Policies, Forms & Procedures listed here are for reviewing only - for original copies, forms to fill out etc, please see the front office.
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At PVMS, we practice active supervision to ensure the safety, engagement, and accountability of every child in our care. When combined with accurate attendance tracking, active supervision enables us to maintain a secure, responsive, and enriching learning environment, in alignment with Montessori principles and regulatory requirements.
Policy Statement
Active supervision is a foundational component of high-quality care and classroom management. It involves constant awareness and interaction with children, adjusting strategies based on age, group size, and changing circumstances throughout the day. All PVMS staff are expected to implement the following six active supervision strategies consistently:
⚠️ Passive supervision is not permitted. Passive supervision—such as sitting in one place without observing or engaging with children, using a phone while with children or talking to staff members when supervision is the main goal—puts children at risk and undermines our responsibility as caregivers and educators. It creates opportunities for injuries, behavioral issues, and missed learning moments. Staff must remain alert, mobile, and responsive at all times.
1. Set Up the Environment: Arrange learning spaces to ensure clear lines of sight and eliminate potential hazards. Define boundaries using furniture or visual markers to support safe and independent exploration.
2. Position Staff Effectively: Place staff strategically to cover all areas of the classroom or playground, eliminating blind spots. Assign specific supervision roles—for example, one staff member monitoring the classroom while another delivers lessons, or stationing staff across the playground to ensure full coverage.
3. Scan and Count Regularly: Perform headcounts and visual scans at frequent intervals (every 10–15 minutes) and during all transitions. Confirm that all children are accounted for at all times, indoors and outdoors.
4. Be Alert: Remain attentive to verbal and non-verbal cues. Promptly address any concerns or signs of distress, even if subtle. Observational awareness is essential for identifying emerging issues early.
5. Anticipate Behavior: Proactively manage behavior by anticipating common patterns. Use regular observation and reflection to predict and prevent unsafe or disruptive actions, and offer guidance before problems escalate.
6. Engage and Redirect: Engage positively with children to minimize misbehavior and prevent unsafe actions. While the Montessori approach often involves observing before intervening, staff must always maintain visual awareness and step in promptly if a situation presents risk to any child or adult.
Student Attendance Procedures
Accurate attendance is vital to maintaining child safety, meeting licensing requirements, and enabling swift action during emergencies. All staff must follow the attendance procedures outlined below:
Morning Attendance: Full classroom attendance must be completed by 9:00 AM. Earlier is encouraged if possible.
Recording Absences: If you know the reason for a child’s absence, note it in the attendance system. If the reason is unknown, mark the child with a “?” to notify the office that family follow-up is needed. Always check email for parent communication regarding absences.
Ongoing Updates: Update attendance immediately when a child arrives late or leaves early to ensure the classroom count is always accurate, and the tardy time is calculated correctly.
Administrative Absence Verification Call: Before contacting parents regarding an unknown absence, administrative staff must call the classroom to verify the child is not present. Reconfirming attendance internally is critical to prevent calling families in error, which causes unnecessary panic and reflects poorly on our professional standards.
Attendance Codes: Use only one code per child at a time:
A – Absent
P – Present
T – Tardy
M – Moved up (e.g., transitioned to another classroom)
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1. Purpose
The purpose of this policy is to guide teachers and staff in managing student behavior positively and effectively, while ensuring a safe, nurturing, and respectful environment for all children.
2. Behavior Management Principles
Classroom Ground Rules: Each classroom sets clear expectations and norms at the beginning of the school year and shares those expectations with families. Teachers spend a great deal of time at the beginning of the school year modeling and reinforcing the expectations of a well-functioning classroom.
Conflict Resolution: Teachers facilitate conflict resolution by helping students express their feelings and work towards mutually agreeable solutions. Teachers approach calmly and confidently, gather information, acknowledge feelings, restate the problem, then support students in creating a solution.
Natural and Logical Consequences: Where safe and practical, children will experience the natural consequences of their actions. If natural consequences are not feasible, logical consequences that relate directly to the behavior will be applied.
Example of Natural Consequence: A student does not clean up their material when the bell rings for circle time, so they miss part of circle time.
Non-Example: A student does not clean up their materials when the bell rings for circle time, so they lose recess time later in the day.
Example of a Logical Consequence: A student repeatedly paints on the wall while at the easel, so they lose the privilege of painting for that day.
Non-Example: A student repeatedly paints on the wall while at the easel, so they are told they cannot participate in the upcoming class birthday celebration.
3. Action Steps
Levels of behavior intervention typically, but not always, follow the steps below depending on the situation.
Verbal Redirection: Teachers define unacceptable behavior clearly to the student and offer two appropriate choices.
Example: A student is interrupting another child’s work by talking loudly. The teacher might say, "It's not okay to interrupt your friend's work. You can either watch quietly or choose your own material in a different space”.
Non-Example: A student is interrupting another child’s work, so the teacher tells them to either finish their math work or put their head down on the table.
Student Break : A break is used as a behavior management technique to allow students to take a brief break from a stimulating situation and/or when it is difficult for them to make an appropriate choice. This is not intended as a punishment but as a strategy to help the student regulate their behavior.
Key Elements of Breaks
Clarity: Staff clearly communicates to the child why they are being asked to take a break and what behavior needs to change.
Timing: A break only lasts as long as the student needs in order to regulate enough to re-enter the group. A break may be very short, under one minute, or could take quite a bit longer. A staff member should be engaged with the child and checking on them throughout this time.
Opportunity for Repair: After the break, provide the child with the opportunity to discuss and repair the behavior before/upon rejoining the group.
Supervision: After the break, the child should remain within the teacher’s view to ensure follow-through on the expected behavior.
Parent/Guardian Phone Call: When behavior concerns arise, parents or guardians will be contacted to discuss the situation. This conversation will focus on sharing observations, strategies used in the classroom, and seeking input from the family. The goal is to work together to support the child's behavior and development, ensuring consistency between home and school. Regular communication will be maintained to monitor progress and adjust strategies as needed.
Learning & Behavior Specialist Intervention: If a student's behavior persists despite initial interventions, the Learning & Behavior Specialist will become involved to provide additional support. This may include observing the student, offering strategies to the teacher, referring the student for further evaluations or support, or working directly with the student on specific behavior goals. The specialist will collaborate with the teacher to develop a Success Plan that addresses the student's needs and promotes positive behavior.
Student Separation from the Classroom: After a severe infraction to our behavior expectations, for example if a student seriously injures someone else, the student may be required to leave for the day or asked to stay at home the following day (or multiple days). In this case, a meeting will be arranged to discuss the infraction and to make a plan to attempt repair.
4. Prohibited Discipline Methods
No Corporal Punishment: Physical punishment, including spanking, is strictly prohibited.
No Cruel or Severe Punishment: Children will not be subjected to humiliation, verbal or physical abuse, or neglect.
No Denial of Basic Needs: Children will not be denied food, bathroom privileges, or other basic needs as a form of punishment.
No Deprivation of Program Participation: Children will not be deprived of significant portions of the program, such as outdoor play or special activities, as a form of punishment.
No Confinement: Children will not be confined to swings, highchairs, cribs, or other equipment as a substitute for supervision.
No Intimidation: Staff may not use threats or reports to parents as a means of intimidating the child.
5. Staff Responsibilities
Incident Reports: Incident Reports are used to document extreme behavior, such as causing significant physical injuries, significant physical altercations, repeated verbal and/or physical bullying/harassment, extreme aggressive behavior, eloping from the school premises, property damage, or if the student is found with a dangerous item and/or weapon. When these are used, the parent will be informed of the situation.
Examples: student runs out of the building, bites someone, or pushes a peer down the stairs.
Non-examples: minor behavioral issues (i.e., talking back to the teacher), minor accidents with no injuries (i.e., a student trips and falls, and gets up unhurt/continues on without any issues), routine disagreements/conflicts (i.e., having to be reminded of classroom rules)
Consistent Application: Teachers must apply behavior management techniques consistently and fairly.
Professional Development: Staff will receive regular training on behavior management strategies and techniques to ensure they are equipped to handle various situations effectively.
6. Review and Compliance
Regular Review: This policy will be reviewed annually to ensure it remains effective and in line with current best practices.
Compliance Monitoring: The administration will monitor compliance with this policy and provide support where needed.
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Escalation Response Steps
Scenario
Staff Response
Level 1: Student is upset: (e.g., crying, emotional distress)
Staff will attempt repair inside of the classroom. If the situation continues without resolution, the student will be escorted out of the classroom and work with a teacher to plan for re-entry.
Level 2: Disruptive Behaviors: (e.g., stomping, screaming, destruction of property)
When a student needs support, a staff member will calmly bring them into the hallway to talk through what happened and decide on next steps together. If the situation is not resolved within 5 minutes, the student will be offered the opportunity to spend time with the Learning Specialist or Head of School (if available) until they feel ready to return to class.
If neither of these steps is successful, parents or guardians may be called to bring the student home for the remainder of the day. This will not be documented as a Required Early Dismissal (RED); it is an opportunity for the student to reset and return to school the following day when ready to learn.*
Level 3: Unsafe Behavior (e.g., hitting, kicking, throwing, knocking over furniture, elopement, injury to self or others)
The teacher will consult with either the Head of School or Learning and Behavior Specialist, then the student’s parent/guardian will be contacted to initiate a Required Early Dismissal (RED). This type of incident will result in an RED report being written and entered into the student’s file. Suspension for additional days may be considered.*
*When a student cannot return to the classroom, they will wait with an administrator until they can be picked up.
Protocol Goals
Staff can return to instruction and maintain ratios as quickly as possible.
Classroom disruption is minimized.
Student safety and regulation remain supported within staffing capacity.
Recommended Home Follow-Up When a Student Is Sent Home
It is strongly recommended that, on days a student is sent home from school due to behavior, a related natural consequence is implemented so that leaving school early is not reinforcing.
Suggested Approaches
No preferred activities for the remainder of the day (e.g., no screen time or special privileges).
Maintain a school-day structure at home for the rest of the afternoon.
School-style work time at home, such as completing an academic task or a brief written/drawn reflection.
A repair task connecting behavior to responsibility: writing or drawing an apology, practicing alternative words or strategies, reading related social stories, or role-playing appropriate responses.
Maintain a calm, neutral environment at home - no special activities or comforting rewards that could reinforce early dismissal.
Sample Parent Language
“When school ends early because of unsafe behavior, the rest of the day stays like a school day.”
“Since school wasn’t able to continue safely, we’re going to practice these skills at home.”oes here
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Name of Student:______________________________________________________________
Name of Person Completing the Form:_____________________________________________
Date:______________________________Time of Classroom Removal:___________________
Definition: A Required Early Dismissal (RED) is an administrative action in which a student is released to a parent or guardian before the end of the school day in response to a behavioral concern. A Required Early Dismissal is not a suspension. If a student accumulates 3 REDs within a semester (September-January, February-June), a team will be convened to review the behavioral pattern(s) and determine next steps.
Authority: The Classroom Teacher will consult with either the Head of School or Learning and Behavior Specialist to initiate a Required Early Dismissal.
Please list all concerning behaviors that occurred:
Hitting
Kicking
Destruction of Property
Biting
Pushing
Throwing
Injury to self or others
Other (please explain below)
Describe the incident:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Faculty Signature:______________________________________________________________
I received this form:
Parent Signature:______________________________________________________
Head of School’s Signature:______________________________________________________
Recommended Home Follow-Up When a Student Is Sent Home
It is strongly recommended that, on days a student is sent home from school due to behavior, a related natural consequence is implemented so that leaving school early is not reinforcing.
Suggested Approaches
No preferred activities for the remainder of the day (e.g., no screen time or special privileges).
Maintain a school-day structure at home for the rest of the afternoon.
School-style work time at home, such as completing an academic task or a brief written/drawn reflection.
A repair task connecting behavior to responsibility: writing or drawing an apology, practicing alternative words or strategies, reading related social stories, or role-playing appropriate responses.
Maintain a calm, neutral environment at home - no special activities or comforting rewards that could reinforce early dismissal.
Sample Parent Language
“When school ends early because of unsafe behavior, the rest of the day stays like a school day.”
“Since school wasn’t able to continue safely, we’re going to practice these skills at home.”
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Staff Name: _______________________________
Position/Role: _______________________________
Date: _______________________________I hereby acknowledge that I have elected to use my personal computer/device to access PVMS accounts, networks, or files instead of the school-provided computer. I understand and agree to the following:
I assume full responsibility for any risks associated with using my personal device.
I am solely responsible for the safety, security, and proper functioning of my device.
I will keep antivirus software and operating system updates current.
I will connect to the PVMS Guest Network when on campus.
I will not store sensitive student or staff data locally on my personal device.
I release PVMS from any liability for damages, data loss, or breaches resulting from the use of my personal device.
Staff Signature: _______________________________
Head of School Signature: _______________________________ -
Purpose:
This policy is designed to support the professional growth and development of school employees by providing financial assistance for continuing education and professional advancement.
Eligibility:
Full-time employees who have been employed for at least one calendar year.
Coursework must be directly related to the employee’s current role, career advancement within the school, or certifications/licenses required for their position.
Reimbursable Expenses:
Tuition fees for accredited courses at colleges, universities, or professional certification programs (including Montessori training through a MACTE accredited institution).
Required textbooks and materials.
Reimbursement Amount:
The school will reimburse up to $3,000 per fiscal year per employee, subject to available funding.
Reimbursement will not exceed 50% of total tuition and fees for approved courses.
Approval Process:
1. Employees must submit a Tuition Reimbursement Request Form to the administration before enrolling in a course.
2. The request should include:
a. Course details (title, institution, syllabus, costs).
b. Explanation of how the course aligns with the employee’s role or career goals.
3. Requests will be reviewed by the school administration and approved based on relevance and budget availability.
Conditions for Reimbursement:
The employee must earn a grade of B or higher or a “Pass” in pass/fail courses.
Proof of completion, grades, and receipts for tuition and materials must be submitted within 60 days of course completion.
Reimbursement is provided within 30 days of approved documentation.
Service Agreement:
at least one (1) year following course completion.
Employees who leave the school before the one-year period may be required to repay the reimbursement.
Exclusions:
Non-accredited institutions or courses unrelated to professional development.
Reimbursement for courses already covered by grants, scholarships, or other financial aid.
Policies:
The school reserves the right to modify or discontinue this policy at any time based on funding or organizational needs.
Reimbursement is subject to the school’s annual budget allocation, with approvals granted on a first-come, first-served basis.
Courses for personal interest, hobbies, or unrelated fields of study (e.g., art appreciation, general business) are not eligible unless relevant to your role at PVMS.
Acknowledgment:
All employees participating in the program must sign an acknowledgment agreeing to the terms outlined above.
Employee Signature: _______________________________________Date: _______________
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Employee Information:
Name: ______________________________________________________________________
Position: ____________________________________________________________________
Date of Hire: ______________________Department: _________________________________Course Information:
Course Title: _________________________________________________________________
Institution Name: ______________________________________________________________
Accreditation Status: ___________________________________________________________
Course Start Date: ______________________ Course End Date: _______________________
Total Tuition Cost: $__________________
Textbooks/Materials Cost (if applicable): $_____________
Justification:
Please explain how this course aligns with your current role, career advancement within PVMS, or required certifications/licensesApproval Process:
Employees must submit this form along with:Course syllabus or description
Proof of enrollment
Estimated tuition and materials costs
Reimbursement Agreement:
I understand that:Reimbursement is subject to school approval and budget availability.
I must achieve a grade of "B" or higher or a "Pass" in pass/fail courses.
I must submit proof of completion, grades, and receipts within 60 days of course completion.
I agree to remain employed at PVMS for at least two (2) years after course completion or repay the reimbursement if I leave early.
Employee Signature: __________________________________________Date: ____________
Administrative Use Only:
Request Received By: __________________________________________Date: ___________Approval Status: ☐ Approved ☐ Denied
Reason for Denial (if applicable): _________________________________________________
Approved Reimbursement Amount: $__________________
Administrator Signature: _________________________________________Date: _________
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Use of Personal Information
We do not collect any personal information unless you voluntarily provide it by sending us e-mail, participating in a survey, or completing an on-line form. Personal information submitted will not be transferred to any non-affiliated third parties unless otherwise stated at the time of collection. When a user submits personally identifiable information it is used only for the purpose stated at the time of collection.
Pioneer Valley Montessori school uses the Finalsite Enrollment platform for all our inquiry, admissions and enrollment data collection. You can see Finalsite’s privacy policy at www.finalsite.com/privacy-policy
Consent
Where consent for the use and disclosure of personal information is required, the school will seek consent from the appropriate person. In the case of a student’s personal information, the school will seek the consent from the parent.
Cookies
A cookie is a small text file stored by your browser that allows the website to “remember” your preferences (such as site bookmarks) on the site from visit to visit, or to maintain your “logged in” status when visiting protected areas. Usage of a cookie is in no way linked to any personally identifiable information while on our site. Web browsers have settings allowing you to reject cookies, or selectively accept cookies, or delete cookies previously accepted. Please be aware that rejecting or deleting cookies from our website may make certain functions unavailable to you.
Log Files
Like most standard website servers, we use website statistic packages such as Google Analytics to analyze trends in how our website is accessed and utilized. Information monitored includes internet protocol (IP) addresses, geographic location of visitors (country, city), browser type, internet service provider (ISP), referring/exit pages, platform type, date/time stamp, time spent on pages, and keywords used to find our site via search engines. This information is anonymous and cannot be directly linked to individual users. We may use it to identify high-use or low-use areas of the site, pinpoint problem areas of the site, analyze broad demographic trends in our visitors, and make decisions about how to make it easier for people to find and navigate our website.
Links
This website may contain links to other sites. Please be aware that we are not responsible for the privacy practices of such other sites. We encourage our users to be aware when they leave our site and to read the privacy statements of each and every Web site that collects personally identifiable information. This privacy statement applies solely to information collected by this website.
Security
This website takes every precaution to protect our users' personal information. Whenever users submit personal information via online forms, registration, or online purchase, upon submission that information is encrypted via the highest level of SSL (Secured Sockets Layer) available. Servers that store personally identifiable information are in a secure environment. Under no circumstances are credit card numbers permanently stored on our website servers.
Non-secured Communications
Posts to discussion forums, discussion boards, and comments to blogs are viewable by other users. When these areas are not in a password protected area, they may be viewable by the public. Please be aware of this when posting personal information in these area
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Policy Statement
We are an inclusive community. No applicant for admission or employment, enrolled family, or staff member will be discriminated against based on race, color, religion, religious creed, ancestry, national origin, language, sex, gender identity, gender expression, sexual orientation, age, genetic information, marital status, pregnancy, active military/veteran status, mental or physical disability, or any other status protected by federal or Massachusetts law.
Admission is based on our school's ability to meet each child’s individual needs, with the ultimate goal of enabling every child to thrive and succeed in our program.
Classroom Implementation & Expectations
Our faculty plays an active role in fostering an environment free of bias. Teachers are expected to uphold these values daily by:
Equitable Respect: Treating all children, families, and colleagues with equal respect, dignity, and consideration.
Inclusive Planning: Designing activities and curricula that actively build positive self-esteem, celebrate diversity, and value differences.
Active Intervention: Promptly intervening and addressing instances where children tease, exclude, or reject others based on differences.
Representative Environments: Providing diverse learning materials, books, and visual imagery that counter stereotypical limitations.
Conscious Language: Utilizing intentional, inclusive language and avoiding gender or cultural stereotypes in everyday communication.
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I. Introduction
At Pioneer Valley Montessori School, we expect that all members of our school community will treat each other with civility and respect. It is the policy of the School to provide and maintain a learning environment that is free of bullying and any other verbal or physical misconduct that disrupts the learning environment or makes it unsafe.
The Pioneer Valley Montessori School Bullying Prevention and Intervention Plan, set forth below, is an integral part of our efforts to promote learning and to prevent behavior that can impede the learning process. Our Plan spells out PVMS's comprehensive approach to addressing bullying, cyber-bullying, and retaliation.
This Plan is consistent with broader protections at PVMS against discrimination, harassment, bullying, and retaliation that appear in our Parents' Handbook, our Faculty/Staff Personnel Policies Handbook.
It is important that this Plan be well understood by all members of the PVMS community. The Head of School is responsible for the implementation and administration of the Plan. Questions and concerns related to this Plan may be referred to him/her.
II. Policy against Bullying, Cyber-Bullying, and Retaliation
The School will not tolerate any form of bullying or cyber-bullying, nor will we tolerate retaliation against any person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying. Bullying and cyber-bullying are prohibited on school grounds and at school sponsored events, activities, functions, and programs. Bullying and cyberbullying also are prohibited on school buses and other vehicles used by the school, and through use of technology or an electronic device owned, leased, or used by the school.
In addition, bullying and cyber-bullying are prohibited at a location, activity, function, or program that is not school-related or through the use of technology or an electronic device that is not owned, leased, or used by the school, if the bullying creates a hostile environment at school for a targeted student; infringes on the rights of a targeted student at school; or materially and substantially disrupts the educational process or the orderly operation of the school.
Definitions under the Law. The following definitions are drawn from the Massachusetts law against bullying.
Bullying: Bullying is defined as the repeated use by one or more students of a written, verbal, or electronic expression or a physical act or gesture or any combination thereof, directed at a target that:
Causes physical or emotional harm to the targeted student or damage to the targeted student's property;
Places the targeted student in reasonable fear of harm to himself or herself or of damage to his or her property;
Creates a hostile environment at school for the targeted student; infringes on the rights of the targeted student at school; or materially and substantially disrupts the educational process or the orderly operation of the school.
Cyber-bullying: Cyber-bullying is bullying through the use of technology or electronic devices such as telephones, cell phones, computers, fax machines and the internet. It includes, but is not limited to, e-mail, instant messages, text messages, and internet postings, whether on a webpage, in a blog, or otherwise.
Hostile Environment: A hostile environment is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of a student's education.
Retaliation: Retaliation is any form of intimidation, reprisal, or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying.
Legal Definitions and School Policy: It is important to bear in mind that stricter standards of behavior may apply under PVMS policies in order that we may prevent inappropriate verbal and physical conduct before a student has been subject to bullying as it is defined under the law. For example, although the law defines bullying as "repeated use" of certain expressions, acts, and/or gestures, the School reserves the right to apply disciplinary measures and other corrective action in a case of a single expression, act or gesture, if the School determines that it is of sufficient severity to warrant disciplinary measures or other remedial action or that the repetition of that expression, act, or gesture might reasonably result in bullying as defined by the law.
III. Prevention of Bullying and Cyber-bullying
In all of the classes at PVMS, students learn that as members of our community they have a right to be treated with civility and respect. Our curriculum emphasizes respect for differences, and teachers are clear in their expectations for student behavior. When necessary, parents are notified and asked to reinforce standards for membership in the PVMS community.
In Upper Elementary classes, there are group meetings that have a focus on peer relationships and empower students to take action if they feel targeted or if they witness other students engaging in bullying or other unacceptable behavior.
The administration and faculty recognize that it is essential that expectations for student conduct extend to cubby areas, lunch, recess, carpool, buses and the like. The School strives to ensure that ample adult supervision is provided on School premises, including at lunch and at recess, and on School-provided transportation throughout the school day as well as at School-sponsored events.
IV. Reports of Bullying, Cyber-Bullying, or Retaliation
Any student who is the target of bullying or cyber-bullying or has witnessed an incident of bullying or cyber-bullying or otherwise has relevant information about bullying or cyber-bullying prohibited by this policy is strongly encouraged to promptly report the matter orally or in writing to the Head of School or to any other faculty or staff member with whom the student is comfortable speaking. Also, any student who is subject to retaliation in violation of this policy or who knows of another student who has been subject to retaliation is urged to report it as soon as possible. A parent of a student who is the target of bullying or cyber-bullying or of a student who has witnessed or otherwise has relevant information about bullying or cyber-bullying is strongly urged to promptly notify the Head of School. Furthermore, any parent who has him or herself witnessed bullying or cyber-bullying or has relevant information concerning such an incident is strongly urged to come forward to the Head of School. A parent should also report any incident of retaliation in violation of this policy to the Head of School. Any member of the faculty or staff of the School who witnesses or otherwise becomes aware of bullying or cyber-bullying in violation of this policy or who becomes aware of retaliation against a student who reported information concerning a violation of this policy is required to report it immediately to the Head of School. There are to be no exceptions. A member of the faculty or staff may not make promises of confidentiality to a student or parent who informs him/her of an allegation of bullying, cyber-bullying, or retaliation. Faculty and staff may not make reports under this policy anonymously. The School also urges students and their parents not to make reports anonymously. Although there are circumstances in which an anonymous report can be better than none at all, it is far more difficult to determine the facts of what occurred if complaints are made anonymously. Students and parents are encouraged to bear in mind that the School takes its policy against retaliation seriously. Also, while the School cannot promise strict confidentiality, because information must be shared in order to conduct an effective investigation, the School releases information concerning complaints of bullying, cyber-bullying, and retaliation only on a legitimate need-to-know basis.
V. Responding to a Report of Bullying, Cyber-bullying, or Retaliation
A. Preliminary Considerations: When a complaint of bullying, cyber-bullying, or retaliation is brought to the attention of the Head of School, an assessment is made as to whether any initial steps need to be taken to protect the well-being of students and to prevent disruption of their learning environment while the investigation is being conducted. As appropriate, strategies such as increased supervision may be implemented to prevent further bullying, cyber-bullying, or retaliation during an investigation.
B. Obligation to Notify Parents. It is the policy of the School to notify the parents of any student who is an alleged target of bullying, cyberbullying, or retaliation and the parents of any student who may have been accused of engaging in such behavior promptly after a complaint has been made.
C. Investigation: The following is an outline of the procedure that is pursued once a complaint has been brought to the attention of the Head of School:
An impartial investigation of the complaint is conducted by the Head of School. That investigation may include (but will not necessarily be limited to) interviews with the person who made the complaint, with the student who was the target of the alleged bullying, cyber-bullying, or retaliation, with the person or persons against whom the complaint was made, and with any students, faculty, staff or other persons who witnessed or who may otherwise have relevant information about the alleged incident. Depending on the circumstances, the Head of School conducting the investigation also may choose to consult with other teachers and/or the Academic Support Specialist or a School Psychologist.
D. Resolution, Notification, and Follow-up
Following interviews and any other investigation undertaken, as the School deems appropriate, the Head of School will determine whether and to what extent the allegation of bullying, cyber-bulling, or retaliation has been substantiated. If it is determined that the policy set forth in this Plan has been violated, the Head of School will determine what disciplinary action and/or other remedial action is appropriate and how it will be implemented. The goal of an investigation and any disciplinary or other remedial process that is imposed following that investigation is to correct the situation to the extent it is reasonably possible and to take such steps as can be taken to prevent there being a repetition of the incident and to prevent the student or students targeted and others who participated in the investigation from being subject to retaliation.
In appropriate circumstances, such as when a crime may have been committed or a child may have been subject to abuse or neglect of the type that is reportable under Section 51A of the Massachusetts laws, law enforcement or another appropriate government agency may be notified.
Upon completion of the investigation, the Head of School who conducted the investigation will meet individually with the student or students who were the target of the alleged incident and the student or students against whom the complaint was made and their parents to report the results of the investigation and, where disciplinary or other corrective action is determined to be appropriate, to inform the parties of the steps that will be taken to correct the situation. The amount of information provided in these meetings may be limited by confidentiality laws protecting student records.
Follow-up contacts will be made with any student found to have been targeted in violation of this policy and his/her parents to inquire as to whether there have been any further incidents.
Response to Bullying Situation
If any such situation arises, it is first handled within the classroom by the child’s teachers. The staff closely monitors the situation in the classroom and on the playground.
If an injury occurs from the first incident, the Head of School will conduct an investigation.
If a second incident occurs, we will bring the parents in for a meeting with the teacher and the Head of School. Our staff will also work with the child who is the target of the bullying to help them feel secure, protected, and strong enough to speak up.
If there is a third incident between the two children, then it is defined as bullying, under the law, as repeated and targeted. The offending child will receive a 5-day suspension. The parents will not be entitled to any financial refund due to this lack of instruction time.
If the behavior does not change, the offending child will be asked to leave the school.
VI. Conclusion
This Plan is intended (1) to prevent bullying and cyber-bullying among our students, (2) to encourage students and their parents to have confidence in the School's procedures and to come forward promptly whenever a student is subject to conduct that is prohibited by this or any other School policy; and (3) to implement appropriate discipline and other corrective measures when they are found to be warranted.
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1. Purpose and Overview
Pioneer Valley Montessori School (PVMS) utilizes Google Workspace for Education to enhance classroom learning, foster collaboration, and develop essential 21st-century digital literacy skills. This suite of cloud-based education productivity tools includes Google Docs, Classroom, Calendar, and other academic applications used globally by educators and students.
2. Scope and Student Safety Access
This policy applies specifically to all students enrolled in our Elementary programs. To support academic workflows and digital citizenship lessons, elementary students use their managed school accounts to:
Log into shared campus Chromebooks.
Access digital assignments, research resources, and authorized third-party learning platforms.
Important Safety Note on Communication: To ensure a secure, age-appropriate digital environment, PVMS student accounts do not have email (Gmail), Chat, Meet, or other peer-to-peer communication applications enabled.
3. Enrollment Requirement and Consent Form
As part of the annual student enrollment and registration process, parents/guardians of all elementary students are required to review and sign the Student Google Workspace Agreement.
Mandatory Review: Before signing, parents must thoroughly review the PVMS Computer Use Notice and its cross-referenced documentation regarding technology partners and data protection frameworks.
The Impact of Opting Out: PVMS respects the decision of any parent or guardian who chooses to decline permission for account creation. However, parents are made aware that students without an active account will be unable to participate in digital assignments, collaborative online projects, and targeted digital life skill lessons (such as typing and digital citizenship). Alternative non-digital arrangements will be provided where necessary, though participation in the full scope of the modern academic community may be limited.
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Below is information about Google Workspace and the learning platforms most often used at PVMS. Please read the information carefully and click all relevant links to gather all the information about the creation of students accounts, how they are managed and used.
The Student accounts are created, managed and monitored by PVMS staff. The Personal Information we provide to Google in the creation of the account:
· First Name
· Last Name
· Administrator generated password
Example account for Jon Smith JSmith@mypvms.org password JS123
We have created a quick reference of Google Education Privacy Policy here, for the full information click the link at the bottom to visit Google’s Educational Privacy policy.
Depending on your child’s age and class google may collect data associated with search results and websites, location (the school) and other information.
Using their Google Workspace for Education accounts, students may access and use the following “Core Services” offered by Google.
Calendar
Classroom
Cloud Search
Drive and Docs
Gmail: turned off for students.
Google Chat: turned off for students.
Google Chrome Sync: turned off for students.
Google Meet: turned off for students.
Google Vault: turned off for students.
Groups for Business: turned off for students.
Keep: turned off for students
Sites: turned off for students
Tasks: turned off for students
If at any time the teacher wishes for students to use these services in a way not noted above we will make parents aware before the change is made in the account access.
In addition, we also allow students to access certain other Google services with their Google Workspace for Education accounts. Specifically, your child may have access to the following “Additional Services”:
Google Translate
Google Bookmarks
Google Classroom
Further, we allow students to access additional third-party services with their Google Workspace for Education accounts. Our school administrator enables access to these third-party services with your student’s Google Workspace for Education account, and authorizes the disclosure of data, as requested by the third-party services.
The Third-Party Services that Pioneer Valley Montessori school may use, and your child may use in conjunction with their google account include:
Moby Max – https://www.mobymax.com/privacy-policy
Typing.com - https://www.typing.com/privacypolicy
Prodigy - https://www.prodigygame.com/main-en/privacy-policy-for-students/
Seesaw - https://seesaw.com/childrens-privacy-policy/
Epic - https://www.getepic.com/privacy
Kahn Academy - https://www.khanacademy.org/kids/privacy-policy
If you have additional questions about exactly how your child’s classroom utilizes technology in the classroom please email your child’s lead teacher for specific details.
Google provides material about the information it collects, as well as how it uses and discloses the information it collects from Google Workspace for Education accounts in its Google Workspace for Education Privacy Notice. https://workspace.google.com/terms/education_privacy.html Please review this information in its entirety.
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We at the American Montessori Society hold ourselves to high ethical standards, and act in accordance to our commitment to build a more just and equitable world by adhering to the following principles. It is our hope and intention that the members of our organization, as advocates, ambassadors, and practitioners of the Montessori model of education, do the same.
Principle I: Commitment to Students & Their Families
In fulfillment of the obligation to students and their families, AMS will:
Share resources for protecting equitable access to all programs and services, regardless of each student’s and family’s race, color, culture, sex, sexual orientation, gender identity, religion, disability, age, genetic information, veteran status, ancestry, national or ethnic origins, or any other classification protected by applicable law.
Support practices that protect the physical health and psychological safety of each student and family.
Encourage independent action in the pursuit of learning, community building, and social action.
Honor professional commitments, and maintain obligations and contracts while neither soliciting nor involving students or their families in schemes for commercial gain.
Keep in confidence information that has been secured in the course of professional service, unless disclosure serves professional purposes or is required by law.
Principle II: Commitment to Staff & Colleagues
In fulfillment of the obligation to staff and colleagues, AMS will:
Protect equitable access to AMS employment, programs, services, and other opportunities regardless of each individual’s race, color, culture, sex, sexual orientation, gender identity, religion, disability, age, genetic information, veteran status, ancestry, national or ethnic origins, or any other classification protected by applicable law.
Dedicate ourselves to recognizing, addressing, and eradicating all forms of racism and systemic oppression within our organization and programs.
Represent one’s own professional qualifications with clarity and true intent.
Accept, offer, recommend, and assign professional positions and responsibilities on the basis of professional preparation and legal qualifications.
Use honest, equitable, and effective methods of administering duties and conducting business.
Principle III: Commitment to the Montessori Movement
In fulfillment of the obligation to the Montessori Movement, AMS will:
Uphold and publicly support the greater vision of Dr. Maria Montessori through suchinitiatives as the development and promulgation of standards for affiliation of teacher education programs and accreditation of schools, the providing of professional development opportunities, and support of Montessori research and advocacy.
Ensure that our work honors the core components of Montessori education: properly trained Montessori teachers, multi-age classrooms, the uninterrupted work period, the prepared environment, and child-directed work.
Principle IV: Commitment to the Public
In fulfillment of the obligation to the public, AMS will:
Share perspectives consistent with all of the items set forth in the principles above, when
engaged in public discussion.Distinguish private views from the official position of the American Montessori Society
when engaged in public discussion.
Adopted by the American Montessori Society Board of Directors January 2022
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Supervision:
Teachers should monitor the safety of ALL children on premises, regardless of which classroom they belong to, and spread out using a zoning system.
Be aware of gate doors that may need to be closed, including the door by swings, gate door by garden/benches, and the chain gates facing Camp Wilder.
Students may sit or walk on the amphitheater benches; they may not run.
Students may NOT stand in/on the garden in front of the Upper El windows.
Children’s House students are not allowed in either shed; Elementary can use theirs freely but should only be inside briefly, never with the doors shut. Students are not allowed to go behind the shed.
If anything is found to be unsafe or in disrepair, it should be reported to Margaret in writing either via email or a maintenance request form. Until it is fixed, that area should be monitored closely.
Children’s House & Toddler – maintain a ratio of 1:10 (CH) or 1:4 (TD) at all times.
Swings:
Teachers should limit pushes on the swing and encourage the students to pump their legs. This allows for independence and teachers can focus on supervision.
Students can swing on their belly or bottoms in a back-and-forth motion only.
Students waiting for turns on swings should be standing in the grass, not on the woodchips.
Slides:
All students must go down the slides, not up, per CPSC Guidelines.
Students must be seated and facing forward.
Nature:
If students collect sticks for building, sticks must be no more than elbow to finger length long. No sword play, jabbing or poking is allowed.
Friends can admire leaves on bushes/trees but should respect nature by NOT pulling leaves off plants, bushes or trees.
Children should not climb trees as there is no proper fall zone below.
Materials:
Sandbox toys should remain in the sandbox area, sand should NOT be kicked or thrown (due to sand getting into eyes). Shoes MUST stay on in sandbox.
When retrieving toys from CH shed or putting away toys, it is the job of the teacher to open and close shed due to safety. No large toys should be brought up onto the climbers.
All outdoor materials should be put away before any indoor transitions.
Weather:
Safe Temperatures:
32 degrees and above: recess is held without restrictions.
20-31 degrees: outdoor activity limited to 20 minutes.
15-20 degrees temperature or “feels like”: outdoor activity limited to 10 minutes.
Under 15 degrees temperature or “feels like”: activities are indoors.
Clothing: In general, students should wear or at least bring an additional warm layer outside when the “feels like” temperature is below 50o. If it is above 50o, they can decide. In most cases, autonomy should be given to students so that they can feel comfortable and recognize what their body needs.
Frozen Ground: When the air temperature is or has recently been below freezing, teachers will need to check the fall zones and woodchips to see if the ground is frozen. This can be done by sticking a dowel or pencil into the surface. If you cannot push the implement into the ground, the fall zone is compromised, and the following structures cannot be used:
Dome climber
Swings
Playscape
If the equipment mentioned above is extremely wet it should not be used, or should be dried off before use, as it will be slippery.
Sleds should only be used for their intended purpose and when there is sufficient snow coverage.PVMS Playground Rules
Supervision:
Teachers should monitor the safety of ALL children on premises, regardless of which classroom they belong to, and spread out using a zoning system.
Be aware of gate doors that may need to be closed, including the door by swings, gate door by garden/benches, and the chain gates facing Camp Wilder.
Students may sit or walk on the amphitheater benches; they may not run.
Students may NOT stand in/on the garden in front of the Upper El windows.
Children’s House students are not allowed in either shed; Elementary can use theirs freely but should only be inside briefly, never with the doors shut. Students are not allowed to go behind the shed.
If anything is found to be unsafe or in disrepair, it should be reported to Margaret in writing either via email or a maintenance request form. Until it is fixed, that area should be monitored closely.
Children’s House & Toddler – maintain a ratio of 1:10 (CH) or 1:4 (TD) at all times.
Swings:
Teachers should limit pushes on the swing and encourage the students to pump their legs. This allows for independence and teachers can focus on supervision.
Students can swing on their belly or bottoms in a back-and-forth motion only.
Students waiting for turns on swings should be standing in the grass, not on the woodchips.
Slides:
All students must go down the slides, not up, per CPSC Guidelines.
Students must be seated and facing forward.
Nature:
If students collect sticks for building, sticks must be no more than elbow to finger length long. No sword play, jabbing or poking is allowed.
Friends can admire leaves on bushes/trees but should respect nature by NOT pulling leaves off plants, bushes or trees.
Children should not climb trees as there is no proper fall zone below.
Materials:
Sandbox toys should remain in the sandbox area, sand should NOT be kicked or thrown (due to sand getting into eyes). Shoes MUST stay on in sandbox.
When retrieving toys from CH shed or putting away toys, it is the job of the teacher to open and close shed due to safety. No large toys should be brought up onto the climbers.
All outdoor materials should be put away before any indoor transitions.
Weather:
Safe Temperatures:
32 degrees and above: recess is held without restrictions.
20-31 degrees: outdoor activity limited to 20 minutes.
15-20 degrees temperature or “feels like”: outdoor activity limited to 10 minutes.
Under 15 degrees temperature or “feels like”: activities are indoors.
Clothing: In general, students should wear or at least bring an additional warm layer outside when the “feels like” temperature is below 50o. If it is above 50o, they can decide. In most cases, autonomy should be given to students so that they can feel comfortable and recognize what their body needs.
Frozen Ground: When the air temperature is or has recently been below freezing, teachers will need to check the fall zones and woodchips to see if the ground is frozen. This can be done by sticking a dowel or pencil into the surface. If you cannot push the implement into the ground, the fall zone is compromised, and the following structures cannot be used:
Dome climber
Swings
Playscape
If the equipment mentioned above is extremely wet it should not be used, or should be dried off before use, as it will be slippery.
Sleds should only be used for their intended purpose and when there is sufficient snow coverage.
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Effective Date: September 1, 2026
Last Updated / Reviewed: 10/14/2026
Applies To: All Staff, Administrators, Educators, and Front Desk Personnel
I. Purpose & Policy Overview
Under the Massachusetts PROTECT Act (M.G.L. c. 15D, § 23), children, families, and staff have the right to access early education and care without fear of civil immigration enforcement on program premises.
Civil immigration arrests are strictly prohibited on school/program premises during operating hours, drop-off/pick-up times, and program-sponsored events unless officers present a valid Judicial Warrant or Judicial Order signed by a judge.
This policy outlines program protocols for handling law enforcement visits, documenting interactions, protecting confidential records, and responding during civil law enforcement activity.
II. Designated On-Site Contact Person
To ensure a structured, calm response, only designated individuals are authorized to greet, interact with, and verify the credentials of law enforcement officers on site.
Primary Designated Contact: Erin Rand, Head of School
Secondary / Alternate Contacts: Charmaine Fowler, Business Manager
Front Office Staff Protocol: Front desk and entry staff must immediately notify the Designated Contact upon the arrival of any law enforcement officer. Staff should request that the officer wait outside while the Designated Contact is summoned.
III. Procedures for Law Enforcement Interactions
A. Initial Verification (Designated Contact Only)
Request Identification: Request official credentials (badge, identification card) from the officer(s).
Determine Purpose: Ask the officer the reason for their visit and whether they are engaged in criminal enforcement or civil immigration enforcement.
Inspect Warrants/Orders:
Judicial Warrant Required: Civil law enforcement officers may only enter non-public areas or conduct civil arrests if they present a Judicial Warrant or Order signed by a state or federal judge.
Administrative Warrants (ICE Forms I-200 / I-205): An administrative warrant issued by DHS or ICE (not signed by a judge) does not grant legal authority to enter private areas of the school facility without consent.
If no valid Judicial Warrant is provided, politely inform the officer that, under state law, entry to non-public areas is not permitted without a Judicial Warrant or judicial approval.
B. Documentation
The Designated Contact (or a designated staff member) must document all interactions with law enforcement officers in real time or immediately following the interaction:
Written Notes: Log dates, times, officer names, badge numbers, agency name, vehicle license plate numbers, statements made, and documents presented.
Audio / Video / Photo Recording: Staff have the legal right to record (videotape, photograph) law enforcement activities on program premises, provided it does not physically obstruct officers.
Document Retention: Retain all documentation in the administrative compliance office for review and reporting.
IV. Protection of Student, Family, and Employee Records
Student & Family Privacy: Personal information, emergency contacts, addresses, immigration status, or enrollment data will never be released to law enforcement without a valid subpoena, judicial court order, or explicit written consent from the parent/guardian.
Employee Records & I-9 Audits: Personal employee files are confidential. If federal immigration authorities request an audit of Form I-9 documents, administrators must request a formal Notice of Inspection (which typically allows 3 business days prior to review) and contact legal counsel before producing records.
V. Incident Reporting Requirements
If civil law enforcement officers enter the premises, attempt a civil arrest, or request records without judicial authorization:
Internal Notification: Immediately notify the Head of School.
External Reporting: After law enforcement leaves the premises, the program Director must report the incident to:
AGO Civil Rights Division: Attorney General’s Office Civil Rights Division
Massachusetts Federal Misconduct Portal
EEC Licensing Specialist: Contact your assigned EEC specialist to report any emergency or policy activation.
VI. Staff Training and Emergency Response Integration
Annual Staff Training: All personnel will receive training on this policy during annual orientation and upon hire.
Emergency Preparedness: This policy is integrated into the school’s general Emergency Preparedness Plan. In the event of law enforcement activity on or near school grounds, classroom staff will follow standard safety lockdowns or shelter-in-place procedures to maintain a calm, secure environment for children.