge Procedure . . . . . . . . . . . . . . . . . . . . . .  12-13



                Study Halls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .         14

                Homework   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        14

                International Baccalaureate . . . . . . . . . . . . . . . . . . . . . .        14

                Graduation Requirements  . . . . . . . . . . . . . . . . . . . . . . .        15

                Credit Distribution & Additional Requirements . . . . . .        16

                Personalize Learning Plans . . . . . . . . . . . . . . . . . . . . . .        17

                The Grading System . . . . . . . . . . . . . . . . . . . . . . . . . . .         17-18

                Honor Roll   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        18

                Rank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        18

                The Latin System of Student Recognition at Graduation      19

                Required Course Load . . . . . . . . . . . . . . . . . . . . . . . . . .        19

                Course Changes   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        19

                Incomplete Grades   . . . . . . . . . . . . . . . . . . . . . . . . . . . .        19

                Pass/Fail and Audit Options   . . . . . . . . . . . . . . . . . . . . .        19

                National Collegiate Athletic Association (NCCA) . . . .        19

                Parent Portal  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .      19       



                Wellness Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        20       

                Learning Lab   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        20

                Learning Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        20-22

                ACSD Acceptable Use Procedures   . . . . . . . . . . . . . . .        22-23

                Guidance Services  . . . . . . . . . . . . . . . . . . . . . . . . . . . .         24

                Financial Aid and Scholarship Information   . . . . . . . . .        24

                Scheduling Process    . . . . . . . . . . . . . . . . . . . . . . . . . . .        25

                Health Services    . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        25-26

                Mandated Reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . .       26

                School-based Clinicians    . . . . . . . . . . . . . . . . . . . . . . .        26

                Prevention Specialist   . . . . . . . . . . . . . . . . . . . . . . . . . .        26

                School Resource Officer  . . . . . . . . . . . . . . . . . . . . . . . .        26

                Educational Support System     . . . . . . . . . . . . . . . . . . . .       26-27



                Attendance Guidelines and Procedures  . . . . . . . . . . . .         28-30

                Grade 11-12 Privileges  . . . . . . . . . . . . . . . . . . . . . . . .          30

                Rights of Eighteen-Year-Old Students  . . . . . . . . . . . .         30

                Motor Vehicles/Parking Lot  . . . . . . . . . . . . . . . . . . . .         30

                Conduct   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .       31-43

                Bus Behavior Protocol  . . . . . . . . . . . . . . . . . . . . . . . . .         31-32

                Tobacco Use  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        32

                Drugs and Alcohol  . . . . . . . . . . . . . . . . . . . . . . . . . . . .         32-33

                Dangerous Objects/Weapons  . . . . . . . . . . . . . . . . . . . .         33

                Prevention of Harassment, Hazing, & Bullying . . . . .       33-36

                Transgender and Gender Non-Conforming Students . .         36

                New Americans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        36-37

                Academic Misconduct  . . . . . . . . . . . . . . . . . . . . . . . . . . . .   37-38

                Respect  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        38-39

                Assemblies   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        39

                Conduct at School Events . . . . . . . . . . . . . . . . . . . . . . .         39-40

                Field Trips/Student Travel  . . . . . . . . . . . . . . . . . . . . . .         40

                Restraint & Seclusion . . . . . . . . . . . . . . . . . . . . . . . . . .         40-41

                Suspension from School   . . . . . . . . . . . . . . . . . . . . . . .        41

                Detention   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        41-42

                Code of Conduct    . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        42-43



                Activities and Athletics   . . . . . . . . . . . . . . . . . . . . . . . .         44-51

                Student Council          . . . . . . . . . . . . . . . . . . . . . . . . .         51

                National Honor Society  . . . . . . . . . . . . . . . . . . . . . . . .         51-53



                Prevention of Harassment, Hazing, & Bullying . . . . . .         53-57

                Transgender and Gender Non-Conforming Students . .         57-58

                Regulations Pertaining to Student Records  . . . . . . . . .         58-60

                Non-Discrimination Statement   . . . . . . . . . . . . . . . . . .         61-62



              Important Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        63

              School Calendar  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .         64

              School Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .         65


    VIII.    INDEX  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .        66




                Middlebury Union High School’s mission is to promote independent, life-long learners who possess the knowledge, skills and qualities necessary to be contributing members of the local and greater communities.


                Through our diverse curriculum, Flexible Pathways opportunities, and extra-curricular activities, students develop Personalized Learning Plans which enable them to build a strong academic foundation, while allowing for the development of personal interests and creative expression.

                Our teachers have spent several years working hard to prepare us to become an International Baccalaureate (IB) school which offers both the Middle Years Program (grades 9-10) and the Diploma Program (grades 11-12).  They have spent much time collaborating with one another to plan new units of study.    We are pleased to inform you that we recently became officially authorized by the International Baccalaureate Organization to offer the Diploma Program.  We are well-prepared for our November 2019 visit by an IB Verification Team to review our Middle Years Program for official authorization.              

    We look forward to working and learning together with you and sincerely hope that you have a rewarding and productive year.


    William D. Lawson,               Catherine D. Dieman              Sean M. Farrell

            Principal                            Assistant Principal              Activities Director



                On behalf of the Student Council, I would like to extend a warm welcome the classes of 2020, 2021, 2022, and 2023. We hope that you are ready for an exciting year as we continue to transition to the International Baccalaureate system, and that this year's student body can help to continue MUHS traditions and customs through this change.

                The Student Council plans to work hard in the upcoming school year to promote a culture of tolerance and enthusiasm. This year, several Student Council members will even serve as representatives on the ACSD school board, providing a student voice in administrative decisions. However, it is the responsibility of everyone in the community to recreate these conditions at MUHS this year. We hope that all of you will readily jump into new challenges and opportunities by participating in athletics and clubs, taking advantage of flex time, and attending school events. This advice especially applies to the class of incoming freshmen: get involved in the MUHS community as much as possible, and you will not only help to promote school culture, but also quickly begin to feel at home here. At MUHS, you will get out what you put in.

                Here on the Student Council, we look forward to another year of growth, learning, and fulfillment, and we wish you all the best for next year. Good luck to the class 2023, as you adapt to a new learning environment, to the class of 2022, as you create your yearlong Personal Project, to the class of 2021, as you complete the academically toughest year of high school, and to the class of 2020, as you apply to colleges, universities and career programs. We are excited to witness all that you accomplish.


    Nico Brayton, Student Council President






     Our beliefs

    • rigorous, relevant, academic opportunities provide engagement, enrichment and self-expression;
    • welcoming and safe classrooms promote purposeful teaching and learning;
    • access to educational technology supports students in developing transferable skills;
    • world languages, and co-curricular, artistic and athletic offerings provide further personal growth;
    • positive relationships encourage respect for diversity, kindness and generosity of spirit and understanding that other people, with their differences, can also be right;
    • open communication enhances an inclusive and personalized learning environment;
    • embracing healthy practices promotes physical and emotional wellness;
    • on-going self-reflection fosters a stronger, dynamic school and community action; and
    • schools should model and reinforce the qualities of hard work and perseverance.


    IB Learner Profile…..at MUHS we strive to develop engaged, compassionate, lifelong learners by fostering the attributes within the IB Learner Profile.

    International Baccalaureate (IB) Learner Profile

    The MYP and DP programs are both built upon the Learner Profile.   The aim of all IB programs is to develop internationally-minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

    As IB learners, we strive to be:



    We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.


    We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.


    We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.


    We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.


    We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.


    We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.


    We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.


    We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.


    We understand the importance of balancing different aspects of our lives-intellectual, physical, and emotional-to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.


    We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.


    MUHS Habits of Work


      Insufficient Evidence








    Present and Prepared

    Due to a lack of attendance, there is insufficient evidence to assess.

    Seldom comes to class prepared and on time with all materials needed.


    Generally comes to class prepared and on time with all materials needed.

    Consistently comes to class prepared and on time with all materials needed.











    Due to a lack of attendance, there is insufficient evidence to assess.

    Seldom demonstrates respect for classroom teacher and learning environment.



    Seldom demonstrates an understanding of what it means to respect diverse cultures, values, and multiple perspectives.

    Generally demonstrates respect for classroom teacher and learning environment.


    Generally demonstrates respect for diverse cultures, values, and multiple perspectives.  Can participate in civil discourse, and display empathy to promote a safe, accepting, and inclusive environment.

    Consistently demonstrates respect for classroom teacher and learning environment.



    Consistently demonstrates respect for diverse cultures, values, and multiple perspectives. Can participate in civil discourse, and display empathy to promote a safe, accepting, and inclusive environment.


    Due to a lack of attendance, there is insufficient evidence to assess.

    Seldom shares the workload and responsibility for decision- making in a fair and equitable way.

    Generally shares the workload and responsibility for decision-making in a fair and equitable way.

    Consistently shares the workload and responsibility for decision-making in a fair and equitable way.

    Responsibility for Missed Class Time

    Due to a lack of attendance, there is insufficient evidence to assess.

    Seldom takes responsibility for missed classes and missed work despite reminders from the teacher.

    Generally takes responsibility for missed classes and catches up with few reminders from the teacher.

    Consistently takes responsibility for missed classes and catches up without being reminded.



    Meets Deadlines

    Due to a lack of attendance, there is insufficient evidence to assess.

    Seldom meets deadlines for class work.  Frequently completes work during the Late Work Window time period, or not at all.

    Generally meets deadlines for class work.  Occasionally hands in work during the Late Work Window time period.

    Consistently meets original deadlines for class work.




    Due to a lack of attendance, there is insufficient evidence to assess.

    Seldom able to push through challenges, requires support and suggestions on how to make a plan to persevere.

    Generally perseveres and pushes through challenge areas by using a variety of strategies and resources.


    Consistently perseveres and pushes through challenge areas by using a variety of strategies and resources.

     At the halfway point and at the end of each quarter, teachers will report out on students’ work habits using the above rubric. 




    Administrative Office                                                           School Resource Officer

    William D. Lawson, Principal                                                        Connor Sousa

    Catherine D. Dieman, Assistant Principal

    Sean Farrell, Activities Director                                               Language Acquisition

    Stephanie Buzzell, Student Info. Systems Manager                     Arianna Bailey

    Debra Hurlburt, Admin. Asst. to Principal                                  Natasha Causton

    Rosemary Drabing, Admin. Asst. to Assistant Principal                Michelle Steele

    Dorothea Bartlett, Receptionist/Attendance Clerk                       Barrett Swinhart

    Tina Bilodeau, Bookkeeper                                                          Adam Tufts                

    Michelle Matot, Admin. Asst. to Activities Director

    Julie Dodson, Faculty Clerical Assistant                                           Guidance

    Sarah Johnstone, Athletic Trainer                                           Lauren Daley, Counselor

    TBA, ISS Monitor                                                                  Adrien Preston, Counselor  

                                                                                                 Allison Stebe, Counselor       

                                                                                   Sarah Soule, Post-Secondary Planning Coor.

                                                                                               TBA, Admin. Assistant  

    IB Coordinators                                                                   

    Courtney Krahn, MYP Coordinator                                               

    Cindy Atkins, DP Coordinator                                              

    Keith Wilkerson, CAS Coordinator                                                      Wellness Center

    Ariell Slater, Extended Essay Coordinator                                   Brooke Jette, Prevention Specialist

                                                                                              Katree Fenster - School-based Clinician

    Language & Literature                                                        Bridget Schirripa, School-based Clinician     

    Nichole Brigger                                                                          TBA – School-based Clinician                      

    Kate Carroll                                                                            

    Erin Downer                                                                          

    Ben Krahn                                                                               Learning Center

    Catherine Stoddert                                                                 Stephanie Sherman, Director                                          

    Sabrina Westdijk                                                                    Louise Carl, Assistant

                                                                                                Ellen Hanson, Clerical Assistant


    Cindy Atkins                                                                           Design

    Steve Colangeli                                                                       Ben Slater                                          

    Carl Engvall                                                                           

    Jay Harrington                                                                        Mathematics

    Linnea Manley                                                                        Derek Bartlett

    Kenneth Pallis                                                                         Perry Lessing

    Keith Wilkerson                                                                      Reeves Livesay                                  

                                                                                                 Michele Magnano      

    Fine Arts                                                                                Colleen Ringquist

    Elizabeth LeBeau                                                                      Kerianne Severy        

    Meghan Rigali                                                                        

    Anne Severy                                                                           Individuals & Society                     

    Kylie Wolgamott                                                                          Susan Arenson

                                                                                                       Al Calzini

    Physical Education/Health                                                      Keith Collins

    Chris Altemose                                                                           Tara Martin

    Deb Karpak                                                                                 Daniel Raabe

    Katlyn Mastrantone                                                                    Bjarki Sears                                        

                                                                                                    Ariell Slater

    Driver Education                                                                     Lea Stannard

    George Rooney                                                                      


    Nurses                                                                        Buildings and Grounds                   

    Kelly Landwehr                                                                     James Allen

    Arlene Mathewson                                                              Tracy Brown              

    Kathleen Pominville                                                          Preston Bergeron       

                                                                                            Maryann Caul                        

    Student Services                                                           Marcel Charlebois

    Benjamin Weir, Learning Lab/                                          Susan Herring            

                504 Coordinator                                                    Thomas Leno

    Karen Greene, Learning Lab Tutor                                     Guy Magnano                                    

                                                                                           Peter Maloy

                                                                                            Monty Many   

    Special Education                                                           David Morse

    Jennifer Conforti                                                                   Jim Scott

    Christine Frandino                                                     

    Christine Giorgio                                                        Addison Central School District

    Amy Masefield                                                           Peter Burrows, Superintendent

    Larry O’Connor                                                          Caitlin Steele, Director of Teaching & Learning

    David Richardson                                                       Bruce MacIntire, Director of Facilities

    Faith Scaramucci                                                         Brittany Gilman, Business Manager

    Lisa Sihler                                                                  Will Hatch, Director of Information & Technology

                                                                                     Vicki Wells, Director of Student Services

    Paraprofessionals                                                     Andrew Conforti, Secondary Special Education Coordinator

    Brian Buteau                                                                                                                   

    Laurie Hanfield                                                         

    Jodi James                                                               ACSD Board of Directors

    Marci Lambert                                                            Peter Conlon, Chair

    Brenda Lubinski                                                          Lorraine Morse, V-Chair

    Lisa Payne                                                                  Suzanne Buck, Clerk 

    Tito Santiago                                                              Mary Cullinane

    Martha Yankowski                                                     Davina Desmarais

                                                                                        Mary Gill                   

                                                                                        Jori Jacobeit

                                                                                        Victoria Jette                                     

                                                                                        Betty Kafumbe                                              

                                                                                        James (Chip) Malcolm

                                                                                        Margaret (Peg) Martin

                                                                                        Amy McGlashan                                

                                                                                        Jennifer Nuceder                   



                                                                            ADVISORS PER GRADE             


    Every student has an advisor.  Typically, 10-12 students and a faculty member form a group which meets daily.  These groups remain the same throughout all four years.  In advisory, students receive announcements, discuss pertinent school issues, sign-up for Flex Time, and work on their Personal Learning Plans (PLP) and IB initiatives.  Advisors also monitor students’ progress in courses and can help address problems and direct students to resources.



    2019 – 2020 ADVISORS



    Grade 9

    Grade 10

    Al Calzini

    Chris Altemose

    Keith Collins

    Derek Bartlett

    Lauren Daley

    Steve Colangeli

    Erin Downer

    Carl Engvall

    Ben Krahn

    Christine Frandino

    Kelly Landwehr

    Christine Giorgio

    Tara Martin

    Deb Karpak

    Amy Masefield

    Larry O’Connor

    Ariell Slater

    Colleen Ringquist

    Lea Stannard

    George Rooney

    Barrett Swinhart

    Kerianne Severy

    Adam Tufts

    Keith Wilkerson

    Benjamin Weir






    Grade 11

    Grade 12

    Susan Arenson

    Arianna Bailey

    Cindy Atkins

    Jay Harrington

    Nichole Brigger

    Reeves Livesay

    Kate Carroll

    Linnea Manley

    Natasha Causton

    Katlyn Mastrantone

    Perry Lessing

    Kenneth Pallis

    Michele Magnano

    Faith Scaramucci

    Adrien Preston

    Stephanie Sherman

    Meghan Rigali

    Ben Slater

    Bjarki Sears

    Catherine Stoddert

    Anne Severy

    Sabrina Westdijk

    Allison Stebe

    Kylie Wolgamott

    Michelle Steele

    David Richardson/      Lisa Sihler



    GRADE 9


                                                                Representatives           To be elected in September 2019




    GRADE 10


                Representatives           Gennie Dora

                                                    Ivy Doran

                                                    Fairley Olson

                                                    Brian Whitley


    GRADE 11


                Representatives           Anna Berg

                                                    Kaitlyn McNamara

                                                    Kyle Mitchell



    GRADE 12


                Representatives           Kenneth Barkdoll

                                                    Nico Brayton

                                                    Catherine Schmitt

                                                    Theo Wells-Spackman





                President                     Nico Brayton                                                                          Vice-President            Kenneth Barkdoll

                Secretary                     Anna Berg




                The Main Office and Guidance area telephones are for school business.  They may be used by students with permission from office personnel.


                    Students and staff are reminded that cell phone use should always occur in a manner that is appropriate, civil and respectful and does not interfere with instruction. We should be sensitive to such issues as appropriate conversations and ring tone volume. 




    Only important messages from family members or guardians are relayed to students.




    Announcements for full school publication need to be made in writing, signed by a teacher or staff member, and submitted to the office by the end of school for the following day’s announcement.  Announcements are read daily during the first block of the school day.  Announcements are also posted to the MUHS website.  An electronic bulletin board is located in the cafeteria to announce important school activities and athletic events.



    In the event that school is cancelled or delayed you will be notified of school cancellations via the SchoolMessenger system.  Information regarding school cancellations will also be posted to the ACSD and MUHS websites.


    You may also refer to one of the following TV stations for information:


    WPTZ-TV                 Channel 5

    WVNY-TV                Channel 22

    WCAX-TV                Channel 3




    Students who are furnished textbooks and/or other school materials are responsible for keeping them in good condition.  Lost or damaged books will be charged to students.

    Students who damage school property are financially responsible for replacement and repair costs.




                Security video cameras are installed around the exterior of the school, in the student parking lot and in the hallways throughout the school.  There are no cameras in classrooms, locker rooms or bathrooms.  The purpose of these cameras is to maintain a secure and safe learning environment.  While cameras are not continually monitored, they do allow school personnel to review any noteworthy incidents.  This system will also assist emergency personnel when responding to any potential school threat or emergency by allowing them a “real time” view of the school’s interior (hallways).



                All exterior doors are locked throughout the school day from 8:10am – 3:10pm.  We have a front door (main entrance) “greeter” to monitor and facilitate entry.  We have provided an enclosed space in one of the two internal court yards for students who wish to eat lunches outside during fair weather.



    Students are encouraged to keep class materials and personal belongings locked in hall lockers, and are advised not to share lockers or locker combinations with other students.  Students are also advised not to store any valuable items in their lockers, as the school does not have insurance to cover lost or stolen property.  All grade 9 students are assigned a locker.  Students in grades 10-12 may request a locker at any time.  Lockers, including gym lockers, are school property on loan to students, and are not to be defaced.  Administrators have the right to open lockers for inspection in case of emergencies, suspicion of illegal activities, or for reasons related to health and safety concerns.


    Students should report defective lockers to the Main Office for repair.




    Lost or stolen books or other school materials are to be reported immediately to the person who has issued the items.  When feasible, students are issued replacements and are charged for the lost/stolen items.


    MUHS maintains every effort to provide secure locker and storage facilities, however, students are urged to take proper precautions with valuable items.  Personal items believed stolen are reported promptly to staff members in charge of the area or activity.  In the event that these items are missing, the loss is reported immediately to the Assistant Principal.  MUHS is not responsible for lost or damaged personal items.  Students may report the loss to the Middlebury Police Department.


    Lost items which have been found are turned into the Main Office.  After a reasonable period of time, lost school materials which have not been reclaimed are returned to the teachers who issued the materials.  Lost and found clothing and personal items are donated to charitable organizations.




    Only posters related to activities sponsored by MUHS organizations are posted.  The sponsoring class, club, or person must be identified on the posters.  Posters are attached to bulletin boards.  No glass surfaces, doors, or painted surfaces are used for posting.


    When out-of-school organizations want to post information concerning up-coming events in the community, they are to submit their posters to ACSD for approval. Go to www.acsdvt.org under the Board and Community tab to access the request form.  If approved, such materials are posted on the community bulletin board in the cafeteria.




                Students are not to be in the building after 4:30 p.m. unless requested by a teacher or are participating in a supervised activity.  Groups using the building in the evening are to use only the section of the building assigned.  Arrangements for use of the building are made in advance through the Activities Director.



                Preliminary administrative approval is required for student visitors to MUHS.  A Visitor Request Form is needed for advance approval from teachers whose classes will be visited, and is submitted to the Attendance Clerk for a Visitor Pass.  Students from other schools cannot visit MUHS when their own schools are in session.  Adult visitors are to sign in at the Main Office.




                The MUHS loading and unloading zone for students who are being either picked up or dropped off is along the long sidewalk directly in front of E-Wing.  It is marked with appropriate “Student Unloading” signs.              The circle in front of the school’s main entrance is reserved for buses and commercial deliveries.



    MUHS offers a variety of food options managed by The Abbey Food Service Group.


                 Students receive an application for free and reduced meals in a summer mailing.  Parents are strongly encouraged to complete and return this application.  A State approved Point of Sales Register system protects the confidentiality of student status in the program while providing easy access to all meal/snack choices.  Strong participation in the breakfast/lunch programs results in greater government support.  This support enhances our ability to offer a more nutritious and varied meal program.


                 All breakfast and lunch meals are created to meet or exceed the minimum Federal/State school food service guidelines.


                 The cost for breakfast is $2.00 full-priced and no charge for reduced.  The cost for regular hot lunch, salad bar or combo meal is $3.00 full-priced and no charge for reduced.  Students can use their pre-paid debit meal accounts to purchase all meal options or à la Carte items, or pay cash at time of purchase.  All students must log into the Point of Sales Register to be charged properly or to deduct their purchase from their pre-paid account.


                 Students/parents may pre-pay to their meal account at any time.  Money orders or checks made payable to “ACSD.” will be credited to student accounts.  There will be a $5.00 fee charged for all checks that are returned for insufficient funds.  Parents/students are expected to keep lunch accounts up-to-date.    See the Meals Charge Procedurs for Addison Central School District on pages 12-13 for more information.


                An on-line payment system is available to make deposits into students’ school meal accounts and is the preferred method of payment. To learn more about this option go to www.abbeygroup.net.  If you have any questions, you can e-mail questions to info@abbeygroup.net.


                Parents/students having questions or concerns may submit them in writing or call Bill Greene, Food Service Director at 802-393-0411 or e-mail him at bill@abbeygroup.net


    USDA Nondiscrimination Statement
    In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sex, disability, age, or reprisal or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA.

    Persons with disabilities who require alternative means of communication for program information (e.g. Braille, large print, audiotape, American Sign Language, etc.), should contact the Agency (State or local) where they applied for benefits. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339. Additionally, program information may be made available in languages other than English.

    To file a program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, (AD-3027) found online at: http://www.ascr.usda.gov/complaint_filing_cust.html, and at any USDA office, or write a letter addressed to USDA and provide in the letter all of the information requested in the form. To request a copy of the complaint form, call (866) 632-9992. Submit your completed form or letter to USDA by:

    (1) mail: U.S. Department of Agriculture Office of the Assistant Secretary for Civil Rights 1400 Independence Avenue, SW Washington, D.C. 20250-9410;

    (2) fax: (202) 690-7442; or

    (3) email: program.intake@usda.gov.

    This institution is an equal opportunity provider.


    Meal Charge Procedure for Addison Central School District


    1. Purpose - The purpose of this procedure is to establish consistent procedures for the Addison Central School District to provide meals to students who have insufficient funds in their school meal accounts, and the collection of unpaid meal debt.


    General Procedure Statement

    1. The Addison Central School District recognizes proper nutrition is essential for adequate learning to occur and to establish lifelong, healthy eating habits while also working to maintain the financial integrity of the school food service program.
    2. Addison Central School District has established procedures to offer high quality, healthy breakfasts and lunches that meet the federal guidelines to all students at a reasonable cost to ensure no child goes hungry.
    3. Payments to student accounts are made by sending a check or cash to the school.
    4. Families may apply for free and reduced-price meals at any time during the school year. Meal applications are distributed to households by mail prior to the first day of school. Parents are encouraged to complete and return the applications as soon as possible. If household size changes or income changes, families may re-apply for meal benefits any time during the school year.
      • Households who apply for free and reduced-price meal benefits are responsible for payment of all school meals and accumulated charges until approval is granted. Federal guidelines allow a maximum of 10 days to approve a new application. No child is allowed a free or reduced price meal without an approved application or direct certification information on file. Parents will receive a notification letter of the student’s eligibility showing the effective date. If a notification letter is not received within 10 days, the parent should check with the approving official at the school to see if the application has been received.
      • Households who are receiving 3SquaresVT or Reach-Up benefits will receive a notification of eligibility letter based on Direct Certification from the school if the school has received information about your child(ren). If your household receives these benefits and you have not received this letter from the school, the school has not received information regarding eligibility of your child(ren), the household must contact the school immediately to provide current information.
      • Free and reduced-price eligible students may receive a breakfast and a lunch each day at no charge.
      • A la carte items, such as a separate carton of milk or a second entrée, are not allowed to be charged.


    Meal Charge Procedure

    1. If the student account has insufficient funds to pay for breakfast and/or lunch meals,

    all students will still be provided a meal which meets the meal pattern requirements.

    • All negative balances must be paid prior to the end of the school year. Any remaining balances will be carried over to the next school year.
    1. Free and reduced-price eligible students will always be provided a meal regardless of unpaid student accounts.
    2. A student eligible for paid meals who has ‘cash in hand’ at the time of meal service will be provided a meal regardless of unpaid student accounts. The ‘cash in hand’ will not be applied to past due accounts.
    3. Students with an overdrawn account are not allowed to charge a la carte items.


    Account Status Notifications  

    1. Households are strongly encouraged to keep sufficient funds in the student accounts to cover weekly meal purchases. The Abbey Group or Elementary School Food Program Director will notify each household of account balances by mail and then followed by a phone call by a school representative. Students may also be given a verbal reminder or written notice in the food service line.

    Collection of Unpaid Meal Debt

    When the student balance is negative, the following collection activities will be followed:

    1. For all ACSD Students: An email (or letter if email is unavailable) will be sent home from the school. If action is not taken a phone call will be made by the Food Program Director or School Admin.
    2. The Food Service Manager/Director will contact the building Principal if no payment is received.
    3. The building principal will contact the household to discuss the requirement of the family to provide meals for the student.
    4. The building principal may contact the local social services office if the household refuses to provide meals or pay for student meals.
    5. A certified letter will be sent to the household notifying them that the debt will be turned over to a collection agency if not paid in 60 days.
    6. Checks returned with non-sufficient funds will follow the district’s policy.







    Study halls are quiet areas for working on assignments, reading, and preparing for quizzes and tests.  The following expectations ensure that students make the best use of study hall time:

    1. Arrive on time with necessary materials.
    2. Sign in and out and return with signed passes indicating times.
    3. The study hall monitor can issue passes for brief visits to the Learning Center, Technology Center, Guidance Office, etc. However, if it is necessary to spend the entire block at these places, students are expected to arrange in advance for passes from their teachers.
    4. No food or drink




    Homework supplements and reinforces classroom teaching and learning, and, therefore, needs to be a regular part of students’ school experience each day.

    Reading is one of the most important elements of student learning.  Students read to gather information, understand concepts, develop higher order thinking skills and to enrich their experience.  Students are expected to do a significant amount of reading at home.



               MUHS is currently an approved IB school with an authorized IB Diploma Program featuring over 25 DP courses in the six DP subject areas, a CAS program and Extended Essay program.  By the early spring of 2020, we anticipate that our fully implemented MYP program will be officially authorized.

    Academic Planning Information


    Graduation Requirements

    Graduation requirements for the class of 2020 are as follows:

    Students must earn 23 credits and distribution must minimally include the following:

    English                                                                                                           4 credits                                 

    Social Studies                                                                                                3 ½ credits                                  

    (Must include World History 1, 2, and 3)

    Mathematics*                                                                                                3 credits                                    

    *(two credits must be from the math department at MUHS)

    Sciences *                                                                                                       3 credits                                 

    *(two credits must be from the science department at MUHS)

    Physical Education                                                                                       1 ½ credits

    Fine Arts                                                                                                        2 credits

    Health Education                                                                                          1 credit

    Electives                                                                                                         5 credits


    Graduation requirements for the classes of 2021 through 2023 are as follows:

    In accordance with the implementation of IB, beginning with the class of 2021, students must earn a minimum of 23 credits with the following distribution:

    Language A/Language and Literature                                                       4 credits

    Language B/Language Acquisition                                                             1 credit (2 recommended)

    Individuals and Societies                                                                              3 credits

    Sciences                                                                                                          3 credits                                      Mathematics                                                                                                  3 credits

    Arts/Design                                                                                                    2 credits                              Physical Education                                                                                       1.5 credits

    Health Education                                                                                          1 credit                               

    Theory of Knowledge                                                                                   1 credit                                Electives                                                                                                         3.5 credits


    In addition, students will need to complete the following:

    • Personalized Learning Plan (PLP) - in grades 9 - 12
    • Celebration of Learning - in the spring of 12th grade (process for this still to be determined)


    Those completing the International Baccalaureate (IB) Diploma Program (DP), will have specific requirements further defining this distribution, including the completion of an Extended Essay and Creativity, Activity, Service (CAS).  


    Credits will be awarded based on demonstrations of proficiency, not time spent in learning.  For non-traditional learning opportunities, course equivalencies will be approved by an interdisciplinary panel of certified teachers and must comply with the Vermont Agency of Education guidelines regarding equity.   


    All of the above courses in the distribution are aligned with the ACSD Essential Learning Outcomes (ELOs), associated Learning Targets, and IB Learner Profile.  Therefore, successful completion of these courses will indicate proficiency.


    Typical Credit Distributions and Additional Requirements

    (students must carry a minimum of 7 credits each year)


    Middlebury Core1

    Diploma Program2

    Subject Area

    Typical Credit Distribution Grade 9

    Typical Credit Distribution Grade 10

    Typical Credit Distribution Grade 11

    Typical Credit Distribution Grade 12

    Specific Requirements

    Grades 11 & 12

    Language and Literature











    Students must be in 6 DP courses, one from each academic group.  3 must be SL courses and 3 HL courses.




    Language B/Language Acquisition







    Individuals and Societies (Social Studies)




    Class of 2019 needs ½ credit











    Arts and/or Design


     DP offerings available

    Physical Education










    Theory of Knowledge










    Extended Essay





    Celebration of Learning




    12th grade

    12th grade

    Creativity, Activity, Service




    1- Timing of MUHS courses and alternative learning opportunities are flexible.  Credits will be awarded based on demonstrations of proficiency.

    2 - The IB DP also includes specific exam requirements.  Students on any Middlebury Core path to graduation may elect to take some DP courses without pursuing the IB diploma.


    Personalized Learning Plans

    A Personalized Learning Plan is developed by students in collaboration with teachers, advisors, counselors, and parents to help them achieve short and long-term learning goals.  Throughout the school year, students are asked to describe their post-secondary goals, assess their learning strengths and challenges, identify personal interests, use flexible pathways,  as well as document their major learning accomplishments.  The goal of PLPs is to motivate students to take a stronger sense of ownership over their education, and as a result, achieve more in school.


    Students will be encouraged to incorporate features of their graduation requirements into their PLPs.  These include, but are not limited to, the Grade 10 Personal Project, and other culminating projects.  Starting with the class of 2021 students will present portions of their PLP prior to graduation as a Celebration of Learning.


    The Grading System

    Report cards are issued at the end of each quarter and will consist of letter grades and Habit of Work (HOW) scores. Quarterly interims will consist of Habits of Work scores only. 


    In Grades 9 and 10:

    Students in grades 9 and 10  will be assessed using MYP rubrics for each of the criteria that are being assessed in the class.  All MYP courses have four criteria that are assessed.  For more detailed information on these criteria, refer to the MUHS Teaching & Learning Guide online through the MUHS website.


    Report cards will show students’ level of proficiency in each of the four criteria assessed in the given class.  This score will range from a minimum of 0 to a maximum of 8. At the end of the semester, the four criterion scores are added together to give a criterion level total (CLT).  It is the CLTs that are converted to letter grades, and an Overall Level of Achievement (OLA) in the course, for the report card. 


    Overall Level of Achievement (OLA) scores are on a 1 to 7 scale, this is the MYP final score in a class.  The OLA score is arrived at using the IB OLA Conversion chart.  See next page.


    In MYP courses, Criterion Level Totals (CLTs) will be used to convert to letter grades and Overall Levels of Achievement.


    IB Score

    CLT Grade Boundary

    Letter Grade


    IB Score

    CLT Grade Boundary

    Letter Grade


    28 - 32




    17 - 18



    26 - 27




    15 - 16



    24 - 25




    12 - 14



    21 - 23




    10 - 11



    19 - 20




    9 and below




    This means two different students may have an OLA of 4, one student has a combined CLT of 17, so the 4 represents a B-.  Another student with an OLA of 4 may have a combined CLT of 15, so the 4 represents a C+. 

    Students must earn an OLA of a 3 in a class to earn MUHS credit. A score of 3 is the minimum score for demonstrating proficiency.  Final scores below a 3 will be noted as NY (Not Yet), and students will not earn credit. Students who did not complete enough of the summative assessments to demonstrate proficiency in all the required criteria, will be given an IE, which stands for insufficient evidence. 


    In Grades 11 and 12:

    Students in grades 11 and 12 will be assessed using a traditional 100 point scale.  Students in grade 11 or 12, who are in an MYP course, will be assessed using the MYP rubrics and then the score will be translated into a percentage grade using the IB Conversion.  A failing grade for a subject at the end of the course earns no credit for the course.  The following ranges are used to describe the achievement levels of students:

    A+  =   98-100                         C+  =   77-79                           F =  Below 60

    A    =   93-97                           C    =   73-76                           I  =  Incomplete

    A-   =   90-92                           C-   =   70-72                           P =  Passing

    B+  =   87-89                           D+  =   67-69                          

    B    =   83-86                          D    =   63-66

    B-   =   80-82                           D-   =   60-62


    Grade Point Average (GPA)

    GPA is a numerical calculation determined by a student’s grades and credits earned. At Middlebury Union High School, GPA is weighted to give merit to those students who challenge themselves in Advanced Placement (AP), DP Higher Level courses, and college courses.  All other courses offered at MUHS are unweighted.  Grades of “P” (Pass), Audit, and classes in progress are not used in calculating GPA.  In the event that a class is retaken, the higher grade for the course will be used in computing GPA, however, the lower grade will continue to be noted on the transcript and credit for the course will be awarded only once.


    Letter grades from all courses, grades 9 through 12 will be used to calculate a student's GPA.  A score of NY (Not Yet), from MYP classes, will be considered a zero for GPA calculations since it translates to Not Proficient.


    GPA is computed on a 4.0 point scale for unweighted classes at the end of each semester. Numerical value for letter grades is awarded as follows:

                                                    A+ = 4.0          B+ = 3.3          C+ = 2.3          D+ = 1.3          F = 0

                                                    A  = 4.0           B  = 3.0           C  = 2.0           D  = 1.

                                                    A- = 3.7           B- = 2.7           C- = 1.7           D- = 0.7


    The numerical value for weighted classes (completed AP,  DP Higher Level, college courses) is as follows:                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 A+ = 4.3          B+= 3.6           C+= 2.6           D+= 1.6           F= 0

                                                     A   = 4.3          B  = 3.3           C  = 2.3           D  = 1.3

                                                     A= 4.0             B- = 3.0           C- = 2.0           D- = 1.0


    Honor Roll

    The MUHS honor roll system is made up of High Honors, Honors, and Honorable Mention. High Honors will be designated for students earning letter grades ranging only from A+ to A-, Honors will be designated for students earning a combination of letter grades ranging from A+ to B-, and Honorable Mention will be designated for students earning any combination of letter grades ranging from A+ to B- and no more than one grade of C+ or C.  Grades of Pass/Fail and Audit are not used to calculate honor roll.


    In grades 9 through 12, student honor roll achievement will be acknowledged at the end of second quarter and each of the following quarters.  



    For the graduating classes of 2020, Middlebury Union High School will report exact rank for each student in the graduating class.


    Beginning with the class of 2021, MUHS will not rank students. In its place, for college reporting purposes, student rank will be reported using GPA ranges.


    The Latin System of Student Recognition at Graduation

    Beginning with the Class of 2021, MUHS will use the Latin System of Student Recognition at graduation.  Under this system, students who achieve a cumulative GPA equal to or above a 4.00 receive the designation Summa Cum Laude. Students with a GPA from 3.75 to 3.99   qualify for Magna Cum Laude.  Students with a GPA from 3.50 to 3.74 will be designated Cum Laude.


    Required Course Load

    Students at MUHS are required to carry a minimum of seven academic credits per year.  Students are encouraged to consider a challenging academic course load to be fully prepared for further education or the world of work.


    Course Changes

    Before students select courses for next year, they should carefully discuss their options with their teachers, advisor, school counselor, and parents/guardians.  Students are not able to change courses except for sound educational reasons. Students will have until October 1st to drop a course; there will be no record of the course on a student’s transcript. Administrative approval is needed for dropping a class beyond this deadline.

    Within the first four weeks of a full year course it may be possible to add a course.  Additions are dependent on space availability in the course and whether the addition is academically feasible.  Students may be expected to make up all missed work in added courses.


    Incompletes at the End of the Reporting Term

    Incompletes (INC) are for clearly identified cases in which a student has missed numerous days due to illness, family emergency, or other extenuating circumstances pending administrative approval.  Students with incomplete grades have two weeks from the end of the term to make up the missing work.


    Pass/Fail/Audit Options

    Students may apply to take a class on a Pass/Fail or Audit basis provided that the course is not needed to fulfill graduation requirements. Students must get approval from the Guidance and Administrative Team, as this request is for extenuating circumstances only. 


    The grades “P/F” (for Pass/Fail), and “AUD” (for Audit) are used for courses taken on a Pass/Fail or Audit basis.  Applications to take a course on a Pass/Fail or Audit basis are available in the Guidance Office and must be completed before one-half of the term of the course.  The one exception for the Pass/Fail reporting system is Driver Education, this course is Pass/Fail for everyone.  Neither Pass/Fail nor Audit courses are computed in determining GPA or Class Rank.


    National Collegiate Athletic Association (NCAA)

    The NCAA Eligibility Center certifies the initial academic eligibility and amateur status of all college-bound student-athletes who wish to compete in Division I or II collegiate athletics.  Prospective Division I or II athletes must complete NCAA Eligibility Center (https://web3.ncaa.org/hsportal/exec/loginAction) online, prior to beginning grade 12.  Prospective Division I or II athletes should also consult with their school counselor early in their high school career to ensure proper course selection.


    By going to the  website listed above you can check out a complete list of Middlebury Union High School’s approved NCAA courses. Reminder, our CEEB/ACT Code is 460240.  Additional information can be found at http://www.ncaa.org/student-athletes/future.


    Parent Portals

    Starting with the 2019-2020 school year, MUHS will have two student information systems.  PowerSchool will contain attendance, student schedules, and demographic information. While ManageBac will contain on-going grades and end of quarter grades.  At the beginning of each school year, parents will be given a password allowing them to access PowerSchool.  At the same time, parents will be sent a link to their ManageBac Parent Portal, this link will be sent to the parent/guardian email that has been shared with the school.






                The new MUHS Wellness Center is designed to support students.  Our Preventions Specialist, school-based clinicians and Secondary Evaluation Team will be housed together in one location.  Additionally, we are fortunate to provide a one-day per week school-based health clinic in collaboration with our local pediatricians that is also located in our Wellness Center.




                Are you struggling in a class? Need help organizing a paper or answering questions? Is your notebook a mess? A tough test coming up? The Learning Lab in room B101 is the place where students can get the support they need.  It is open to all students in all grades and all classes.  Support will be provided by the Learning Lab staff, or by peer, college or community volunteers. You can come once, or with the approval of your school counselor and the Learning Lab Coordinator, you can be assigned to the Learning Lab on a regular basis.  Don’t wait! If you think you might benefit from the Learning Lab, talk to your teacher, school counselor or the Learning Lab staff.  The Learning Lab hours are 7:45am – 4:15pm

    Monday – Friday.




    The MUHS Learning Center consists of the Library and the Technology Center and serves all members of the MUHS teaching and learning community.  The Learning Center supports the beliefs and core values of MUHS and ACSD, and the International Baccalaureate mission, which “aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.”  


    The library provides equitable access to a collection of print and digital resources and services that meet the diverse needs and interests of our community. The library goals align with the action steps in the ACSD Digital Learning Plan and to the six foundations of the American Association of School Library (AASL) Standards Framework for LearnersInquire, Include, Collaborate, Curate, Explore, and Engage.


    The library upholds the American Library Association Code of Ethics and Library Bill of Rights and preserves the values of an informed citizenry, open and equitable access to knowledge, and intellectual diversity.  The function of the library will continue to evolve amidst changing technological and pedagogical conditions in order to help students develop a love and appreciation of reading and literature, ensure freedom of information, prepare information savvy lifelong learners, and create safe and supportive environments for focused and collaborative learning.



    Library users are expected to

    • Be respectful of others and the academic environment of the library
    • Be productive and allow others to be productive
    • Be responsible inquirers and creative problem-solvers



    The physical library collection includes books, DVDs, audiobooks, and a range of media and equipment. The book collection is organized by non-fiction and reference, fiction (by genre), graphic novels, biographies, memoir, professional teaching, college and careers, and world language. The library subscribes to eleven periodicals, including popular titles such as Make Magazine, National Geographic, Wired, and Time.


    The virtual library collection includes database subscriptions to Gale Cengage, JSTOR, Bloom’s Literature, Oxford English Dictionary, and Classroom Video/World Cinema. Digital newspaper subscriptions include the New York Times, Burlington Free Press (also in print), Addison Independent (also in print) and the Rutland Herald. eBooks are available through Gale Cengage and Bloom’s Literature databases, and through the library catalog from Follett and Infobase Learning. All students, faculty, and staff may access passwords to the databases and subscriptions by opening the document at goo.gl/5wXeu7 (accessible when signed into your acsdvt.org account).



    The website provides access to the library catalog, databases, passwords, research help, resources to develop information literacy and inquiry skills, circulation policies, the technology center calendar and information for using the Makerbot 3D Printer. The website is linked from the MUHS home page under “Services” and the address is https://www.acsdvt.org/Domain/699  


    Audiobooks through Bookshare

    Bookshare is managed through the library and is an accessible online collection of audiobooks available for free to U.S. students with print disabilities. It is made available through funding from The U.S. Department of Education Office of Special Education Programs (OSEP). Narration is an automated computer voice. Audiobooks may be downloaded to an mp3 player or to a student’s personal device, and accessed using a free Android or IOS application.


    Interlibrary Loan

    MUHS Library participates in the Vermont statewide interlibrary loan system. School, public, and college libraries in Vermont share a union catalog and lend and borrow materials from each other. All requests to borrow items from other libraries must go through the MUHS library.


    Library Use

    The Learning Center is a safe space conducive to learning and is a study area to be used by students for educational purposes and quiet activity. Juniors and Seniors may use the Learning Center during free periods for academic study, research, and projects. Freshmen and Sophomores may use the Learning Center during Guided Study, with a pass from an academic teacher and Guided Study teacher. Students may use the library at any time with a pass from a teacher. All students are required to sign in and out of the library at the circulation desk.


    Computer Use

    Computers are available to use in the Learning Center for educational purposes only. Students must follow the ACSD Responsible Computer, Internet & Network Use at all times. Students not using the computers appropriately will be asked to log off. Repeated inappropriate use of technology will result in disciplinary measures.


    Student Circulation Policies
    Students must be in good standing (have no overdue items or fines on their library account) to check out materials from the library.


    Loan Periods:

    Books and Audiobooks: 14 days

    Reference Books: 5 days

    DVDs: 7 days

    Equipment: 5 days  

    Items may be renewed if they are needed for a longer period. Any item may be renewed continuously if it is not on hold for another patron.


    Borrowing Equipment: The library circulates cameras and accessories for filming, portable green screens, tripods, microphones, headphones, headsets, wireless speakers, and mp3 players. Failure to return or renew equipment on time will result in the loss of equipment borrowing privileges for the duration of the school year.

    Overdue Items: Students must return overdue items before checking out new items. Overdue notices are sent out every week to students through their @acsdvt.org email. Items overdue for more than one month are considered lost and students are charged the full amount of the purchase price.


    Lost or Damaged Materials: Students will be charged the full amount of the purchase price for any material lost or damaged beyond repair.


    Payment: Payment for lost or damaged books is expected be paid before the end of the school year. Checks should be made payable to "MUHS Library." A student may replace the item if it is in the same or comparable format. There are no refunds for lost items if they are found after they have been paid for and replaced.


    Senior Obligations to the Library: Seniors are expected to return all library materials and pay all library fines before graduation.






    The Addison Central School District recognizes that information technology (IT) is integral to learning and educating today’s children for success in the global community and fully supports the access of these electronic resources by students and staff. The purpose of this policy is to:


    Create an environment that fosters the use of information technology in a manner that supports and enriches the curriculum, provides opportunities for collaboration, and enhances staff professional development.


    Ensure the district takes appropriate measures to maintain the safety of everyone that accesses the district’s information technology devices, network, and Web resources. Comply with the requirements of applicable federal and state laws that regulate the provision of access to the Internet and other electronic resources by school districts.




    To provide students and staff access to a multitude of information technology (IT) resources including the Internet. These resources provide opportunities to enhance learning and improve communication within our community and with the global community beyond. With the privilege of access, however, comes the responsibility of students, teachers, staff, and the public to exercise responsible use of these resources. The use by students, staff, or others of district IT resources is a privilege, not a right.


    The same rules and expectations govern student use of IT resources as apply to other student conduct and communications including but not limited to the district’s harassment and bullying policies.


    The district’s computer and network resources are the property of the district. Users shall have no expectation of privacy in anything they create, store, send, receive, or display on or over the district’s computers or network resources including personal files and electronic communications.



    Students are expected to conduct themselves as responsible digital citizens.   A responsible digital citizen is one who:


    • Respects One’s Self. Users will maintain appropriate standards of language and behavior when sharing information and images on social networking websites and elsewhere online. Users refrain from distributing personally identifiable information about themselves and others.
    • Respects Others. Users refrain from using technologies to bully, tease, or harass other people. Users will report incidents of cyberbullying and harassment in accordance with the district’s policies on bullying and harassment. Users will also refrain from using another person’s system account or password or from presenting themselves as another person.
    • Protects One’s Self and Others. Users protect themselves and others by reporting abuse and not forwarding inappropriate materials and communications. They are responsible at all times for the proper use of their account by not sharing their system account password.
    • Respects Intellectual Property. Users suitably cite any and all use of websites, books, media, and so on.
    • Protects Intellectual Property. Users request to use the software and media others produce.


    Policy Application


    This policy applies to anyone who accesses the district’s network, collaboration, communication tools, and/or student information systems either on-site or via a remote location as well as anyone who uses the district’s IT devices either on or off-site.


    Limitation/Disclaimer of Liability


    The District is not liable for unacceptable use or violations of copyright restrictions or other laws, user mistakes or negligence, and costs incurred by users. The District is not responsible for ensuring the accuracy, age appropriateness, or usability of any information found on the District’s electronic resources network including the Internet. The District is not responsible for any damage experienced, including, but not limited to, loss of data or interruptions of service. The District is not responsible for the accuracy or quality of information obtained through or stored on the electronic resources system including the Internet or for financial obligations arising through their unauthorized use.




    The district reserves the right to revoke access privileges and/or administer appropriate disciplinary action for misuse of its IT resources. In the event there is an allegation that a user has violated this policy, the school district will handle the allegation consistent with the student disciplinary policy.


    Reference:  Addison Central School District Policy: Responsible Computer, Internet & Network Use File Code: D3 Warned: November 8, 2016 Adopted: November 21, 2016













    The MUHS Guidance Office is dedicated to fostering student success by providing social, emotional, academic and future planning support to all students.  Students can seek out counselors and can also be referred by parents, teachers, administrators, peers or outside agencies.  Counselors provide support through individual or small group counseling, academic advising, post-secondary planning and additional programming.


    Within the Guidance Office, numerous educational and career resources are available. Specifically, Naviance is a comprehensive web-based college and career planning program that school counselors, parents and students use to research colleges, technical schools and careers. MUHS students have access to their own personal account in Naviance. The school counselors and post-secondary planning coordinator are available to assist students with this planning program.


    Students and parents/guardians are encouraged to use the Guidance Department for any of these services and to access the guidance webpage for additional resources and information.  Counselors welcome the opportunity to meet with students and families for assistance as needed.  Students can schedule appointments with school counselors during their free blocks except in cases of emergency. Please reach out to your counselor to schedule an appointment or call the office directly at 382-1195.




    Financial Aid


    The Guidance Department maintains information to assist students with the financial aid process.  In addition, the Vermont Student Assistance Corporation (VSAC) can serve as a resource for students and families.  More information can be obtained at vsac.org. 


    The FAFSA and Vermont Grant Application become available in early October each year.  Students planning to apply for financial aid must complete these financial aid forms.  In the spring, the Guidance Department hosts a VSAC Paying For College Night at which a representative from VSAC presents information about the financial aid process.  In addition, the Guidance Department hosts a VSAC Forms Night in October where families can obtain assistance with completing both the FAFSA and Vermont Grant applications.


    In addition, it is important to consult each individual college or university financial aid office as they are good sources of financial aid information.  Be sure to call them when specific questions arise.




    The Middlebury community offers a generous array of scholarships to graduating students.  Each spring the Guidance Department distributes Local Scholarship Application Forms to each grade 12 student.  All seniors are encouraged to apply for these local scholarships.


    Additionally, throughout the school year, the Guidance Department does its best to advertise all known outside MUHS scholarship opportunities as they become available. The Guidance Department maintains a scholarship listing on the guidance webpage that is updated as new scholarship opportunities arise.    Students are encouraged to search through the scholarship section of the guidance webpage and also research other state or national scholarship opportunities.






    Students meet with their counselors throughout the school year to discuss academic progress and course scheduling.  The course registration process begins during semester 2, when current teachers make course recommendations for the following school year.  When making recommendations, teachers consider the present level of achievement, testing results, daily class performance, and other pertinent data. After discussion with classroom teachers and school counselors, students select the courses in which they wish to enroll for the following year in their advisory.  Copies of the selected courses are mailed home to parents for approval. Parents/guardians wishing to discuss their student’s placement in particular subjects should initially contact the appropriate teachers and then consult with school counselors.


    Once recommendations for courses have been completed, a master schedule is generated and a computerized system generates student schedules. After balancing classes and making adjustments, schedules are mailed home during the summer break. Final schedules, reflecting any summer changes, are distributed to students on the first day of school.






    The School Nurse is licensed by the VT Board of Nursing and the Department of Education and is available to all students, teachers, administrators and staff to provide a safe and healthy school environment.  The School Nurse is also part of the Educational Support Team.  The Health Office is next to the Main Office and is accessed through the Commons.  The School Nurse performs health assessments, first aid, emergency care, and administers medications and provides health counseling as needed.  Health Services comply with the Vermont Department of Health requirement related to mandated vision screening for all 9 & 12 grade students.  For the students who fail the vision screening, parents are notified and referral to an ophthalmologist is recommended. All students must conform to the state immunization requirements and have up to date immunization documentation or a signed medical or religious exemption in the health office.


    Students should attempt to see the School Nurse between classes.  To be dismissed from school because of illness, students need to consult with the School Nurse.  The Nurse contacts parents/guardians to receive permission for students to leave school. The School Nurse will contact the Attendance Clerk in the Main Office to dismiss all students who are being sent home for medical reasons. Extended medical absences require a note from a medical care provider or physician.


    In case of an accident, first aid is administered by the School Nurse.  If it is deemed necessary for students to be seen for further medical evaluation or treatment, parents/guardians are contacted, and it is their responsibility to transport students to the appropriate medical facility.  In more serious accidents, emergency medical services are called and every effort is made to contact parents/guardians.


    Any student that sustains a sports related concussion will follow a safe Return to Learn and Return to Play protocol.  The school nurse/certified athletic trainer will communicate the Return to Learn and the Return to Play protocols to parents/guardians.




    Some students may require their daily medications to be administered by the School Nurse.  A health care provider's order needs to be on file with the School Nurse for the medication to be given at school.  This form also requires a parent/guardian signature.  All prescription medications need to be brought to school in the correct prescription bottle (an additional bottle can be provided by your pharmacy in case you need to keep some of the medication at home) and stored in the Health Office.  Over the counter medicines (Tylenol, Advil, Benadryl, Decongestant, Tums, and Pepto Bismol) are available through the Health Office and are provided with parent/guardian permission.  Students should not carry any medications with them while in school unless they have permission from the school nurse for special circumstances (Epi pens, inhalers, diabetic supplies, etc.)  The Health Questionnaire form is sent home before the start of the school year and is available on the MUHS website as well as in the Health Office.  Student taking medications for pain management (i.e. following surgery or injury) are not allowed to be at school while taking narcotics.  Students may return to school once their pain is adequately managed using Acetaminophen, Ibuprofen or Naproxen.  Special circumstances may be discussed with the school nurse.




                Educators are mandated reporters and it is their duty to help protect students from abuse and neglect.  When a mandated reporter reasonably suspects abuse or neglect of a child, they are obligated to report the concerns to appropriated social service agencies.




                MUHS, in partnership with the Counseling Service of Addison County, has three professionals working in the school.  They provide services through individual, group, and family counseling in the areas of academic and social support.  Referrals for school-based clinician services are made through the Educational Support Team.  Students who would like to find out more about these services can contact a school counselor in the Guidance Department.




    The Prevention Specialist works with students, staff and parents toward the goal of promoting healthy life choices including the choices to not use substances, to build stronger relationships, to show respect to themselves and each other, to feel valued, and to value their school.  This is accomplished through the Peer Leader Program, peer prevention and teen empowerment programs, mentoring, and staff and parent trainings.  The Prevention Specialist provides both individual and group counseling and facilitates activities designed to provide students with recreational alternatives to abusing substances and an awareness and skills toward making other healthy choices.




                The School Resource Officer works with members of the school community to promote a pro-social school atmosphere.  The SRO will work to establish an environment of trust, help to interpret community rules, assist in maintaining a safe school climate, and serve as a resource for related instructional topics.




                MUHS strives to have students succeed in their educational programs.  In order to achieve this goal, a comprehensive system of educational services is provided for students who are failing or at risk of failing. Parents/guardians are encouraged to work with school personnel in the development of plans to provide their children with academic support.


    A range of services is available, including:

    *Advisory System                              *Learning Lab               *School-based Clinicians

                *Health Office                                     *School Resource Officer

    *Various Student Support Groups      *Peer Leaders               *Social Skills Groups

    *Guidance Department                       *Peer Tutor Program    *Special Education Services

    *Study Halls                                       *Wellness Center          *Speech and Language Services

    *Prevention Specialist


    In addition to the above services, the Educational Support Team (EST) assists teachers and parents in providing services and accommodations to students in need of support.  The EST, which consists of representatives from Administration, Guidance, Special Education, Regular Education, the Prevention Specialist, and the School Nurse, meets on a weekly basis to review the progress of referred students and to develop support plans/recommendations for their educational programs.


                For further information about the Educational Support System, or referral to the EST, contact the Guidance Department at 382-1195.



















































    Academic achievement is directly related to consistent school and class attendance.  In addition to the fact that state legislation mandates it, MUHS believes that regular school attendance is necessary to ensure that students understand the instruction and activities presented in classes.


    Parents/guardians may excuse students for illnesses, family emergencies, extended family trips, or professional appointments that cannot be scheduled after school hours.  All other absences are discouraged.  Examples of excuses which are not acceptable are oversleeping, unfinished homework, or studying for a test.  It is important for students to develop a strong sense of responsibility for their academic obligations, and the attendance policy and procedures presented below are intentionally, but reasonably strict.






    1. Required as part of the curriculum of a class:

                *Field trips, Band/Choir trips or lessons, etc.

                *District, All-State, All-New England activities

    1. Non-curricular but required by the school:

    *Full school assemblies and class meetings

    1. Athletic trips by recognized Varsity, J.V., and Grade 9 teams
    2. Suspension from school
    3. Advanced Placement Exams
    4. Senior Ski Day
    5. Religious Holidays



    Total absences in this category should not exceed five per quarter for a class.  Some examples of Category II absences are:


    *Medical absences (medical appointments, illnesses, visits to the School Nurse)

    *Personal absences (funerals, family emergencies, court appearances)

    *National Honor Society                                            *Optional assemblies

    *Foreign students visits/exchange trips                      *Photo Club

    *Peer Leader Activities                                              *College Fair

    *Student Council, class officer responsibilities          *College Visits

    *Drama rehearsals and productions                           *Guidance appointments

    *Prom work                                                               

    *Calliope, Quatrain                           

    *New England Young Writers’ Conference             

    *State and National meetings and conventions         

    *Extended medical absences require a note from

       a physician or medical care provider


    When students reach a total of six Category II absences per quarter in a class, a referral to the Educational Support Team (EST) is made to determine potential interventions to support positive attendance.




                                                                CATEGORY III


    A Category III absence is an unexcused absence and is defined as a willful missing of class without prior permission which results in a detention.  Parents/guardians are notified in writing by teachers of students’ Category III absences.




    Parents/guardians are asked to call the school at 382-1500 if students are absent from school.  If the school has not received a call or note in advance, the Attendance Clerk will attempt to telephone parents/guardians at home or work.  If the Attendance Clerk is unable to speak with parents/guardians, students are expected to bring signed notes from their parents/guardians stating the dates of and reason for the absences upon their return.  If written excuses are not presented to the Attendance Clerk within two school days from the students’ return, the absences are considered Category III absences.  Late notes are referred to administrators for approval.




    If students arrive late to school or must leave school during the day for an appointment, a note or call from parents/guardians must be received by the Attendance Clerk upon arrival or prior to the dismissal.  In addition, students are required to sign in and out in the attendance logbook in the Main Office.  It is helpful for students to present notes to the Attendance Clerk when they arrive to school in the morning.


    If students leave school without advance permission from parents/guardians and school authorization, the absences from classes are considered Category III absences.




    The school year calendar, as determined by area superintendents of schools and adopted by the School Board, is designed to meet State requirements and designate vacation times which fit a generally accepted pattern to meet the academic needs of our students.


    Students and parents are reminded that the cumulative impact of daily instruction is unique and not easily replaced by homework or self-study.  Class activities, presentations, lab work, and discussions are a significant part of learning.  Assigning homework for a two-week period of time can be difficult as the daily pace of a lesson may change for a variety of reasons.  Therefore, parents and students are urged to take family trips during school vacations.  Time missed from instruction is not easily replicated.


    In the event that students need to be absent for an extended period of time (five or more school days), prior approval is sought using the following process:


    A formal letter requesting approval should be submitted to the Assistant Principal at least two weeks in advance of the proposed trip.  The Administration will review the request and make a decision.  The parent and student will be notified in a timely manner.  If approved, students are to complete a Planned Absence Form, complete academic work, and have no unexcused absences.


    If students are going to be absent from school for a short trip, college visit, etc., they should bring a note from parents/guardians at least one week prior to the absence. A Planned Absence Form will be given to them from the Attendance Clerk.  Students must have all teachers sign the form and return it to the Attendance Clerk.  Students are urged to complete as much advanced work as possible prior to the absences as they are responsible for all missed work.




    Tardiness is disruptive to the instructional process.  Five unexcused tardies are equal to one Category III absence and result in a detention.  If students arrive fifteen minutes late to class, even with an excuse, the tardy is a Category II absence.  Arriving fifteen minutes late to class without an excuse results in a Category III absence.


    A pattern of tardiness may result in a parent/guardian conference with an administrator.




    When students are absent from classes, it is their responsibility to make up work that is missed.  Work missed as a result of a Category III absence will not receive credit.  When students anticipate missing classes due to school sponsored activities, they are responsible for conferring with teachers in advance about assignments.




    Calls are directed to the Receptionist/Attendance Clerk at 382-1500 by 9:00 a.m. to request homework assignments missed due to absences.  Many teachers post homework assignments online and students/parents may can access this information at www.acsdvt/muhs.org.




    Grade 11 and 12 students may arrive to school prior to their first class and leave school grounds only after their last class of the day. During unscheduled blocks, grade 11-12 students may use the Learning Center, Technology Center, Learning Lab, Commons, cafeteria, and outdoor campus.  The areas south of HCC and the Legion Field are not considered part of the outdoor campus for the purpose of privileges.


    Parents/guardians who want to restrict their student from these privileges should notify the Guidance Department so that grade 11-12 students are scheduled into guided studies.




    With written parent/guardian permission on file, students who are eighteen or older may legally assume responsibility for fulfilling attendance obligations.  The administration reserves the right to consult with parents when situations warrant.  For further information, students should see the Attendance Clerk.




                Student drivers are responsible for maintaining the orderly and safe operation of the MUHS parking lot.  Students are expected to park their vehicles in the Student Parking Lot and not loiter in parked vehicles or in the parking lots.  If parking needs to be limited due to space constraints, preference is given to grade 11-12 students.  Students are to register their vehicles with the Parking Lot Attendant and to display current parking stickers on their vehicles.  The speed limit on school grounds is 10 m.p.h.  Poor automotive judgment results in loss of driving privileges.  All motor vehicles must comply with State regulations and School Board policies.  Reasonable suspicion of infractions may result in administrative search of vehicles.  Snowmobile operation on the school premises requires prior administrative approval.






    Students are expected to behave in an appropriate, respectful, and safe manner at all times in all areas of the school campus.




    During the change of classes, there are approximately 550 students moving through the halls.  In order to facilitate the timely and safe passing between classes, students should not run, hit lockers, push and shove, or cause excessive noise or delays in the halls.


    Students are to exit the halls for the start of classes.  Students are not to loiter in the halls, and must have passes to be in the halls while classes are in session.


    Members of the MUHS community are expected to work together to take care of the walls and floors in the halls.




    Students are expected to behave in a peaceful manner.  Physical threats, intimidation, and fighting are not tolerated.  Members of the MUHS community are expected to report any fights immediately to the administration and to discourage fights whenever possible.




                Riding the school bus is a privilege.  For everyone’s safety, it is important that students behave appropriately and follow expectations while riding the 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.


    Please Note:  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 will not be tolerated on the school bus and may result in immediate suspension from the bus:

    • Defying or disobeying the bus driver
    • Physical aggression
    • Hazing, Harassment or Bullying (related school policies will apply)
    • Loud noise or screaming/shouting
    • Use of foul language
    • Throwing materials inside or out of the school bus
    • Destruction of property
    • Behavior that is inconsistent with the Drug & Alcohol, Tobacco Use and Weapons policies
    • Creating any other disturbance deemed dangerous by the principal and bus driver
    • Consumption of food and/or beverages (includes candy and gum)
    • Refusal to use or improper use of seatbelts
    • Improper use of electronic devices



    1st Violation

    2nd Violation

    3rd Violation

    Bus Behavior Violation**

    Warning and/or 3 day bus suspension

    3-5 day bus suspension

    5-10 day bus





    **NOTE: School administration may adjust the above consequences to accommodate the circumstances of specific situations. Suspension for the remainder of the school year may also occur.


    Students on an individual education program (IEP) shall also be required to abide by this policy.  The student’s IEP Team shall determine if transportation is a related service need and if the student requires accommodations on the bus or an alternate means of transportation.




    MUHS is a tobacco-free environment.  Students are prohibited from possessing or using tobacco products, tobacco substitutes or tobacco paraphernalia at all times while under the supervision of school staff or at school-sponsored activities and consequences result in accordance with the Code of Conduct.


    Students are reported to administrators by any teacher or school personnel for using tobacco or nicotine products at MUHS, including off school grounds, during the school day which begins at 8:10 a.m. and at school activities.  If students are observed holding lit cigarettes or cigars, exhaling smoke, inhaling smoke, chewing tobacco, spitting tobacco juice, using an E-cigarette/Vape/Juul, etc., they are reported as violators of the policy, and are suspended from school in accordance with the Code of Conduct. Tobacco products, tobacco substitutes and/or paraphernalia will be confiscated by school administrators.  In addition, tobacco violations are reported to the Middlebury Police Department so that fines are issued in accordance with Vermont State Law (V.S.A. Title 7, Chapter 40).  Reasonable suspicion is grounds for reporting the violations.  The reporting person’s view is final and definitive and must meet with the Prevention Specialist for tobacco awareness education.




    No student shall knowingly possess, use, sell, give or otherwise transmit, or be under the influence of any illegal drug, regulated substance, or alcohol on any school property, or at any school sponsored activity away from or within the school.  School personnel need only have reasonable suspicion of drug/alcohol possession or use to question students and search lockers or possessions on school grounds or at school events.


    If students are found to have consumed or be in possession of alcoholic beverages, any illegal or non-prescribed drugs, paraphernalia containing such substances, or distributing such paraphernalia they are suspended from school in accordance with the Code of Conduct.  Students who are reported for intending to distribute, and/or conspiracy to distribute, buy, or sell drugs/alcoholic beverages receive a ten-day suspension from school and a recommendation may be made to the Superintendent of Schools for possible expulsion by the School Board.  A parent/guardian conference is held to review the circumstances and to establish expectations for the future.  In addition, the Middlebury Police Department is informed of any use, possession, or intent to distribute or sell drugs and alcohol and provided with the evidence.  Students’ return to school is contingent upon participation in a drug and alcohol education program coordinated by our Prevention Specialist.  The program includes discussion, screening, and use of videos, posters, and other resource materials.  Parent/guardian feedback in this process is vital and their involvement in this drug and alcohol education program is encouraged.


     Students who find or are given drugs and alcohol and immediately bring the substances to a school representative will not receive disciplinary consequences. (“Finds” means the student unexpectedly discovered the drugs or alcohol.  “Given” means the student in no way requested the drugs or alcohol).


    Programs which can help students with substance use issues are available through the Guidance Department.  School counselors may, with students’ permission, refer them to an agency or program outside of school for additional support.




    Students are not to bring anything to school that could harm themselves or others.  Students are required to receive prior administrative approval if they need to bring such objects to school for educational purposes.  Arrangements can be made for the safe storage of items and to ensure the safety of all students in the use of such objects.  These items are not to be left in students’ vehicles under any circumstances.


    No person shall possess a firearm or dangerous or deadly weapon at school, on the bus or at a school sponsored activity.  In addition, other implements such as knives or other items may be considered a “weapon” when the item is used to threaten or endanger others. These items should not be brought to school and will be confiscated if found.


    Any student who brings a weapon to school is referred to an administrator for disciplinary action in accordance with the Code of Conduct.  In addition, the student is referred to the Superintendent of Schools for review and further possible action.  Possession of a firearm at school shall be brought by the Superintendent to the school board for an expulsion hearing.




                ACSD is committed to providing all of its students with a safe and supportive school environment in which all members of the school community are treated with respect.




    “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” means any intentional, knowing or reckless act committed by a student, whether individually or in concert with others, against another student: In connection with pledging, being initiated into, affiliating with, holding office in, or maintaining membership in any organization which is affiliated with the educational institution; and


    (1) Which is intended to have the effect of, or should reasonably be expected to have the effect of, endangering the mental or physical health of the student.


    Hazing shall not include any activity or conduct that furthers legitimate curricular, extra-curricular, or military training program goals, provided that:


    (1) The goals are approved by the educational institution; and

    (2) The activity or conduct furthers the goals in a manner that is appropriate, contemplated by the educational institution, and normal and customary for similar programs at other educational institutions.


    With respect to Hazing, “Student” means any person who:

    (A) is registered in or in attendance at an educational institution;

    (B) has been accepted for admission at the educational institution where the hazing incident occurs; or

    (C) intends to attend an educational institution during any of its regular sessions after an official academic break.


    “Bullying” means any overt act or combination of acts, including an act con-ducted 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. (i) occurs during the school day on school property, on a school bus, or at a school-sponsored activity, or before or after the school day on a school bus or at a school sponsored activity; or

    (ii) 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.




    Students may file complaints of harassment, hazing or bullying they have experienced or witnessed at school or during school-sponsored activities with teachers or administrators whom students trust to act as advocates.  Assistant Principal Catherine Dieman and Activities Director Sean Farrell are the primary people who should receive the reports.  Complaints are immediately processed and referred to school administrators.  Parents/guardians are also encouraged to notify advocates of allegations of harassment.





    Upon actual notice of harassment, hazing or bullying, school administrators shall investigate and take reasonable steps to resolve complaints and to prevent a reoccurrence of inappropriate conduct, including harassment.




    The following is a summary of the procedure.  To see the entire procedure go the ACSD website at www.acsdvt.org.


    1. Reporting Complaints of Hazing, Harassment and/or Bullying


    1. Student Reporting: Students who believe that there has been a violation should promptly report to the Assistant Principal, Activities Director or any other school employee.
    2. Reports should be made in writing on the Student Conduct Form. When an oral report is made the designated employee(s) will reduce it to writing.
    3. False complaints may result in adverse consequences.


    1. Responding to Complaints


    1. If the designated employee after consultation with administration determines that the complaint may reflect a violation of the policy, they/he/she will inform all parties, parents/guardians with a copy of the policy.
    2. Upon initiation of an investigation, the designated employee shall:
    3. Notify in writing both the complainant and accused individual (or if either is a minor inform their respective parents or guardian) that:
    4. an investigation has been initiated;

    ii retaliation is prohibited;

    iii all parties have certain confidentiality rights; and

    iv they will be informed in writing of the outcome of the investigation.

    1. All notifications will be in compliance with state/federal laws protecting confidentiality regulations.


    III. Investigating Hazing, Harassment and/or Bullying Complaints


    1. In most cases, the investigation will begin in 24 hours. Exceptions may result for notification to certain agencies such as DCF and Law Enforcement.
    2. The designated employee will in most cases conduct the investigation unless there are compelling reasons to find an alternate.
    3. The investigation may put in place interim measures designed to keep all students safe.
    4. Due process will be afforded to those accused according to State and Federal guidelines.
    5. In determining whether the conduct constitutes a violation of this policy, the investigator shall consider the surrounding circumstances, the nature of the behavior, past incidents or past or continuing behavior, the relationships between the parties involved and the context in which the alleged incidents occurred. The complainant and accused will be provided the opportunity to present witnesses and other evidence during an investigation.  The school will also consider the impact of relevant off-campus conduct on the school environment where direct harm to the welfare of the school can be demonstrated or the conduct can be shown to pose a clear and substantial interference with another student’s equal access to educational programs.  Whether a particular action constitutes a violation of this policy requires determination based on all the facts and surrounding circumstances.
    6. The investigator will attempt to complete the investigation within 5 days of receiving the written complaint. Extenuating circumstances may cause the investigator to delay a final result.
    7. The investigator will issue a written report which will include a finding of whether there was a policy violation. If the report references student discipline, it will be considered confidential.  It will be made available to investigators in the context of a review conducted by either Vermont AOE, or investigations of harassment conducted by the Vermont Human Rights Commission or U.S Department of Education Office of Civil Rights.
    8. The investigator will notify in writing both the complainant and the accused individual(s) that:
    9. the investigation is complete;
    10. whether there was a violation of policy;
    11. that federal law prevents disclosure of any discipline that was imposed.


    1. Other Provisions


    1. All parties to an investigation will be warned that any form of retaliation is unacceptable and may result in further consequences.
    2. All parties will be advised of specific alternative complaint processes that are available according to State law and regulation. Additionally they will be informed of the appeal process.


    1. Confidentiality and Record Keeping


    1. Confidentiality procedures will be explained to parents and students.
    2. All written reports will be maintained confidential for a period of at least 6 years.
    3. Reporting to other agencies:
    4. DCF when complaints relate to child abuse and school personnel are obligated as mandated reporters to report them to DCF as defined by law.
    5. AOE when reported conduct which violates the HHB policy by adult school employees must be reported by the Principal to the Agency of Education.


    1. Disseminating Information, Training and Reporting


    1. The school will annually, at the beginning of the school year, disseminate information regarding the policy and procedures to parents and students.
    2. The school will develop age appropriate methods of explaining the policy to students.
    3. Staff will be trained in all aspects of this policy.
    4. The school will provide the Vermont Agency of Education with data requested by the Secretary of Education.

    Transgender and Gender Non-comforming Students


                MUHS respects transgender and gender non-conforming students and is committed to providing them with a safe and supportive environment.  MUHS will, therefore, adhere to the ACSD Policy which provides administrative and staff guidance when addressing these issues.


    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 (Plyer 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 students(s).  It includes working proactively to ensure they feel safe, supported and welcome.


    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 student from enrolling.
    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.




    Students and teachers need an atmosphere that is free from distraction, and any actions by students that interfere with the instructional process are seen as class disruption.  Students are responsible for conducting themselves in a cooperative manner.  Students who disrupt classes after classroom interventions, are sent to ISS for the remainder of the block and teachers assign detentions.




    Students are welcome to enjoy snacks in the cafeteria and Commons area and are expected to restrict food use to these areas.  No food or beverages are permitted in the halls or instructional areas at MUHS, with the only exceptions being those related to the instructional program.




    What is Academic Misconduct

    Academic misconduct is a behavior that results in a student, or other students, gaining an unfair advantage. While it includes many forms, academic misconduct occurs most often by students engaging in plagiarism or collusion.


    Plagiarism occurs when learners use others’ work or ideas, intentionally or unintentionally, without proper citation or acknowledgement. The International Center for Academic Integrity defines plagiarism as when “someone uses words, ideas, or work products attributable to another identifiable person or source without attributing the work to the source from which it was obtained in a situation in which there is a legitimate expectation of original authorship and in order to obtain some benefit, credit, or gain, which need not be monetary.”


    Some examples of plagiarism include: copying directly from a source without using quotation marks or without citing the source; copying phrases that are minimally altered from the original source without citing, paraphrasing or restating another person’s thoughts or ideas without citing; presenting work found online or done by anyone else as one’s own work; downloading, cutting and pasting, or rewording another student’s work and presenting it as one’s own work, not acknowledging the sources that inspired/influenced creative and constructivist work.


    Collusion is defined as occurring when the unattributed source is one or more fellow learners, whereas all parties involved have colluded and committed academic misconduct.

    Collusion is supporting plagiarism or other unfair advantages.


    Some examples of collusion include: sharing answers or questions to a test, including taking copies or photos of it, allowing a fellow student to copy an assignment that is to be submitted individually, allowing an assessment to be copied, neglecting to report known collusion or plagiarism to a teacher or school official.


    Students may be in breach of academic honesty in other ways. For more information about academic misconduct, please see the ACSD IB Academic Honesty Policy on the MUHS website.


    Interventions for Academic Misconduct

    Academic misconduct, intentional or unintentional, is not acceptable. The following steps outline the process for reporting academic misconduct and the consequences that apply.



    First Offense:

    • The teacher will notify the parents/guardians, the school administration, and the MYP/DP coordinator of all incidents, intentional or unintentional, and the collaborative plan for restitution. This should be seen as a learning experience.


    Second Offense and Beyond:


    If a student repeats taking part in academic misconduct, intentional or unintentional, the MYP/DP coordinator will conduct an investigation, which will include a written reflection/statement from the student.  All parties identified above will be notified.


    • The student will receive a zero for this specific assessment.
    • If this is the second time during grades 11 and 12 -- for a full DP candidate or a certificate candidate --  in which the student has been found to have committed academic misconduct on any assessment within a course, then the student will not be eligible to receive an IB certificate in the course where the second incident of misconduct occurred. Therefore, the student will not be eligible to earn an IB Diploma. However, a certificate may be awarded in other courses in which no academic misconduct has occurred.

    Upon a third offense, further disciplinary action may be taken by the administration.

    The MYP and DP Coordinators, in communication with school administrators, will keep records of incidents of academic misconduct and share that information across schools and as MYP students move on from the MYP to grades 11 and 12.




                Students are expected to conduct themselves in an honest manner and are to avoid giving their work to other students for the purpose of copying.  Acts of misrepresentation such as lying, forging passes or notes, etc. are not tolerated.




                MUHS is a place where students live, work, and grow together.  A safe, orderly, and supportive environment requires that members of the MUHS community treat each other with respect and tolerance.




                Students are expected to follow the reasonable requests of faculty and staff.





                Students are expected to dress in a manner that is consistent with the school’s mission statement, promotes a purposeful and businesslike atmosphere, and shows respect for all students and others.  Dress is regulated when it interferes with health and safety or disrupts the learning process or the orderly operation of the school.  Shoes must be worn at all times.  Students are to comply with any special safety equipment or dress requirements for classes such as science labs, shops, etc.  Students will be asked to change out of any clothing that is considered offensive, inappropriate or distracting.  Such attire includes but is not limited to clothing that:


    • Promotes obscene/derogatory sayings;
    • Promotes the use of alcohol/tobacco or other drugs;
    • Promotes sexism, racism, profanity or violence;
    • Reveals undergarments or excessively bare skin, (for example: revealing tops or bare midriffs, clothing that has holes or rips, and pants worn so low that underwear is exposed are inappropriate for school);
    • Can reasonably be construed as disruptive or causes fear or loss of safety;
    • Words, symbols or pictures that are construed as offensive or disruptive.




                Profanity and verbal abuse create a climate of discomfort at best and intimidation at worst.  Abusive and offensive language and gestures are hurtful and embarrassing to members of the school community and are not tolerated.




                MUHS encourages appropriate public behavior.  Excessive displays of affection are not appropriate.




                Assemblies are held for several purposes:  to teach, to entertain, to honor, to display school spirit, and to celebrate.  The audience is expected to respect the performers, speakers, and presenters.




                School events are opportunities for positive, enjoyable social interaction.  Students attending school events including off campus events, such as Project Graduation and activities at local colleges and the Memorial Sports Center, are expected to be substance-free and to observe all other MUHS regulations regarding conduct and behavior as stated in this handbook.




                Students are expected to exhibit respectful behavior at both home and away games.  MUHS is best represented by displays of good sportsmanship and school spirit, positive team support, proper disposal of trash, and by not loitering in the immediate area before and after the game.









                The following regulations have been established for all school dances:

    1. Dances start at 8:00 p.m. and end at 11:00 p.m. (with the exception of the Junior Prom). No one is admitted after 9:30 p.m. without prior approval of the administration.  No one is re-admitted to a dance after leaving.
    2. Dances are held for MUHS students with the exception of the Winter Ball and Junior Prom. Completion of a Guest Form and prior administrative approval is required for guests to attend either of these events. Students are responsible for their guest’s behavior. 
    3. Upon arrival, students are to come directly into the dance. They may not loiter in cars or any place outside the dance.
    4. Coats and backpacks are left in the check-in area.




                When field trips are planned, teachers provide the appropriate permission form for parents/guardians to sign.  The following guidelines apply to any event requiring students to leave school grounds, including field trips:


    1. Trips are accompanied by teachers, coaches/advisors, and/or chaperones who are responsible for ensuring a safe, productive, and enriching experience for students.


    1. Students are responsible for getting assignments from teachers whose classes will be missed before the event.


    1. Students may not ride to or from a school event or field trip other than in transportation approved by the Activities Director. Exceptions are:


    1. Parents/guardians who attend the event who wish students to return with them, and requests are approved by teachers, or coaches/advisors.


    1. In special circumstances, students may return home by other means. Students submit a note indicating the request and signed by parents/guardians to the Activities Director twenty-four hours in advance of the trip.  The Activities Director contacts the teachers, coaches/advisors, and parents/guardians to discuss the request.




                In keeping with Vermont Rule 4500 for the Use of Restraint and Seclusion in Schools, MUHS does not use restraint or seclusion as a general rule.  However, as indicated in Rule 4500 MUHS reserves the right to restrain a student “a) When a student’s behavior poses an imminent and substantial risk of physical injury to the student or others; b) Within the limits set forth in 16 VSA §1161a; c) Less restrictive interventions have failed or would be ineffective in stopping such imminent danger of physical injury or property damage; d) In accordance with a school-wide safety plan that is consistent with these rules; and in a manner that is safe, proportionate to and sensitive to the student’s: i. Severity of behavior;


    1. Chronological and developmental age; iii. Physical size; iv. Gender; v. Ability to communicate;


    1. Cognitive ability; and vii. Known physical, medical, psychiatric condition, and personal history, including any history of physical, emotional or sexual abuse or trauma.” MUHS also reserves the right to use seclusion in accordance with Rule 4500 “a) When a student’s behavior poses an imminent and substantial risk of physical injury to the student or others; b) When less restrictive interventions have failed or would be ineffective in stopping such imminent risk of physical injury; c) As a temporary intervention; d) When physical restraint is contraindicated; c) When there is no known developmental, medical, psychological or other contraindication to its use; f) When the student is visually monitored at all times by an adult; and g) In a space large enough to permit safe movement that is adequately lit, heated, ventilated, free of sharp or otherwise dangerous objects; and in compliance with all fire and safety codes.”




    Students who demonstrate a disregard for the rules of the school may be suspended from attending MUHS.  The purpose of suspension is to provide clear signals to students that an immediate behavior change is required.  The duration of a suspension can vary from part of a day to ten full days of school.  Longer suspensions may be assigned by the Superintendent of Schools or a recommendation may be made to the School Board for expulsion.  Once students have been suspended from school, further infractions result in increasingly longer penalties.


    In all cases, students have a conference with an administrator which includes the following:

    1. Students are told the reason for suspension.
    2. Students have an opportunity to give their side of the story.
    3. Students are told the conditions of the suspension, including the duration.
    4. Students are expected to make up any work missed as a result of the suspension.
    5. Students are not permitted to participate in any school activities or be on school

    grounds for the duration of the suspension.  The exception to this rule is ISS,

    which allows students to be at school only during school hours.

    1. Students may appeal any suspension to the Principal. If they are not satisfied,

    further appeal may be made to the Superintendent of Schools.




    The ISS room is run as a quiet study hall.  Students are expected to use ISS time to complete assignments.  When assignments are complete, students may read a book/magazine or engage in some other constructive activity.


    ISS conditions are as follows:

    1. No visitors.
    2. Remain in the ISS room unless removed by an administrator.
    3. No personal electronic devices.
    4. No eating.
    5. Failure to follow the above rules results in additional assignments to ISS or OSS.




    OSS takes place away from the school building.  OSS conditions are as follows:

    1. Students may not be on school property.
    2. Students may not participate in any school activities.
    3. Students are responsible for getting assignments and arranging to make up

    missed work.

    1. Parent/guardian conferences are recommended before students return to school.




    When students do not follow the rules of the school, detentions may be assigned by teachers or administrators.  Detentions are scheduled for Tuesdays or Thursdays from 3:20-4:00p.m. in room E102.

    Parents/guardians are notified of detentions in advance.  Students are responsible for arranging transportation after detentions have been served.  Sports practices, games, activities, and work are not valid reasons for missing detentions. Rescheduling detentions because of medical appointments or other emergencies must be approved in advance by the Assistant Principal.  Failure to serve assigned detentions results in further disciplinary action.




    The Code of Conduct lists consequences for specific student actions.  The goals of the Code of Conduct are:


    1. To ensure that the school environment provides the opportunity for students to

    pursue their education without disruptions.

    1. To provide students with a program that includes ample opportunity for

    modification of behavior.

    1. To provide consistency in the administration of disciplinary actions meaning that

    students charged with the same level of misconduct receive the same

    consequences for their behavior.

    1. To provide members of the MUHS community with clearly stated methods of

    handling disciplinary incidents.


    School administrators may adjust the Code of Conduct to accommodate the circumstances of specific situations.



    1st REFERRAL

    2nd REFERRAL

    3rd REFERRAL









    *Unexcused absence from class



    ISS/EST Referral     

    *Tardy to class

    Refer to page 21



    *Tardy to Advisory (5 times)



    1   Day ISS

    *Leaving school without proper dismissal



    1   Day   ISS









    *Removal from class for inappropriate behavior

    ISS / Detention

    ISS / Detention

    ISS / Detention

    *Failure to attend detention

     1 Day ISS

      3 Days ISS

     5  Days  ISS/OSS

    *Removal from detention

     2  Detentions

      1   Day    ISS

     3  Days  ISS/OSS

    *Removal from  ISS

     1  Day  OSS

      3  Days  OSS

     5  Days  OSS

    *Loitering in parking lot



     1 Day ISS

    *Inappropriate use of vehicle or parking violation


    two weeks loss of

       driving privilege

    four weeks loss of

       driving privilege

    *Inappropriate behavior at school events


       suspension for one


    game suspension

       for two weeks

    game suspension

       for one month

    *Bus behavior violations

    Warning/3 days bus suspension

    3-5 days bus suspension           

    5-10 days bus suspension

    *Cell Phone use in the class room         

    Confiscation of phone & conference

    Detention & parent must retrieve phone

    1Day ISS





    *Refusing reasonable request by staff member

    Detention - 1 day


    1-3  Day(s)  OSS

    3-5 Days   OSS

    *Use of profane language or gesture

    Warning  -


       1   Day   ISS

       3   Days   OSS

    *Disrespect toward staff member

     1 Day  ISS

       3   Days   OSS

       5   Days    OSS

    *Action or dress which disrupts school atmosphere

    Remediate Situation


       1   Day   ISS

    *Excessive display of affection



       1   Day   ISS


    Detention-1 Day ISS

       1-3   Days   ISS

     3-5 Days ISS/OSS





    1st REFERRAL

    2nd REFERRAL

    3rd REFERRAL


    1 Day OSS

       3   Days  OSS

       5    Days   OSS









    *Forgery,  misrepresentation


     1  Day  ISS/OSS

     3 Days  ISS/OSS

    *Academic dishonesty

    Restorative action

     Restorative action

    Restorative action









    *Threatening other students/Bullying

    Detention - 1 day


    1-3  Day(s) OSS

    3-5 Days  OSS

    *Threatening staff members

       1   Day   OSS

       3   Days   OSS

       5   Days   OSS

    *Physical aggression

       1   Day    ISS

       3   Days   OSS

       5   Days   OSS


       1   Day   OSS

       3   Days   OSS

       5   Days   OSS

    *Dangerous actions

    Detention - 1 day


    1-3  Day(s) OSS

    3-5  Days   OSS

    *Verbal or physical action which contributes to a

      fight or assault


       1   Day   ISS

       3   Days   OSS









    *Failure to clean area in cafeteria/commons






       1   Day   ISS


    *Willful damaging, defacing, or

       destruction of school property

    Restitution  $  and

    Detention-1 day ISS

    Restitution  $ and

    1-3 Day(s)  OSS

    Restitution $ and

    3-5 Days  OSS


       1   Day   OSS

       3   Days   OSS

       5   Days   OSS

    *Fire related offenses

    1-3 Day(s)  OSS

    3-5 Days  OSS

    5-10 Days  OSS

    *Threatening with and/or possession of weapon or dangerous item

    1-10  Day(s)  OSS

    1-10 Days  OSS

    1-10 Days  OSS

    *Inappropriate use and/or damaging of technology

    Detention and one

       week loss of

       technology use in

       Tech Center

       /Learning Center

       1Day ISS

       3 Day OSS





    *Possession of tobacco products


       1   Day   ISS

       3   Days   ISS

    *Smoking / use of tobacco products/vaping

       1   Day   OSS

       3   Days   OSS

       5   Days   OSS

    *Possession of or  the use of drugs/alcohol

       3   Days   OSS

       5   Days   OSS

      10  Days   OSS

    Distribution of drug paraphernalia

       5   Days   OSS

     10   Days   OSS

     10   Days   OSS

    *Possession of drugs/alcohol with intent to sell,

      buying or selling drugs/alcohol, or conspiracy to

      distribute, buy or sell drugs/alcohol.

    10  Days   OSS  &

        Referral to













    The MUHS Activities and Athletic Program aims to create a positive learning environment for all students by offering a broad array of opportunities to excite their interests and participation. Involvement in a sport or activity contributes to the educational and character-building goals of the overall MUHS curriculum. Cultivating lifelong values of teamwork, self-discipline, striving for excellence, accountability, and citizenship/sportsmanship is fundamental to our school’s philosophy.


    Participation in our Activities and Athletic Program is offered, as a privilege, to every student who meets academic and behavioral standards for eligibility. We believe that extra-curricular activities must foremost be guided by educational considerations with an emphasis on academic achievement.  Participation in Activities and Athletics require a significant dedication of time and energy, which students must balance with a comparable commitment to their studies.


    Our Activities and Athletic Program encourages success by the personal growth of all students who participate.  Evidence of such growth is seen by:


    • Improved physical, mental and emotional maturity
    • Improved leadership skills
    • Increased self-confidence
    • Improved collaboration skills
    • A growing ability to accept success or failure with civility
    • A developing appreciation for excellence in oneself and others
    • A growing awareness of and commitment to the community.


    Another measure of success lies in evidence that students, staff, and spectators share these core values. We believe effective coaches and activity leaders serve as important role models by teaching and by praising improvement, positive outcomes and serious effort.


    All levels of the Activities and Athletic Program are designed with these core values in mind. At the varsity level in athletics, full efforts are made to win the various competitions, while at the junior varsity and Grade 9 levels, participation and skill development are emphasized.


    Within this framework, all athletes should be given the opportunity to demonstrate their commitment and abilities to earn places on the various teams. Similar approaches apply to other extracurricular activities.


    In the end, Middlebury Union High School seeks to affirm all students who participate in activities and athletics, enabling them to have fun, develop skills, build lasting friendships and good memories.





    Co-Curricular Activities                               Extra Curricular Activities

    Calliope                                                           Prism

    National Honor Society                                  Stage Manager Club

    Scholars’ Bowl                                               Senior Play

    Student Council                                              Photography

    Model United Nations                                    Fall Musical

    Neuro-Science Club                                       



    Fall Sports:                                                                            Spring Sports:

    Field Hockey:  V, JV                                                              Baseball:  V, JV

    Football:  V, JV, JVB                                                             Softball:  V, JV

    Cross Country:  Girls’ & Boys’ V                                          Tennis:  Boys’ V

    Soccer: Boys’ V, JV                                                               Tennis:  Girls’ V

    Soccer: Girls’ V, JV                                                               Track:  Girls’ & Boys’ V

    Golf: Girls’ & Boys’                                                               Lacrosse:  Boys’ V, JV          

                                                                                                    Lacrosse:  Girls’ V, JV

                                                                                                    Ultimate: Girls’ & Boys’ V, JV                                                                                                                                 

    Winter Sports:

    Basketball: Boys’ V, JV

    Basketball: Girls’ V, JV

    Ice Hockey: Boys’ V

    Ice Hockey: Girls’ V

    Gymnastics:  V

    Nordic Skiing:  Girls’ & Boys’ V, JV

    Wrestling: V, JV

    Dance Team V, JV


    Participation Guidelines Governing Student Activities & Athletics


    1. Student athletes must have on file with the School Nurse a physical examination form, which needs to be updated every two (2) years.


    1. Student athletes must have a signed parental permission form, Participation Contract and Medical History.


    1. According to VPA rules, students must have health insurance for participation in activities; MUHS does not purchase insurance for students. The School District offers an insurance program at a nominal fee to all students.  This “School Time Plan” covers all activities except interscholastic football.  Coverage for football may be added for an additional charge.  Applications can be obtained from the School Nurse.


    1. MUHS Athletics Concussion Management Protocol


    A concussion is a disturbance to brain function caused by a motion of the head or body that causes the brain to move rapidly inside the skull.  Concussions can occur with or without loss of consciousness. All concussions are different and each body responds differently to concussive injury.  Common signs and symptoms of concussion may include:


    Headache                                            “Pressure” in head                                         Confusion        Weakness                                           Ringing in the ears                                         Sleepiness   

    Loss of consciousness                          Loss of Balance                                              Memory Loss

    Sensitivity to light or noise                 Generally feeling “not right”                          Dizziness

    Mood, Behavior, or Personality Changes


    Most concussion patients will present with only a few of the above listed symptoms.  A student athlete who experiences any of the above listed symptoms must be evaluated by the MUHS Athletic Trainer (AT) or his/her primary care provider.


    If a student athlete sustains a concussion, or a suspected concussion, the following will take place:

    1. The student athlete will be removed from play/participation in MUHS athletics.
    2. The student athlete will be evaluated by the MUHS AT.  If the injury occurs during an away competition the host school’s designated medical professional will conduct the initial injury evaluation.  
    3. The MUHS AT will notify the student athlete’s legal guardian or appropriate emergency contact.  If the MUHS AT is not present, the coach will notify the student athlete’s legal guardian or appropriate emergency contact and the MUHS AT.
    4. The MUHS AT will notify the school nurse*.
    5. The student athlete will follow up with the MUHS AT daily as permitted by school/activity scheduling.
    6. The student athlete will follow up with the school nurse daily as permitted by school scheduling.  The school nurse will work with the student athlete’s teachers to coordinate and monitor a safe return to academics.
    7. Once the student athlete has been asymptomatic at rest and with mental exertion for at least 24 hours and without the use of pain relievers the MUHS AT will determine the student athlete’s readiness to begin the return to play protocol.
    8. The MUHS AT will closely monitor the student athlete’s progress through the return to play protocol steps.  
    9. The MUHS AT will notify the school nurse when the student athlete has completed the return to play protocol.


    *If the student athlete is not an MUHS student; the Athletic Trainer will notify the student’s school representative of the suspected injury.


    Return to Play Steps

    The student athlete must meet all of the following criteria before beginning the return to play protocol:

    1. The student athlete must be asymptomatic at rest and with mental exertion for at least 24 hours without the use of pain relievers.
    2. The student athlete must have (or be able to) return to school full time.
    3. All cognitive, balance, graded symptom checklists, and other relevant assessments are within normal limits.
    4. The student athlete has a note from the MUHS AT, or other licensed healthcare professional trained in the management of concussion, clearing the student athlete for physical activity.


    If the MUHS student athlete has been seen and is under the care of a physician, nurse practitioner, or physician’s assistant for their concussion, written clearance from that treating provider is required.


    The MUHS AT reserves the right to delay the return to play protocol for an injured athlete despite a written note from an outside health care provider if information from the student athlete, student athlete’s parent/guardian, school nurse, or other school personnel indicate that the student athlete's health or welfare may be compromised by beginning the return to play protocol.

    The activity level status of the injured athlete will be communicated by the MUHS AT with the coaching staff through the use of Athlete Return Cards which must be signed by the coach and returned to the MUHS AT in order for the athlete to progress through the return to play steps.  


    1. Hot Weather Policy for Athletics:


    Weather will be monitored by the Activities Director and the Athletic Trainer.  Information from the National Weather Service and an electronic heat index monitor will be used to determine risk to participants.  An advisory will be issued to MUHS Coaching staff when applicable.


    Fall pre-season practices are permitted at the following times:  4:00 pm - 5:00 pm.  Student athletes must not be engaged in active practice for more than 5 hours each day during double sessions and no more than 3 hours each day during single sessions.


    The following table indicates modifications to sport participation based on heat index.


    Level of Risk

    Heat Index*



    < 80 degrees Fahrenheit

    Regular practice/game.

    25-30 minutes of work followed by 5-10 minutes of rest with fluid breaks.


    81-104 degrees Fahrenheit

    Decrease work time.  20-25 minutes of work followed by 5-10 minutes of rest with fluid breaks.

    Practice in shorts (helmet and shoulder pads only for football and field hockey goalies).


    105-125 degrees Fahrenheit

    Decrease work time.  15-20 minutes of work followed by 5-10 minutes of rest with fluid breaks.  Practice in shorts and t-shirts only.  No protective equipment.

    Practices may not exceed 1.5 hours in duration.


    > 126 degrees Fahrenheit

    All activities cancelled.


    * The heat index is a measure of combined temperature and humidity not an ambient temperature.

    ^ Adapted from:  NATA Position Statement:  Exertional Heat Illnesses

                                ACSM Position Stand:  Exertional Heat Illness


    Exposure to prolonged or abnormal amounts of heat and humidity can be especially dangerous for young athletes who sweat less, adjust more slowly, and produce more internal heat than adults.  Exercise in a hot environment with associated fluid loss and elevated body temperature can lead to Heat Illness.  Children who take certain medications, have chronic health problems, or are overweight are at even greater risk.


    1. Students participating in extra-curricular activities must be fully scheduled, which means carrying seven (7) credits worth of courses for the year.


    1. A home-study student who wishes to participate in a public school extra-curricular program shall be an “eligible student,” according to VPA By-laws if:


    1. The participating student is enrolled in a home-study program in compliance with Title 16 Section 166(b).
    2. The participating student must be a legal resident of the ACSD.
    3. Participation in the extra-curricular activities program shall not commence until a copy of the Vermont State Department of Education enrollment letter and a letter notifying the Principal that the student wishes to participate in a school’s extra-curricular activities program are received. This information is to be presented to the Principal by the parent/guardian.  Failure to provide a timely notification will not disqualify the student from participating, but may result in some delays in participation.
    4. The participating student’s academic program, as referenced in the Vermont Agency of Education letter of enrollment, will be reviewed by the student’s parent/guardian on a quarterly basis as determined by the ACSD school calendar. This review and determination must be verified in writing from the parent/guardian to the Principal.
    5. The student may participate in extra-curricular sponsored activities by the VPA member school provided the student complies with the same physical examination, insurance, and any other requirements for participation as required of all students.
    6. The home-study student must adhere to the same standards of behavior, responsibilities, and performance as other participants of the activity.


    1. Academic Eligibility:


                Student eligibility begins on the day quarterly report cards are distributed.  To be eligible, students             must have no more than two “Habits of Work” of (2) Seldom and cannot have any (1) Insufficient             Evidence for the marking period. Student eligibility for the fall season is determined by the fourth             quarter grades from the previous year.  In the fall, ineligible students cannot participate in games,             matches, performance, or excursions (including attending weekday trips to away events), for five             school days or one week.  In the winter and spring, ineligible students cannot participate in games,             matches, performance, or excursions (including attending weekday trips to away events), for ten             school days or two week.  Students may participate in team/group events such as practices and             meetings. At the conclusion of the two weeks of ineligibility, students’ “Habits of Work” progress             will be reviewed.  If students’ “Habits of Work” meet the expectations, they are eligible to participate             for the next two weeks.  However, if in the initial or any subsequent two-week review, students are             not meeting the above “Habits of Work,” eligibility criteria, they are not allowed to resume             participating in games, matches, performance, or excursions (including attending weekday trips to             away events), for ten school days or two weeks.  They will also need to meet with the Activities             Director to review the situation and develop a plan for the next two weeks.   “Habits of Work” review             sheets must be completed and presented to the Activities Director every two weeks for the remainder             of the marking period or season.


    1. All participants are to be in school on the day or the day before, if the activity is on the weekend, unless granted permission by an administrator.  Attendance means that students may not miss more than the equivalent of one class block in their academic schedule.  If students have an unexcused absence from school and compete in an athletic contest, they will be ineligible to compete in the next contest and may not travel with the team to an away contest. 


    1. Students are expected to be present and on time for school the day following an event or activity.


    1. If students are assigned ISS or OSS, they may not participate in any activities or athletics during the time of suspension.  Students assigned a detention may not reschedule it due to activities or athletics.


    1. The use of tobacco, e-cigarettes (vape/Juul, etc.), alcoholic beverages, and/or controlled substances is illegal (tobacco possession may vary depending on the age of student) and inconsistent with participation in activities at MUHS. Students who sign the MUHS Participation Contract agree to not use/possess these substances during the season of practice or play. Students who are athletic team members/activities participants and are reported to have consumed or be in possession of tobacco, e-cigarettes (vape/Juul, etc.), alcohol, or any illegal or non-prescribed drugs, paraphernalia containing such substances, or distributing such paraphernalia  are referred to the Activities Director and Principal or Assistant Principal.  Students will have an opportunity to be heard and the administrator will determine a finding.  The appropriate consequences will be applied and will be cumulative during a student’s entire attendance at MUHS according to the situations listed below:


    First violation while at MUHS:  Students are ineligible to compete, perform, etc. in activities (including trips to away games) for four weeks or twenty school days; however students are expected to practice during this time.  Students are required to fulfill a drug and alcohol education program or tobacco cessation program (if a tobacco violation), coordinated by the school’s Prevention Specialist.  In addition, students must also complete a planned and approved community service project that reinforces the athletic philosophy statement.  If offenses occur during pre-season, student ineligibility begins with the first three weeks of the competitive season.


    Second violation while at MUHS:  Students are ineligible for ten weeks of competitive season(s) or activity (including trips to away games).  Students are required to meet with the Prevention Specialist and must complete a drug and alcohol education program.  In addition, students must also complete a planned and approved community service project that reinforces the athletic philosophy statement.  Students are required to practice during this time.


    Third violation while at MUHS:  Students are ineligible for a minimum of twelve consecutive months.  The period of ineligibility takes effect immediately.  Students must not participate in practices or activities during this time period.  Students are expected to address chemical health issues through professional help.  In addition, students must also complete a planned and approved


    community service project that reinforces the athletic philosophy statement.  To be reinstated after the twelve-month period, students must request through the Activities Director a review by the

    MUHS administration for determination of eligibility.  All requests must be made through the Activities Director.  In all cases stated above, the penalty may carry over into the student’s next season of athletics or activities and is cumulative during enrollment at MUHS.  Any subsequent violation will result in permanent loss of eligibility.


    1. In accordance with the ACSD School Board Policy on Unlawful Harassment, MUHS maintains a learning and working environment that is free from unlawful harassment. Any form of unlawful harassment on the basis of disability, marital status, national origin, race, religion, age, sex, or sexual orientation is prohibited.


    1. Hazing is prohibited and contrary to the MUHS mission statement and against Vermont State Law. “Hazing” means any act committed by a person, whether individually or in concert with others, against a student in connection with pledging, being initiated into, affiliating with, holding office in, or maintaining membership in any organization which is affiliated with an educational institution; and which is intended to have the effect of, or should reasonably be expected to have the effect of, humiliating, intimidating or demeaning the student or endangering the mental or physical health of a student.  Hazing also includes soliciting, directing, aiding, or otherwise participating actively or passively in the above acts.  Hazing may occur on or off campus of an educational institution.  Hazing shall not include any activity or conduct that furthers legitimate curricular, extra-curricular, or military training program goals, provided that:  (1) the goals are approved by the educational institution; and (2) the activity or conduct furthers the goals in a manner that is appropriate, contemplated by the educational institution, and normal and customary for similar programs at other educational institutions. 


    1. Taunting is prohibited and contrary to the MUHS mission statement. Taunting is considered any actions or comments by coaches, players or spectators which are intended to bait, anger, embarrass, ridicule or demean others.  Included is conduct that berates, needles, intimidates or threatens based on race, gender, ethnic origin or background, and conduct that attacks religious beliefs, size, economic status, speech, family, physical appearance, special needs or personal matters.


    1. 16. Students or parents/ guardians may address concerns related to school activities through the following procedures:

    First:  The student speaks with the coach to resolve any issue.  If this discussion fails to resolve the issue, a parent/guardian and student meeting can be arranged with coaches/advisors to address the issue.  These meetings should occur outside of practice time and not after a game.

                            Second:  If the issue is still unresolved, a conference can be scheduled with the Activities                              Director to address the issue.  This meeting will include the student, coaches / advisors, and                         parents / guardians.

    Third:  Appeals are heard by the Principal/Assistant Principal.  Further appeal can be made to the Superintendent of Schools, and subsequently to the ACSD School Board.


    If inappropriate behavior is reported, the student involved will meet with the Activities Director to discuss the issue.  If the behavior continues, the student may be suspended from participation for a period of time, which may include up to the remainder of the season.


    1. 17. Students are required to use transportation provided by the school to and from events unless permission is received 24 hours in advance of the trip. A parent/guardian who attends an event may request that their sons/daughters return with them. However, some teams/activities may have a policy that does not allow transportation other than what is provided by the school.  The head coach will make the final decision whether to amend their policies.
    2. 18. Only team and class members are allowed on activity and athletic trips unless specific permission is given by an administrator.


    1. 19. Varsity level athletic programs are competitive with other schools, therefore, playing time is at the discretion of the coaches.


    1. 20. Junior Varsity programs focus on the development of self-confidence, discipline, and the skills necessary to compete at the Varsity level. Junior Varsity teams may include students from grades 9 through 12 who have not developed Varsity level skills. At the Junior Varsity level, playing time may not always be equal.


    1. 21. Some activities may require tryouts to reduce the number of participants to a manageable size. Reductions are made on the basis of safety, facility restrictions, attitude, behavior, motivation, coachability, and athletic ability.  Students are informed during the first two weeks of practice if reductions will occur.  The criteria used in determining reductions are provided by the coaches/advisors.  Grade 11-12 students who are cut may be provided the opportunity to tryout at the Junior Varsity level depending on space availability. 


    1. 22. Practice schedules are coordinated with the Activities Director. Coaches are responsible for             supervising teams in the building, on the playing field or at arenas.  Coaches are the last individuals             to leave the sites.  Coaches confer with the Activities Director to determine if practices will be held             on days that school is cancelled.


    1. Athletic teams are allowed to practice/participate in their sport a maximum of six days a week.


                Students are responsible for keeping uniforms and equipment clean, in good repair, and for returning             them within a week of the end of the season.  Students are financially responsible for lost or damaged             items. A security deposit will be collected from students at the beginning of each season. The deposit             is held until all of the issued equipment is returned in satisfactory condition.


    1. Coaches expect the following from participants:
    2. Team rules and regulations are followed.
    3. Students attend all scheduled practices and games unless excused by coaches.


    1. Activity and athletic awards are based on regular and prompt attendance at practices; participation in an adequate number of games; cooperation; attitude; behavior; effort; and improvement.


    1. Appropriate displays of game day spirit should be encouraged. These displays can include:
    2. wearing all or part of the uniform during the school day
    3. dressing up (shirts and ties, dresses, etc.)
    4. wearing school colors, etc.


    Examples of unacceptable displays of team spirit are:

    1. expectations that students wear make-up
    2. expectations to wear tight fitting clothing
    3. expectations to wear pajamas
    4. writing offensive comments on spirit shirts.


    The barometer of spirit initiatives should be based on good taste and respect for the feelings of all             team members.


    1. Fund-raising events may only be conducted for the benefit of MUHS clubs and organizations, not for                            personal profit.  Any fund-raising activity must be approved in advance by the Activities Director.




                The Student Council consists of up to sixteen members.  Four officers represent each grade.  The Council officers (President, Vice-President, Secretary, and Treasurer) are chosen from these members.  Monthly meetings are held to discuss various issues pertaining to MUHS students.  The Student Council also takes part in organizing various activities to entertain the student body, such as winter carnivals, spirit assemblies, and homecoming activities.  The Student Council welcomes new ideas and encourages students to give class officers suggestions.  Students are always invited to attend Student Council meetings and participate in discussions.




    National Honor Society promotes the appropriate recognition of students who reflect outstanding accomplishments in the areas of scholarship, character, leadership, and service.  Members of the Middlebury Union High School chapter of the NHS host multiple events during the year, most notably is the American Red Cross blood drive and a holiday food drive to support the local food bank. 



    Initial Invitation Requirements


    • Scholarship:  Students who have a grade point average of 3.5 or higher are eligible for consideration on the basis of service, leadership and character.


    • Service:  This quality is defined through the voluntary contributions made by a student to the school or community, done without compensation and with a positive, courteous, and enthusiastic spirit.


    • Leadership: Student leaders are those who are resourceful, good problem solvers, promoters of school activities, idea-contributors, dependable, and persons who exemplify positive attitudes about life. Leadership experiences can be drawn from school or community activity while working with or for others.


    • Character: Students of good character uphold principles of morality and ethics, are cooperative, demonstrate high standards of honesty and reliability, show courtesy, concern and respect for others and generally maintain a good and clean lifestyle.


    Selection Process


    “Selection to NHS is a privilege, not a right. Students do not apply for membership in the National Honor Society; instead, they provide information to be used by the local selection committee to support their candidacy for membership. Membership is granted only to those students selected by a Faculty Council in each school. This is not an election, nor is membership automatically conveyed simply because a student has achieved a specific level of academic performance. NHS is more than just an honor roll and the extent to which the local chapter emphasizes the other components of the selection process (leadership, service and character) should be carefully included in the selection process guidelines.” NHS Handbook

    To be eligible for membership a candidate must be a member of the junior or senior class with a grade point average of 3.5 at the end of the first semester of the junior year. Once semester grades are finalized and GPA’s are calculated, students with the requisite grade point average are sent a letter and form inviting them to submit information for membership consideration. To be clear, the letter of invitation does not guarantee membership. The forms are sent out at least one week before the due date.  Late forms are not accepted, and additional information will not be accepted after the due date. Meanwhile, the Principal selects a Faculty Council which consists of five faculty members. Individually, each member of the Faculty Council reads all the applications and rates each student from 1 (low) to 4 (high) in the following areas:


    1. Leadership. The student who exercises leadership:
    • Is resourceful in proposing new problems, applying principles, making suggestions.
    • Demonstrates leadership in promoting school ideals.
    • Exercises influence on peers in upholding school ideals.
    • Contributes ideas that improve the civic life of the school.
    • Is able to delegate responsibilities.
    • Exemplifies positive attitudes.
    • Inspires positive behavior in others.
    • Demonstrates academic initiatives.
    • Successfully holds school offices or positions of responsibility.
    • Conducts business efficiently and effectively; demonstrates reliability and dependability.
    • Is a leader in the classroom, at work, and in other school or community activities.
    • Is thoroughly dependable in any responsibility accepted.
    • Is willing to uphold scholarship and maintain a loyal school attitude.
    1. Service. The student who serves:
    • Volunteers and provides dependable and well-organized assistance, is gladly available, is willing to sacrifice time to offer assistance.
    • Works well with others and is willing to take on difficult or inconspicuous responsibilities.
    • Cheerfully and enthusiastically renders any requested service to the school.
    • Is willing to represent the school or class in inter-class and interscholastic competition.
    • Does committee or staff work without complaint?
    • Participates in some activity outside, for example, Girl/Boy Scouts, church groups, volunteer services for the elderly, poor, or disadvantaged.
    • Mentors persons in the community or students at other schools.
    • Shows courtesy by assisting visitors.

    III. Character.  The student of character:

    • Takes criticism willingly and accepts recommendations graciously.
    • Consistently exemplifies desirable qualities of behavior (cheerfulness, friendliness, poise, stability).
    • Cooperates with school regulations concerning property, programs, office, halls, etc.
    • Demonstrates the highest standards of honesty and reliability.
    • Regularly shows courtesy, concern, and respect for others.
    • Observes instructions and rules, is punctual, and faithful both inside and outside of the classroom.
    • Have powers of concentration, self-discipline, and sustained attention as shown by perseverance and application to studies.
    • Manifests truthfulness in acknowledging unwillingness to profit by others’ mistakes.
    • Actively helps rid the school of bad influences or environment.


    While the Faculty Committee tries to be as objective as possible according to the established criteria; it is still worth noting, as the National Association of Secondary Principals recognizes in the NHS Handbook, that “all decisions concerning the selection have a certain subjective element….” If the Faculty Council has difficulty making a decision regarding a particular student, it may instruct the advisor to gather pertinent information from current and former teachers, as well as other sources, for example, administrators. All judgments are based on the criteria and are free of hearsay, rumor and speculation. The final decision is based on a majority vote of the Faculty Council. All substantive decisions by the Faculty Council are final, only procedural issues may be appealed.






    Policy: Prevention of Harassment, Hazing and Bullying of Students


    1. Statement of Policy


    The Addison Central School District (hereinafter “District”) is committed to providing all of its students with a safe and supportive school environment in which all members of the school community are treated with respect.


    It is the policy of the District to prohibit the unlawful harassment of students based on race, color, religion, creed, national origin, marital status, sex, sexual orientation, gender identity or disability. Harassment may also constitute a violation of Vermont’s Public Accommodations Act, Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990, the Age Discrimination Act of 1975, and/or Title IX of the federal Education Amendments Act of 1972.


    It is also the policy of the District to prohibit the unlawful hazing and bullying of students. Conduct which constitutes hazing may be subject to civil penalties.


    The District shall address all complaints of harassment, hazing and bullying according to the procedures accompanying this policy, and shall take appropriate action against any person - subject to the jurisdiction of the board - who violates this policy. Nothing herein shall be construed to prohibit punishment of a student for conduct which, although it does not rise to the level of harassment, bullying, or hazing as defined herein, otherwise violates one or more of the board’s disciplinary policies or the school’s code of conduct.


    1. Implementation


    The superintendent or his/her designee shall:


    1. Adopt a procedure directing staff, parents and guardians how to report violations of this policy and file complaints under this policy.


    1. Annually, select two or more designated employees to receive complaints of hazing, bullying and/or harassment at each school campus and publicize their availability in any publication of the District that sets forth the comprehensive rules, procedures, and standards of conduct for the school.


    1. Designate an Equity Coordinator to oversee all aspects of the implementation of this policy as it relates to obligations imposed by federal law regarding discrimination. This role may be also be assigned to one or both of the Designated Employees.


    1. Respond to notifications of possible violations of this policy in order to promptly and effectively address all complaints of hazing, harassment, and/or bullying.


    1. Take action on substantiated complaints. In cases where hazing, harassment and/or bullying is substantiated, the District shall take prompt and appropriate remedial action reasonably calculated to stop the hazing, harassment and/or bullying; prevent its recurrence; and to remedy the impact of the offending conduct on the victim(s), where appropriate. Such action may include a wide range of responses from education to serious discipline.


    Serious discipline may include termination for employees and, for students, expulsion or removal from school property. It may also involve penalties or sanctions for both organizations and individuals who engage in hazing. Revocation or suspension of an organization’s permission to operate or exist within the District’s purview may also be considered if that organization knowingly permits, authorizes or condones hazing.


    III. Constitutionally Protected Speech


    It is the intent of the District to apply and enforce this policy in a manner that is consistent with student rights to free expression under the First Amendment of the U.S. Constitution. The purpose of this policy is to (1) prohibit conduct or communication that is directed at a person’s protected characteristics as defined below and that has the purpose or effect of substantially disrupting the educational learning process and/or access to educational resources or creates a hostile learning environment; (2) prohibit conduct intended to ridicule, humiliate or intimidate students in a manner as defined under this policy.


    1. Definitions.


    For the purposes of this policy and the accompanying procedures, the following definitions apply:


    1. “Bullying” means any overt act or combination of acts, including an act con-ducted by electronic means, directed against a student by another student or group of students and which:
    2. Is repeated over time;
    3. Is intended to ridicule, humiliate, or intimidate the student; and
    4. (i) occurs during the school day on school property, on a school bus, or at a school-sponsored activity, or before or after the school day on a school bus or at a school sponsored activity; or

    (ii) 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.


    1. “Complaint” means an oral or written report information provided by a student or any person to an employee alleging that a student has been subjected to conduct that may rise to the level of hazing, harassment or bullying.


    1. “Complainant” means a student who has provided oral or written information about conduct that may rise to the level of hazing, harassment or bullying, or a student who is the target of alleged hazing, harassment or bullying.


    1. “Designated employee” means an employee who has been designated by the school to receive complaints of hazing, harassment and bullying pursuant to subdivision 16 V.S.A. 570a(a)(7). The designated employees for each school building are identified in Appendix A of this policy.


    1. “Employee” includes any person employed directly by or retained through a contract with the District, an agent of the school, a school board member, a student teacher, an intern or a school volunteer. For purposes of this policy, “agent of the school” includes supervisory union staff.


    1. “Equity Coordinator” is the person responsible for implementation of Title IX (regarding sex-based discrimination) and Title VI (regarding racebased discrimination) for the District and for coordinating the District’s compliance with Title IX and Title VI in all areas covered by the implementing regulations. The Equity Coordinator is also responsible for overseeing implementation of the District’s Preventing and Responding to Harassment of Students and Harassment of Employees policies. This role may also be assigned to Designated Employees.


    1. “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.

    1. “Hazing” means any intentional, knowing or reckless act committed by a student, whether individually or in concert with others, against another student: In connection with pledging, being initiated into, affiliating with, holding office in, or maintaining membership in any organization which is affiliated with the educational institution; and


    (1) Which is intended to have the effect of, or should reasonably be ex-pected to have the effect of, endangering the mental or physical health of the student.


    Hazing shall not include any activity or conduct that furthers legitimate curricular, extra-curricular, or military training program goals, provided that:


    (1) The goals are approved by the educational institution; and

    (2) The activity or conduct furthers the goals in a manner that is appropriate, contemplated by the educational institution, and normal and customary for similar programs at other educational institutions.


    With respect to Hazing, “Student” means any person who:

    (A) is registered in or in attendance at an educational institution;

    (B) has been accepted for admission at the educational institution where the hazing incident occurs; or

    (C) intends to attend an educational institution during any of its regular sessions after an official academic break.


    1. “Notice” means a written complaint or oral information that hazing, harassment or bullying may have occurred which has been provided to a designated employee from another employee, the student allegedly subjected to the hazing, harassment or bullying, another student, a parent or guardian, or any other individual who has reasonable cause to believe the alleged conduct may have occurred. If the school learns of possible hazing, harassment or bullying through other means, for example, if information about hazing, harassment or bullying is received from a third party (such as from a witness to an incident or an anonymous letter or

    telephone call), different factors will affect the school’s response. These factors include the source and nature of the information; the seriousness of the alleged incident; the specificity of the information; the objectivity and credibility of the source of the report; whether any individuals can be identified who were subjected to the alleged harassment; and whether those individuals want to pursue the matter. In addition, for purposes of violations of federal anti-discrimination laws, notice may occur when an employee of the district, including any individual who a student could reasonably believe has this authority or responsibility, knows or in the exercise of reasonable care should have known about potential unlawful

    harassment or bullying.


    1. “Organization” means a fraternity, sorority, athletic team, association, corporation, order, society, corps, cooperative, club, or other similar group, whose members primarily are students at an educational institution, and which is affiliated with the educational institution.


    1. “Pledging” means any action or activity related to becoming a member of an organization.


    1. “Retaliation” is any adverse action by any person against a person who has filed a complaint of harassment, hazing or bullying or against a person who assists or participates in an investigation, proceeding or hearing related to the harassment complaint. Such adverse action may include conduct by a school employee directed at a student in the form of intimidation or reprisal such as diminishment of grades, suspension, expulsion, change in educational conditions, loss of privileges or benefits, or other unwarranted disciplinary action. Retaliation may also include

    conduct by a student directed at another student in the form of further harassment, intimidation, and reprisal.


    1. “School administrator” means a superintendent, principal or his/her designee assistant principal or his/her designee and/or the District’s Equity Coordinator.


    1. “Student Conduct Form“ is a form used by students, staff, or parents, to provide, in written form, information about inappropriate student behaviors that may constitute hazing, harassment and/or bullying.



    Designated Employees:

    The following employees of the Addison Central Supervisory Union have

    been designated by the District to receive complaints of bullying and/or

    harassment pursuant to this policy and 16 V.S.A. § 570a(a)(7) and 16 V.S.A.

    • 570c(7) and under federal anti discrimination laws;


    Name: Dr. Peter Burrows

    Title: Superintendent

    Contact Information:  802-382-1274


    Name: Dr. Vicki Wells

    Title: Director of Student Services

    Contact Information:  802-382-1274       




    This policy is designed to provide direction for administrators, staff, students, and parents to address issues that may arise concerning the needs of transgender and gender nonconforming students. Title IX of the Education Amendments of 1972 and 9 V.S.A. 4502[1] protect all students from sex discrimination, including transgender students and students who do not conform to traditional gender stereotypes.

    It is the policy of the Addison Central School District to provide a safe, orderly, civil, and positive learning environment for all students, regardless of perceived or actual sex, sexual orientation, gender identity, or gender expression.



    • “Cisgender” means a person whose gender identity corresponds to their assigned sex at birth.
    • “Gender identity” means a person’s actual or perceived gender identity, or gender-related characteristics that are intrinsically related to a person’s gender or gender-identity, regardless of the person’s assigned sex at birth.
    • “Gender expression” means the way a person externally communicates gender to other people such as through behaviors, clothing, hairstyles, voice, mannerisms, activities, or body characteristics.
    • “Gender nonconforming” refers to a person whose gender-related identity and/or gender expression does not conform to the social expectations or norms for a person of that sex assigned at birth. Other terms that have the same or similar meaning include gender creative, gender variant, gender expansive, gender fluid or gender atypical.
    • “Transgender” is a term that describes a person whose gender identity or gender expression is different from the person’s assigned sex at birth.
    • “Sexual orientation” is a person’s emotional and sexual attraction to other people based on the gender of the other person. Sexual orientation is not the same as gender identity. Not all transgender students identify as gay, lesbian, or bisexual, and not all gay, lesbian, or bisexual students display gender nonconforming characteristics.



    All students have the right to privacy. Consistent with those rights provided under the Family Educational Rights and Privacy Act of 1974 a transgender or gender nonconforming student will be able to discuss and express their gender identity and gender expression openly and to decide when, with whom, and how much of their private information to share with others.


    In addition, school staff will respect any requests to use a name and pronoun that corresponds to the student’s gender identity that the student asserts or wishes to assert at school. Students will not be required to obtain a court ordered name and/or gender change or to change their pupil personnel records as a prerequisite to being addressed by the name and pronoun that corresponds to their gender identity. 


    Use of Gender Segregated Facilities

    A transgender student will not be required to use a locker room or restroom that conflicts with the student’s gender identity.


    Any student who expresses a need or desire for increased privacy will be provided with reasonable alternative arrangements.  Reasonable alternative arrangements may include the use of a private area, a separate changing schedule, or use of a single stall restroom.  Any alternative arrangement will be provided in a way that protects a student’s ability to keep their transgender status confidential. 


    In all cases the use of restrooms and locker rooms by transgender students requires schools to consider numerous factors, including, but not limited to: the transgender student’s preference; protecting student privacy; maximizing social integration of the transgender student; minimizing stigmatization of the student; ensuring equal opportunity to participate; the student’s age; and protecting the safety of the students involved. 

    There may be times when disclosure to school staff or employees of a student’s transgender status is necessary in order to fulfil a school’s obligations to the transgender student with respect to safety and health, education, and anti-discrimination efforts. In all cases the school will work closely with students and families in devising an appropriate plan regarding the confidentiality of a student’s transgender status that works for both the student and the student’s family while meeting competing legal requirements.  To the extent possible and consistent with all competing legal requirements, school personnel will endeavor throughout to maintain the confidentiality of the student’s transgender status.  


    Student Records

    The superintendent will adopt procedures that ensure that all students’ personally identifiable information is maintained in compliance with FERPA and state and federally mandated reporting requirements.


    To the extent that the school is not legally required to use a student’s legal name or gender on school records and other documents, the school will use the name and gender preferred by the student.


    Where a student’s record(s) may not be changed absent court order due to state and federal law, efforts will be taken to maintain those records in strictest confidentiality in order to preserve the student’s transgender status and, where appropriate, for an amended version to be maintained that preserves the confidentiality of that transgender status where a review of the record is required for educational purposes by either school personnel educating the student or personnel who will be evaluating the student (for eligibility purposes for example).


    A student (or parent in the case of minor student) who is currently enrolled may request retroactive changes to that student’s record including name and gender. Such requests will be handled on a case by case basis with consideration of the need to maintain legally accurate records consistent with state and federal mandated reporting requirements with the school’s ongoing efforts to maintain internal student confidentiality regarding a student’s transgender status.


    Upon receipt of documentation that a legal name and/or gender have been changed pursuant to applicable state law, former student permanent pupil records will be changed by request of a parent of a minor student or former students who have reached the age of majority, 


    School Activities

    As a general rule, in any other circumstances where students are separated by gender in school activities (i.e. overnight field trips), students will be permitted to participate in accordance with their gender identity consistently asserted at school.  Activities that may involve the need for accommodations to address student privacy concerns will be addressed on a case-by-case basis considering the factors listed above.





    The Addison Central School District recognizes the importance of keeping accurate and appropriate education records for students as part of a sound educational program and is committed to act as trustee of this information and to maintain these records for educational purposes to serve the best interests of its students.


    The principles of accuracy and confidentiality underlie all policies and procedures for the collection, maintenance, disclosure, and destruction of education records. It is the policy of the Addison Central School District to protect the confidentiality of education records and release information only as permitted by law.  Annually, or when the student enrolls, the school district will inform parents, guardians, and students eighteen years and older of their right to inspect, review, and seek amendment of the student’s education records.  The district will inform parents, guardians, and students eighteen years or older of items considered directory information through notices distributed at the beginning of each school year or when a student enrolls.


    The superintendent has overall responsibility for education records throughout the district and for assuring that adequate systems are in place to maintain such records and to provide parents with access to them in accordance with state and federal law. The superintendent is responsible for developing procedures to assure the consistent implementation of this policy. The procedures shall comply with all federal and state laws and regulations governing access to and the collection, maintenance, disclosure, and destruction of education records.



    All terms used in this policy and the procedures developed for the implementation of this policy shall be defined, where applicable, as those terms are defined in the Family Educational Rights and Privacy Act and in the federal regulations promulgated pursuant to that Act.


    Legal Reference(s):

    20 U.S.C. §§1232g (Federal Family Educational Rights and Privacy Act of 1974)

    20 U.S.C. § 7908

    16 V.S.A. 563(27) (NCLBA Armed Forces Recruiter/Higher Education Access)

    34 C.F.R. Part 99

    1 V.S.A. §317 (Definitions)

    15 V.S.A. §670 (Non-custodial parents)

    33 V.S.A. §5536a (Juvenile court records)

    VT State Board of Education Manual of Rules and Practices §2120.8.3


    Parents of students enrolled in Addison Central School District have the following rights with respect to their children’s (or, if eligible students, their own) education records.  Eligible students are at least 18 years of age or are attending an institution of post-secondary education.


    1. To inspect and review students’ education records.


    The right to inspect and review students’ education records includes the right to have requests for access to the records complied with within a reasonable period of time; the right to responses to reasonable requests for explanations and interpretations of the records; and the right to copies of the records upon request, where failure to provide the copies would effectively prevent the exercising of the right to inspect or review the records.


    The District may not destroy any educational records while there is an outstanding request to inspect and review the records pursuant to this policy.


    The District may charge a fee for copies of educational records unless the imposition of the fee effectively prevents the exercising of the right to inspect and review the education records.  The District may not charge a fee for searching for and/or retrieving such records.


    The District will provide both parents full rights with respect to students’ education records, unless the District has received notice that such rights have been revoked by court order or by state law or legally binding document relating to such matters as divorce, separation or child custody.


    NOTE:  The District maintains a list of the types and locations of student education records maintained by the District, and the titles and addresses of the school officials responsible for such records, which are made available upon request.


    1. To request the amendment of students’ education records to ensure that they are accurate, misleading, or otherwise in violation of the students’ privacy or other rights.


    1. To consent to disclosures of personally identifiable information contained in students’ education records, except to the extent that the law allows disclosure without consent.


    1. To file a complaint with the U.S. Department of Education concerning alleged failure to comply with the requirements of law with respect to rights under the Family Educational Rights and Privacy Act (FERPA). Complaints may be made in writing to the Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue, S.W., Washington, D.C.  20202-5901


    1. To request and be provided with a copy of the policy and procedures describing in detail requirements concerning treatment of education records. This Annual Notification of Rights is only a summary.  Parents’/guardians’ and eligible students’ rights to inspect and review educational records, and the District’s duty to procure written consent prior to disclosure of personally identifiable information are subject to limitations.  The District’s detailed policy and procedures describing and implementing legal and policy requirements concerning education records is available upon request.  Requests for copies should be addressed to:  Superintendent of Schools Office, 49 Charles Avenue, Middlebury, VT  05753   Tel:  382-1274





    Applicants for admission, students, parents, sources of referral of applicants for admission to MUHS are hereby notified that this school does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, handicap or disability in admission or access to, or treatment in its programs and activities.  Any person having inquiries concerning MUHS’s compliance with regulation implementing Title VI (discrimination on the basis of race, color or national origin), Title IX (discrimination on the basis of gender), Section 504 of the Rehabilitation Act of l973, or the Americans with Disabilities Act (discrimination on the basis of handicap or disability) is directed to contact William D. Lawson, Principal at 382-1500 who has been designated by MUHS to coordinate the District’s efforts to comply with this policy and non-discrimination laws and regulations.


    A Grievance for Title VI shall be defined for the purposes of implementation and administration of Title VI Federal regulations to mean any claim made by a person that he or she has been excluded from participation in, denied the benefits of, or subjected to discrimination on the basis of race, color or national origin in any educational program or activity offered, conducted or performed by the school.


    A Grievance shall be defined for purposes of implementation and administration of Title IX Federal Regulations to mean any claim made by a person that he or she has been excluded form participation in, denied the benefits of, or subjected to discrimination on the basis of gender in any educational program or activity offered, conducted or performed by the school.  A grievant shall be a student(s) and/or parent(s) or employee making the claim.


    A Grievance for Section 504 shall be defined for the purposes of implementation and administration of Section 504 of the Rehabilitation Act of l973 Federal Regulations to mean any claim made by a person that he or she had been excluded from participation in, denied the benefits of, or subjected to discrimination on the basis of handicap or disability, in any educational program or activity offered, conducted or performed by the school.


    A Grievance for the Americans with Disabilities Act of 1990 shall be defined for the purposes of implementation and administration of ADA of 1990 Federal Regulations to mean any claim made by a person that he or she has been excluded from participation in, denied the benefits of, or subjected to discrimination on the basis of handicap or disability, in any educational program or activity offered, conducted or performed by the school.


    Intent:  Nothing contained in this grievance procedure shall be construed to limit the right of a grievant or any person to informally discuss a problem with the school administration or staff.  Such a first step is encouraged.  Should informal discussion be impractical or fail to resolve the situation, a formal grievance may be filed and it shall be executed in accordance with the following procedure:


    Step I: The Grievant shall forward a written copy of the grievance to the administrator who has immediate jurisdiction over the school unit involved.  If the grievance is general in nature, it shall be addressed to the Superintendent of Schools.  The recipient administrator and/or Superintendent shall hold a hearing on the grievance within a reasonable period of time.  Both parties involved may have counsel present.  Within a period of five (5) school days following the hearing the administrator involved shall render his/her decision in writing.


    Step II:If the grievant is not satisfied with the disposition of the grievance at Step I, he or she may request a formal hearing before the School Board at its next regular meeting.  The Chair of the School Board shall conduct the hearing and both parties may have counsel present.  The Board shall render its decision in writing within ten (10) days following the hearing.  This decision shall be final and binding to the jurisdictional limits and authority of the School Board of Directors.


                Pursuant to Section 86.8 of the rules and regulations governing the implementation of Title VI, Title IX, Section 504 and ADA of 1990, the following employee is designated the “Responsible Employee:”

                                                                                        William D. Lawson, Principal

                                                                                        Middlebury Union High School

                                                                                        73 Charles Avenue

                                                                                        Middlebury, VT  05753-1497

                                                                                        (802) 382-1500





                5                      SAT Testing

    6                      Student Picture Day

    17                    Grade 9 Day at Bread Loaf

    19                    Semester I Open House 6:45pm

    27-28               Homecoming / MUHS Spirit Weekend

    28                    Homecoming Dance 8:00 – 11:00pm


    2                      Early Release Day – 12:40pm

    5                      SAT Testing

    9                      Student Picture Retake Day

    16                    PSAT Testing for all 11th Grade Students 8:30am – 12:00pm

    30                    Parent/Teacher Conferences Thurs. 4:00 – 9:00pm


    1                      Parent/Teacher Conferences Fri. 8:30am – 12:30pm

    2                      SAT Testing

    6                      Early Release Day – 12:40pm

    14-16               Fall Musical – MUHS Auditorium Thurs. & Fri. 7:00pm / Sat. 2:00pm

    19                    Winter Sports Parent / Athlete Meeting- MUHS Auditorium 7:00pm

    20                    MUMS Music Department Fall Concert – MUHS Auditorium 7:00pm

    21                    Music Department Fall Concert- MUHS Auditorium 7:00pm


    4                      Early Release Day – 12:40pm

    7                      SAT Testing


    5                      Early Release Day – 12:40pm

    8                      Winter Ball – MUHS Cafeteria 8:00 – 11:00pm

    10-14               Winter Carnival Spirit Week

    12                    MUMS Winter Band / Choir Concert – MUHS Auditorium 7:00pm


    4                      Early Release Day – 12:40 pm

                5-6                   Parent/Teacher Conferences Thurs. 4:00 – 8:00pm Fri. 8:30am – 12:30pm

    14                    SAT Testing    

    19-21               Senior Play – MUHS Auditorium Thurs & Fri 7:00pm / Sat 2:00pm

    13                    Spring Parent / Athlete Meeting - MUHS Auditorium 7:00pm


                8                      Early Release Day – 12:40pm

                15                    MUHS Band / Choir Concert – MUHS Auditorium 7:00pm       

    13, 14, 16, 17   Smarter Balanced Assessment – 9th Grade Students

    15                    VT State Science Testing – 11th Grade Students


    2                      SAT Testing

    6                      Early Release Day – 12:40pm

    6-9                   All State Music Festival & Parade

    9                      Junior Prom - Town Hall Theater 8:00 – 12:00 midnight

    18                    MUMS Band / Choir Concert – MUHS Auditorium 7:00pm

    20                    MUHS Band / Choir Concert – MUHS Auditorium 7:00pm

    25                    Memorial Day Parades – Middlebury and Vergennes


    • MUHS Jazz Ensemble and Small Vocal Ensembles Concert – MUHS Courtyard 7:00pm

    6                      SAT Testing

    12                    Final Assembly – Memorial Sports Center 9:30am

                13                    Class of 2020 Graduation - Memorial Sports Center 10:00am

    * This schedule is subject to change *











    ACSD Acceptable Use Procedures, 22-23                 Learning Lab, 20

    ACSD Meals Charge Procedure, 12-13                      Learning Center, 20-22

    Academic Misconduct, 37-38                                     Lockers, 10

    Activities & Athletics, 45-51                                      Lost or Stolen Items, 10

    Advisory Groups, 7                                                    Mandated Reporting, 26

    After School Use of the Building, 10                         Mission Statement, 2

    Announcements, 9                                                      Motor Vehicles/Parking Lot, 30

    Assemblies, 39                                                            National Honor Society, 51-53

    Attendance Guidelines & Procedures, 28-30             New Americans, 36-37

    Attire, 39                                                                     Non-Discrimination Statement, 61-62

    Bullying, 34                                                                Parent Portal, 9

    Bus Behavior Protocol, 31-32                                     Pass/Fail and Audit Options, 19

    Cafeteria Services, 11                                                 Poster Posting, 10

    Class Representative & Student Council Officers, 8 Prevention of Harassment, Hazing, & Bullying, 53-57

    Code of Conduct, 42-43                                             Prevention Specialist, 26

    Conduct, 31-43                                                           Regulations Pertaining to Student Records, 58-60

    Conduct at School Events, 39-40                               Respect, 38-39

    Course Changes, 19                                                    Restraint and Seclusion, 40-41

    Dangerous Objects/Weapons, 33                                Rights of Eighteen-Year-Old Students, 30

    Detention, 41-42                                                         Scheduling Process, 25

    Drugs & Alcohol, 32-33                                             School-based Clinicians, 26

    Educational Support System, 26-27                           School Calendar, 64

    Faculty & Staff, 5-6                                                    School Cancellations, 9

    Field Trips/Student Travel, 40                                    School Property & Equipment, 9

    Financial Aid and Scholarship Information, 24         School Resource Officer, 26

    GPA/Class Rank, 18                                                   School Map, 65

    Grade 11-12 Privileges, 30                                         Security, 9

    Graduation Requirements, 15                                     Student Messages, 9

    Guidance Services, 24                                                 Student Council, 51

    Harassment, 33-36                                                      Study Halls, 14

    Health Services, 25-26                                                Suspension from School, 41

    Homework, 14                                                                        Telephones/Cell Phones, 9

    Honor Roll, 18                                                            Tobacco Use, 32                    

    International Baccalaureate, 14                                  Traffic Pattern, 11

    IB Learner Profile, 3                                                   Transgender & Gender Non-Conforming Students, 36,

    Important Dates, 63                                                                                                    Policy, 57-58

    Incomplete Grades, 19