Quincy Public Schools

SECTION 9.2   SCHOOL YEAR/SCHOOL CALENDAR

The school calendar for the ensuing year will be prepared by the Superintendent and submitted to the School Committee for approval annually prior to March 1. 

The number of days or instructional hours scheduled for the school year will be determined in accordance with the following standards set by the Massachusetts Board of Elementary and Secondary Education:

1.  The School Committee shall schedule a school year which includes at least 185 school days for each school in the District.  (180 school days plus up to five additional days for weather-related or other cancellations.)

2.  Elementary school will operate for a minimum of 180 days. Schools shall ensure that every elementary school student is scheduled to receive a minimum of 900 hours per school year of structured learning time, as defined in regulation. Time which a student spends at school breakfast and lunch, passing between classes, in homeroom, at recess, in non-directed study periods, receiving school services, and participating in optional school programs shall not count toward meeting the minimum structured learning time requirement for that student.

3.  Secondary schools will operate for a minimum of 180 days. Schools shall ensure that every secondary school student is scheduled to receive a minimum of 990 hours per school year of structured learning time, as defined in regulation. Time which a student spends at school breakfast and lunch, passing between classes, in homeroom, at recess, in non-directed study periods, receiving school services, and participating in optional school programs shall not count toward meeting the minimum structured learning time requirement for that student.

4.  Students in Grade 12 who have met the district and state graduation requirements may be released from school after 168 days of the scheduled school year.

School sessions shall begin on the Wednesday following the first Monday of September and shall continue as provided for in the calendar fixed by the School Committee.  For the information of staff, students, and parents/guardians, the calendar will set forth the days schools will be in session; early release days; and federal, state, municipal, and contractual holidays and vacation periods.

 

SOURCE:                  MASC  Reviewed 2023

LEGAL REFS.:         M.G.L. 4:7; 69:1G; 71:1; 71:4; 71:4A; 71:73; 136:12

603 CMR 27.00

 

 

 

GRADING SYSTEMS – File 9.11 

GRADING SYSTEMS AND STUDENT PROGRESS REPORTS TO PARENTS

End of term grade reports are distributed to elementary and middle school students three (3) times during the year and to high school students four (4) times a year.  Middle and high school students receive progress reports midway through each term indicating passing or failing grades for each subject.

ELEMENTARY SCHOOL (KINDERGARTEN THROUGH GRADE 5)

Students in Kindergarten through grade five receive report cards three (3) times during the school year in December, April, and June. Individual conferences are scheduled for the December and April report cards. At this conference, the teacher will have an opportunity to:

• explain report card grades                                      
• explain homework lessons
• share pertinent testing data                               
• share positive school experiences
• show samples of student work         
• discuss any particular problems

The conference also provides parents and guardians with an opportunity to discuss any concerns they might have with the teacher.  Other conferences can be held as the need arises.

The report card is an assessment as to how the student is progressing towards grade level-standards.  The grades are based on the teacher's assessment of the student's understanding of concepts presented and objectives learned.

MIDDLE SCHOOL (GRADES 6-8) GRADING SYSTEM

Students receive letter grades of A+, A, A-, B+, B, B-, C+, C, C-, D+, D, D-, or F for academic classes in English Language Arts, Mathematics, Reading (Grades 6 & 7), Science, Social Studies, and World Languages (Grade 8).  Academic Program classes for Art, Choral Music, Instrumental Music, Technology/Engineering, Health, Physical Education, and Library/Media are graded as E (Exceeding Expectations), S (Satisfactory), or U (Unsatisfactory).

HIGH SCHOOL GRADING SYSTEM (GRADES 9-12)

Report cards are issued to students at the end of each quarter. In addition, students will receive progress reports from all teachers at the midpoint of each quarter. Students will receive a letter grade for each course.  The letter grades are as follows: A+, A, A-, B+, B, B-, C+, C, C-, D+, D, D-, or F Letter grades for Physical Education grades are (S) for Satisfactory or (U) for Unsatisfactory.  Students may also receive an (I) for Incomplete and an (M) for any excused medical absence for any course.

The high schools offer courses at three levels:  Advanced, Honors, and College & Career Preparation.  

GRADE SCALE

GRADE POINT AVERAGE

A numeric value is assigned based on the grade earned in each course and the level of that course.

Grade Point Average Weighted Rank 

Parents/guardians and students should read the Program of Studies and/or consult with staff in order to ascertain appropriate course selection.  In addition to the general descriptions in the Program of Studies, every department offers a more detailed summary of the goals, objectives and academic expectations for each course which are included within the course syllabus.

APPROVED Revision:  June 11, 2025

Revised:                  2006; 2008

Prior Adoption             1990    

SECTION 9.7.12   SERVICE ANIMAL POLICY

The Quincy Public Schools does not permit discrimination against individuals with disabilities, including those who require the assistance of a service animal. The Quincy Public Schools will comply with Massachusetts law concerning the rights of persons with guide or assistance dogs and with federal law and will permit such animals on school premises and on school transportation.

The Quincy Public Schools acknowledges its responsibility to permit students and/or adults with disabilities to be accompanied by a “service animal” in its  buildings, in classrooms, and at school functions, as required by the Title II of the Americans with Disabilities Act and its implementing regulations found at 28 CFR Part 35.

For purposes of this policy, a “service animal includes any dog that has been individually trained to do the work or perform tasks for the benefit of an individual with a disability”. The regulations further state that “a public entity shall make reasonable modifications in policies, practices, or procedures to permit the use of a miniature horse by an individual with a disability if the horse has been individually trained to do work or perform tasks for the benefit of the individual with the disability”. Service animals perform some of the functions and tasks that individuals with disabilities cannot perform themselves.  Service animals are not pets.

No animal shall be brought to school without prior permission of the Superintendent. 

1.                The animal must be “required” by the individual with a disability.

The animal must be “individually trained” to do work or a task for the individual with a disability.  The task performed by the service animal must address one of the following needs for the disabled individual: physical, sensory, psychiatric, intellectual and other mental disability.

2.                For students on an IEP or 504 plan, if a request is made to allow the student to have a service animal at school or at a school-sponsored function, the IEP or 504 Team will consider the request, and whether it can provide services and/or accommodations that would serve the stated purpose of the service animal.  If the Team determines that it can meet the student’s needs and proposes alternative accommodations and/or services, then the request for the service animal will not be added to the IEP or 504 Plan.

3.             The Quincy Public Schools is responsible for providing a safe learning environment for students, teacher and staff.  If the presence of a service animal poses a health or safety risk to another member of the school community, as documented by a physician, the school will weigh the needs of all parties and will put forth a plan to provide reasonable accommodations. 

4.               Only a dog or a miniature horse may qualify as a service animal pursuant to Title II of the ADA. No other species of animal, whether wild or domestic, will be permitted in schools as a “service animal”.

5.               Owners of a service animal must provide annual proof that the animal is up to date on all of its required vaccinations.

6.                All service animals must be spayed or neutered.

7.                All service animals must be treated for, and kept free of, fleas and ticks.

8.                All service animals must be kept clean and groomed to avoid shedding and dander.

9.                A service animal must have a harness, leash, or other tether, unless either the handler is unable because of a disability to use a harness, leash, or other tether, or the use of a harness, leash, or other tether would interfere with the service animal’s safe, effective performance of work or tasks, in which case the service animal must be otherwise under the handler’s control.

10.             Owners of service animals are liable for any harm or injury caused by the animal to other students, staff, visitors, and/or property.  The student’s parent or legal guardian will be required to sign an acknowledgement of that liability prior to the service animal coming to the school or to the school sponsor’s activity.

11.             Removal of a Service Animal: A school administrator may ask an individual with a disability or his parents to remove a service animal from a school building, a classroom, or from a school function if any one of the following circumstances occurs:

a.      The animal is out of control and the animal’s handler does not take effective action to control it.

b.      The animal is not housebroken.

c.      The animal’s presence would “fundamentally alter” the nature of the service, program, or activity.

12.             The Quincy Public Schools is not responsible for the care or supervision of a service animal, including walking the animal or responding to the animal’s need to relieve itself.

a.      The school district is not responsible for providing a staff member to walk the service animal or to provide any other care or assistance to the animal.

b.      Students with service animals are expected to care and supervise their animal. In the case of a young child or a student with disabilities who is unable to care for or supervise his service animal, the parent is responsible for providing care and supervision of the animal. Issues related to the care and supervision of service animals will be addressed on a case-by-case basis in the discretion of the building administrator.

The Superintendent of the Quincy Public Schools or designee shall be responsible for developing procedures to accommodate a student’s use of an assistance animal in school facilities and on school transportation vehicles.

 

Reference:        ADA Regulations, 28 CFR Part 35 (as amended, 2010)

APPROVED December 2022

QUINCY SCHOOL COMMITTEE POLICY:  HOMEWORK – File 9.11.1

Quincy Public Schools, as a school community, regards homework as an integral part of the academic program.  The term homework refers to assignments which will achieve their purpose when prepared during an independent study or at home.  The purpose of homework is to improve the learning process, to aid in the mastery of skills, and to stimulate interest on the part of the student. The amount of homework considered reasonable varies with the age and grade of the student.  Particular attention must be paid to a student’s Individual Education Plan (IEP) and other plans.

Kindergarten and Grade One

Formal homework is not required.  Home activities that may support student learning include:

●   reading with the student

●   discussing the school day

●   involvement in projects initiated at school or home

●   unstructured play time

Grade Two

0-30 minutes per night, Monday through Thursday

Grade Three

Up to 30 minutes per night, Monday through Thursday

●   Formal homework started as an expectation of the student’s educational program

Grade Four

Up to 45 minutes per night, Monday through Thursday

●   Homework is expected to be part of the student's educational program

Grade Five

Up to 60 minutes per night, Monday through Thursday

●  Homework is a well-established part of the student's educational program

Grades Six – Eight

Up to 20 minutes per subject per night, Monday through Friday

Grades Nine – Twelve*

Up to 30 minutes per subject per night, Monday through Friday

*Homework guidelines will vary for high school students who choose to enroll in college level courses including Advanced Placement (AP®).

Vacations provide an important break in the school year for students, families, teachers, and staff.  Homework assignments, including test preparation, given prior to an officially scheduled vacation period should allow students sufficient time to accomplish their assignments while allowing quality vacation time with family.  Similarly, assignments that require a group of students to work together on a project should not be assigned to be completed over a vacation.

It is the responsibility of the principal to ensure that these guidelines are carried out in his or her building. 

 

Homework Guidelines during Remote/Hybrid Learning

Elementary Level: No homework during Remote/Hybrid Learning

Elementary students will be encouraged to participate in one or more of the following activities after school dismisses:

• ●Read
• ●Play outside or exercise with a sibling
• ●Bake or cook with an adult
• ●Garden with an adult
• ●Put on a play or practice a musical instrument

Teachers will also encourage ideas and resources for extended at-home projects (i.e., designing a garden, recycling projects, collecting rocks and minerals, exploring coastal environments, or learning about historical landmarks in the community, etc.)

Middle School Level: Limited assignments during Remote/Hybrid Learning

At the middle school level, homework will be limited and will not be given on a nightly basis in every subject area.  Math practice and reading assignments will be the priority. Long-term projects will be assigned periodically to give students an opportunity to apply their learning and practice with organization and time management. Outside of the school day, there will be no group projects assigned to students.

There will be no Friday homework due on Monday.

High School: Homework will be assigned during Remote/Hybrid Learning

At the high school level, students will be responsible for completing assignments required for course completion. During Remote/Hybrid learning the focus of daily homework will be problem solving and math practice, reading of novels and technical articles, reviewing videos, and working with primary sources. Students will also complete long-term assignments such as essays and independent research projects.

Outside of the school day, there will be no group projects assigned to students.

Homework guidelines will vary for high school students who choose to enroll in college level courses including Advanced Placement (AP®)

There will be no Friday homework due on Monday.

During remote/hybrid learning, as it pertains to student grading, the School Committee encourages teachers to consider an appropriate balance relative to homework assignments.

Current practice codified 1990

Revised:          June 2006; February 2020; September 2020

HIGH SCHOOL PROMOTION and GRADUATION REQUIREMENTS – File 9.11.5

HIGH SCHOOL GRADUATION REQUIREMENTS

To earn a Quincy Public Schools diploma and participate in high school graduation ceremonies, students must:

• Meet Competency Determination standards, as required by 603 CMR 30.00,

• Earn required academic credits, and

• Complete community service hours.

Definitions

Promotion is the advancement of students from one grade level to the next grade level.  Students are promoted to the next grade level by completing the necessary course and credit requirements identified by the Quincy Public Schools Promotion and Graduation Policy.  

Satisfactorily completing coursework shall mean a student earns full credit in the courses listed below, as determined by the district’s grading policy. 

To show mastery, a student must successfully complete, in accordance with the district’s grading policy or by any other appropriate methodology as may be determined by the School Committee:

1. the final assessment for a course, or 

2. a capstone or portfolio project; or

3. an equivalent measure certified by the district as reflecting the skills, competencies, and knowledge outlined in the Massachusetts Curriculum Frameworks.

The term "points" reflects academic credit issued for the amount of work normally covered in assigned classes that meet regularly for a year or a portion thereof.  A proportional number of credits may be issued to reflect the intensity of a course or for a course meeting for less or more time than the five-point courses.

 

COMPETENCY DETERMINATION REQUIREMENTS

A competency determination (CD) shall include:

• Satisfactorily completing coursework, and 

• A demonstration of mastery of the tenth-grade Massachusetts Curriculum Framework Standards in:

  • English language arts, 

  • Mathematics, and;

  • Science.

For the Class of 2026, a  successful competency determination (CD) requires a qualifying score on the MCAS prior to December  5, 2024, or passing the following coursework: 

• English 9 and English 10 

• Algebra 1 or Algebra 2

• Geometry 

• Biology, Conceptual Biology, or Physics

 

For students in the Class of 2027 and beyond, a successful CD requires passing the following coursework:

• English 9 and English 10 

• Algebra 1 or Algebra 2

• Geometry 

• Biology, Conceptual Biology, or Physics 

• The equivalent of a one-year United States history course

 

* Quincy Public Schools reserve the right to substitute any courses for the above-stated courses provided they fully align with the appropriate MA Curriculum Framework Standards and the State Law regarding Competency Determination M.G.L. Title XII Ch.69 S.1D. 

Students who do not meet the satisfactory coursework completion and mastery requirements in the above-prescribed courses may enroll in one of the following options to meet the same MA Curriculum Framework Standards:

• summer school, 

• Quincy Evening High School, 

• GOALS, 

• credit recovery courses, or 

• be scheduled to take additional coursework by their guidance counselor.

 

These opportunities are communicated to students and families by the guidance counselor, dean, assistant principal, and/or principal throughout the school year, beginning in grade nine, and are designed to provide a student who has yet to meet the CD requirements with additional opportunities to meet this standard for graduation.

 

Competency Determination Appeal Process

In instances when students have failed to successfully complete the competency determination requirements set forth in the district’s High School Promotion and Graduation Policy, or have been unable to successfully complete the alternative options identified above, students and/or parents/guardians may file an appeal by following the process outlined below:

• Students, parents, and guardians will be notified by the end of the first quarter of their senior year by the guidance counselor or dean that they have not successfully met the competency determination requirements needed for graduation from the Quincy Public Schools.

• Request an appeal to the competency determination in writing to the principal, prior to the start of the fourth quarter of the student’s senior year.

• The principal will confirm receipt of the requested appeal and will conduct a transcript review.

• The principal will notify the student/parent/guardian of the outcome of the appeal within 30 school days of receipt of the appeal request.

In instances where the result of the appeal is disputed, the superintendent or designee will serve as the arbiter to resolve such disputes.

Late-Enrolling Students

Students who enroll in a Massachusetts public high school after their ninth-grade year may be granted a determination of competency by the Quincy Public Schools in one or more of the following ways:  

• Transcript review by District Administrator(s).

• Additional course requirements as determined by the District Administrator(s).

• For students in the class of 2026 and 2027, a qualifying MCAS score of at least meeting or exceeding expectations achievement levels on the relevant high school MCAS assessment, or 

• by meeting the standard for a substituted equivalent that the district certifies satisfies the same academic standards. 

 

Students with Disabilities

Quincy Public Schools is committed to providing a Free and Appropriate Public Education to students with disabilities.  Before graduating, the district will determine if each student has met the competency determination and local graduation requirements prior to graduating that student. Students with disabilities placed in out-of-district programs are also required to meet Quincy Public Schools’ competency determination policies. Discussion of the competency determination will be a part of the IEP Team’s transition planning.

In addition, before the end of a student’s Junior year, the district will conduct a status review of CD and graduation eligibility of students who attend an in-district or out-of-district special education program.  All special education students will review their graduation status, including the CD and IDEA provisions, with their special education team.  

English Language Learners

Quincy Public Schools shall, on a case-by-case basis, determine the appropriate courses necessary for English Language Learners to both achieve language proficiency and meet the competency determination requirements.

Diploma Eligibility Review For Previously Enrolled Students

Those enrolled in the Quincy Public Schools in the classes of 2003 through 2024 who did not earn a diploma may also appeal the decision at any time through the following process:

• Request an appeal to the competency determination in writing to the principal 

• The principal will confirm receipt of the requested appeal and will conduct a transcript review

• The principal will notify the student/parent/guardian of the outcome of the appeal within 30 school days of receipt of the appeal request.

 

ACADEMIC CREDIT REQUIREMENTS

In conjunction with meeting competency determination standards, students must earn a passing grade in:

• 4 years of English

• 4 years of Social Studies

• 3 years of Science

• 3 years of Mathematics (15 points total; 10 from core math, 5 from math or accounting/personal finance)

• 2 years of World Language

• 4 years of Physical Education (required under MGL 71:3)

Academic Credit Guidelines

• A principal has discretion to award quarter, half, or three-quarter credit for partial completion of course requirements.

• Full-year courses may be taken by semester at half the point value stated for the year upon approval of the principal and when possible to schedule.

Students who successfully complete summer school or other alternative program courses may be awarded promotional/graduation credits by the high school principal. Prior approval for participation in those courses must be given by the high school principal or designee.

Requirements for Career, Vocational, and Technical Certification

All students who successfully complete their course of study will receive a high school diploma and a Certificate of Occupational Proficiency. Students with significant absences (see student handbook), including suspensions, may not accrue the necessary shop hours and related instruction to be eligible for a Certificate of Occupational Proficiency.

Credits at each high school are determined based on the number of periods in the day, as well as the required amount of credits for each academic area. Additional information regarding required points may be found in the student handbooks for each school.

 

COMMUNITY SERVICE REQUIREMENTS

Community Service is an opportunity for students to make a difference in their community through volunteer activities and is a Quincy Public Schools graduation requirement.  Community Service affords students the opportunity to become active citizens, experience personal growth, and develop social and practical skills.

All students must complete at least 10 hours of approved Community Service activities in each year of grades 9, 10, 11, for a total of at least 30 hours by the end of Grade 11.

• Students can begin earning Community Service hours during the summer prior to entering each grade.

• Community Service hours for each year must be completed by June 1 of that school year.

• Grade 12 students must have completed all hours by the beginning of that school year unless they have made prior arrangements.

• Students who enter Quincy Public Schools after grade 9 will have their Community Service requirement prorated for the number of years they attend high school.

• All community service activities must be approved by the high school Community Service Coordinators. A list of pre-approved Community Service options are available on the Quincy Public Schools website. Students must seek approval for all Community Service activities not already listed on the website.

 

FINAL DAY OF CLASSES FOR SENIORS IN GOOD STANDING

Having satisfactorily completed all academic requirements for graduation as well as having fulfilled all administrative requirements and personal obligations to the school, individual seniors who are in good standing may be released after the 168th day of the school year.

 

Approved 10/22/2025

Quincy Public Schools Student Personal Electronic Device Policy - 9.17

The use of cell phones and other personal electronic devices during the school day negatively impacts student engagement with learning activities and is often a source of disciplinary interventions.  This Quincy Public Schools Student Electronic Device Policy is intended to remove this source of distraction by eliminating the use of personal electronic devices (including, but not limited to, cell phones, tablets, smart watches, earbuds, and headphones) during academic instructional time. All Quincy Public Schools students in Grades 4-12 have been issued a Chromebook to be used during instructional time when online access is required. 

Therefore, for high school students:          

1.     Cell phones and other personal electronic devices may not be used for any purpose during classes, but are allowed during study or lunch periods and while passing between classes.

2.     All cell phones and personal electronic devices must be turned off (not simply on silent or vibrate mode) during class time.

3.     Cell phones and other personal electronic devices should be put away and not be visible during class time.  Staff members may request to have students place their device in a designated storage location within the classroom.

4.     Exceptions to this Policy may be made by the Principal or designee and by individual teachers to accommodate a student’s IEP or 504 plan.

For elementary and middle school students, cell phones and other personal electronic devices should be turned off and safely secured in a locker or backpack during the school day.

DISCIPLINE

Students who do not comply with the terms of the Policy will be subject to progressive discipline as follows:

§  First offense: The student will be required to turn over their personal electronic device(s) in the main office. The device(s) will be returned to the student at the end of the school day.

§  Second offense: The student will be required to turn over their personal electronic device(s) in the main office. The student’s parent/guardian will be called and the device(s) will be returned to parent/guardian. 

§  Third offense:  Same as the second offense above.  In addition, the student will be prohibited from bringing any personal electronic devices to school for the remainder of the school year.

§  Students committing repeated violations of this policy may be subject to additional disciplinary actions, consistent with the Student Rights & Responsibilities Handbook.