HomeMy Public PortalAbout20230302 - School Committee - Agenda PacketHopkinton School Committee
Thursday, March 2, 2023
Regular Meeting 7:00 PM
HCAM Studio, 77 Main Street, Hopkinton
AGENDA
I. Ca11 to Order
II. Pledge of Allegiance
III. Public Comment
IV. Recognitions
V. Reports:
a. 7:10-7:15: Student Council - Robert Litscher
b. 7:15-7:20: Financial Report - Ms. Rothermich
c. 7:20-7:30: Superintendent's Report - Dr. Cavanaugh
d. 7:30-7:35: School Committee Chair Report
• Payroll Warrant S23017 has been approved. Warrants 23-045, 23-046, 23-047 and
23-048 have been approved. Copies of Warrants have been provided in packets.
e. 7:35-7:40: Liaison Reports
VI. New Business
a. 7:40-7:50: HMS Program of Studies - Mr. Lefebvre
For Consideration: Request approval for the Middle School Program of Studies 2023-2024.
Motion: Move to approve the Middle School Program of Studies 2023-2024.
b. 7:50-8:00: SC Norms & Liaison Roles Mid -Year Review - Ms. Cavanaugh
c. 8:00-8:10: SC Communications - Ms. Cavanaugh
d. 8:10-8:15: STEM Career Scholarship - NEW - Dr. Cavanaugh
For Consideration: Request the School Committee to accept a new annual STEM Career
Scholarship in the amount of $5,000 to a student who is passionate about making an impact with
a STEM career to be awarded annually in May.
The listed matters are those reasonably anticipated by the Chair to be discussed at the meeting. Not all items may in fact be
discussed and other items not listed may also be brought up for discussion to the extent permitted by law. Unless an agenda item
is a posted public hearing, the matter may be considered earlier than the indicated time if there are last minute cancellations or
other unforeseen events which cause the Committee to move more quickly through the Agenda.
Motion: Move to approve the new STEM Career Scholarship.
e. 8:15-8:20: HHS Photography Program Donation - Dr. Cavanaugh
For Consideration: Request approval to accept the photography equipment listed in the agenda
donated by David Puig for the HHS photography program in the amount of $2,629.
Motion: Move to accept the photography equipment in the amount of $2,629.
f. 8:20-8:25: Policy CHCA - Approval of Handbooks & Directives - 1st
Reading - Dr. Cavanaugh
For Consideration: Request approval, per School Committee Policy, for revisions to Policy
CHCA-Approval of Handbooks and Directives as provided.
Motion: Move to approve revised Policy CHCA-Approval of Handbooks and Directives.
g. 8:25-8:30: Policy DGA - Authorizing Signatures -1st Reading -
Dr. Cavanaugh
For Consideration: Request approval, per School Committee Policy, for revisions to Policy
DGA - Authorizing Signatures as provided.
Motion: Move to approve revised Policy DGA - Authorizing Signatures.
h. 8:30-8:35: Police DB - Annual Budget - 1st Reading - Dr. Cavanaugh
For Consideration: Request approval, per School Committee Policy, for revisions to Policy DB
- Annual Budget as provided.
Motion: Move to approve revised Policy DB - Annual Budget.
i. 8:35-8:40: Police EEAE - School Bus Safety Program - 1st Reading -
Dr. Cavanaugh
For Consideration: Request acceptance, per School Committee Policy, for new Policy EEAE
-School Bus Safety Program as provided.
Motion: Move to accept Policy EEAE - School Bus Safety Program.
VII. Old Business
VIII. 8:40: Future Agenda Items
IX. 8:45: Items by Consensus
The listed matters are those reasonably anticipated by the Chair to be discussed at the meeting. Not all items may in fact be
discussed and other items not listed may also be brought up for discussion to the extent permitted by law. Unless an agenda item
is a posted public hearing, the matter may be considered earlier than the indicated time if there are last minute cancellations or
other unforeseen events which cause the Committee to move more quickly through the Agenda.
The Superintendent recommends the School Committee approve the Items by Consensus as
listed below:
a. Payroll Warrant S23017 in the amount of $2,043,887.66.
b. Operating & Other Funds Warrant #23-045 in the amount of $543,521.35
c. Checks to be held Warrant #23-046 in the amount of $42,341.98.
d. Operating & Other Funds Warrant #23-047 in the amount of $155,029.99
e. Food Service Warrant #23-048 in the amount of $99,426.23.
f. Regular Meeting Minutes of January 19, 2023.
g. Regular Meeting Minutes of February 2, 2023.
X. 8:50: Adjournment
Next Meeting Dates:
March 16, 2023 - Regular Meeting
March 30, 2023 - Regular Meeting
The listed matters are those reasonably anticipated by the Chair to be discussed at the meeting. Not all items may in fact be
discussed and other items not listed may also be brought up for discussion to the extent permitted by law. Unless an agenda item
is a posted public hearing, the matter may be considered earlier than the indicated time if there are last minute cancellations or
other unforeseen events which cause the Committee to move more quickly through the Agenda.
INTENTIONALLY
BLANK
ITEM
DIVIDER
2023-03-02 Item V. b. SC Agenda
Hopkinton Public Schools
FY2023
Financial Report (thru 2/2412023)
Category
Payroll
Expense
GRAND TOTAL VARIANCE
Variance
$ (45,007) see details below
$ 46,642 see details below
$ 1,634
Payroll Accounts
Personnel Attrition
All Other Variances
Column Changes less Than Budgeted
Salary Reserve
Positions Added After Budget Process
Positions Reduced
Rounding
Net Payroll Variance -------------a
Variance Comments
$85,454
($109,914) Long Term Subs, Grants
($79,007)
($1,260) Savings
$0 See next page of this report for details
$59,720 See next page of this report for details
($45,007)
Expense Accounts
Elmwood New Equipment
HS New Equipment
Special Education Tuitions
Buildings & Grounds
Tuition Norfolk
Transportation
Homeless Transportation
Tuition Reimbursement
Others
Rounding
Net Expense Variance ------------>
Variance Comments
$ (4,490.24) Replace copier not budgeted
$ (20,752.04) Art room & Library
$ (36,766.41) Student need
$ (104,628.21) Repairs and projects
$ 110,798.00 Student need
$ 58,012.00 Extra ES tiers only
$ 25,000.00 Student need
$ 19,210.00
$ 259.00
46,642
Hopkinton Public Schools
FY2023
Financial Report
FTE's FTE's
BUDGETED ACTUAL DIFF COST COMMENTS
ADDED POSITIONS
0.0
TOTAL POSITIONS ADDED
0.00 $0
REDUCED POSITIONS
WEBMASTER
FTE's FTE's
BUDGETED ACTUAL DIFF SAVINGS COMMENTS
1 0 (1.0) $ 59,720 Resign, non -replace
TOTAL POSITIONS REDUCED (1.0) $ 59,720
TOTAL POSITIONS NET
FTE's FTE's
BUDGETED ACTUAL DIFF COST
0.0 0.0 -1.00 -$59,720
Hopkinton Public Schools
FY23 Revolving and Grant Accounts
Financial Report
Total Current Offset for
Fund Revolving Accounts _ Carry-over Receipts Encum/Expend Balance FY23 Budget
2200 Cafeteria $867,683 $1,340,270 $1,192,398 $1,015,555
2850 1:1 Laptop Initiative 5287,174 561,573 $249,776 $98,972
2850 Athletic Revolving 5717,403 5230,380 $415,363 $532,420 5350,000
2850 Bus Fee Revolving 5809,815 $27,230 5352,347 $484,699 5350,000
2850 Circuit Breaker 5657,793 $578,272 5657,766 $578,299 $657,793
2850 Drama $34,078 523,136 $22,495 534,719
2850 Insurance Recovery (53,307) 573,921 $67,382 $3,232
2850 Lost Books $16,044 5412 $3,138 $13,318
2850 Parking 5250,998 59,600 $60,986 5199,612 530,000
2850 School Building Use $474,069 5117,756 $313,379 $278,446 5150,000
8500 School Stabilization 53,059,947 $21,367 $850,000 $2,231,314
2850 Tuition Revolving - Intl Students $844,786 $34,224 5400,001 $479,009 $400,000
2850 Tuition Revolving- PreK $572,188 5138,449 $230,000 $480,636 5230,000
2890 Turf Field Rental $134,872 $27,393 $10,827 5151,438
2950 Gift 5263,774 $73,866 $82,201 $255,439
8800 Student Activity $351,867 $380,702 $354,418 5378,151
8505 Special Education Reserve $1,094,024 $1,094,024
TOTAL
$10,433,208 $3,138,551 85,262,476 $8,309,283 $2,167,793
*Cafeteria - Operation of school lunch program. Revenue comes from breakfast / lunch fees and state and federal reimbursements
*1:1 Laptop Initiative- Operation of the 1;1 program for the HS. Revenue is from fees charged to students for the laptop. Money is
used to pay the lease on the laptops.
*Athletic Revolving -Athletic fees. This account can be used for athletic costs such as coaches
*Bus Fee Revolving- Bus fees. This account pays for some of the transportation contract
*Circuit Breaker- Funding for students whose programming costs are above 4 x foundation. The % is determined annually by the state
as part of the budget process. This account pays out of district tuitions.
*Drama- This account is funded by gate fees for productions. It pays for production costs such as music, scripts, costumes etc.
*Insurance Recovery- This account is for insurance money collected from the town insurance company on a claim for damage to the
district. The money is used to repair and replace the damage.
*Lost Books- Money collected from student for lost books. The money is used to replace the books.
*Parking- Parking fees charged for students to park on campus. This account can be used to maintain the parking lot and costs of
parking lot lights.
*School Building Use - Revenue comes from rental of school property. The account can be used for expenses of making the property
available such as custodial, utilities, and ordinary repair and maintenance
*Tuition Revolving - Intl Students - Fees charged to international students for attending HHS. Revenue is used to pay salaries at the
HS
*Tuition Revolving- PreK - Tuition charged to preschool student to attend the program. Revenue is used to pay preschool salaries.
*Turf Field Rental - Rental charged for outside groups to use the Turf Field. The revenue will be used to pay for the costs to run the
field and future replacement of the turf carpet.
*Gift - Money raised from fundraising efforts, gifts from HPTA and other sources. This account can be used for school related needs as
well as financial assistance for students
*Student Activity- Agency account for club activities etc. Each specific activity can only spend its own balance.
Hopkinton Public Schools
FY2023 CAPITAL
Financial Report
Capital Projects
Technology Upgrades
HVAC Renewal & DDC Controls
Systemwide Security Upgrades
Wetlands Order of Conditions
Roof Replacment
Boiler Replacement
District Planning Study
High School Addition
Marathon Addition
Elmwood Feasibility Study
High School Auditorium
Technology Upgrades
HVAC Replacment
Year Encumbered/ Available
Appropriated Carry-over Expended Balance
$ 325,000
$ 75,000
$ 475,000
$7,858 $7,032 $ 826
$333,962 $333,962 $
$5,369 $4,680 $ 689
$35,266 $36,446 $ (1,180)
$2,972,792 $2,567,269 $ 405,523
$ 334,910 $ 337,374 $ (2,464)
$ 80,000 $ 46,500 $ 33,500
$ 485,806 $ 40,276 $ 445,531
$4,971,338 $ 4,325,213 $ 646,125
$ 996,885 $ 828,885 $ 168,000
$ 346,002 $ (21,002)
$ 55,869 $ 19,131
$ 267,951 $ 207,049
Status of
Balance
Complete
Complete
Complete
Complete
Complete
Complete
Substantially Complete
Complete
In Progress
In Progress
In Progress
In Progress
In Progress
TOTAL
$
- $ 10,224,187 $ 8,527,637 $ 1,696,550
* Money not expended in two years will be turned back to the town, unless approved by Appropriations to be carried forward.
Hopkinton Public Schools
FY2023
Financial Report
MUNIS YEAR TO DATE REPORT ORGANIZED BY SALARY AND EXPENSE WITH EXPECTED TOTAL SPENDING
EXPECTED
ENCUMBRANCE AVAILABLE TOTAL FAVORABLE/
ORG OBJ PROJECT ACCOUNT DESCHIPTION BUDGET YTD EXPENDED / REQUISITIONS BUDGET SPENDING (UNFAVORABLE)
SALARY BUDGET WITH PROJECTION
10132311 511512 SPEDPKTEACHERS $ 637,633 $ 317,899 $ $ 319,733 $ 609,552 $ 28,071
10132333 511701 SPED PK PARA SAL $ 307,046 $ 151,476 $ $ 155,570 $ 305,604 $ 1,442
10133253 511704 SPED PKSUB PAY $ 12,500 $ 11,502 $ $ 998 $ 12,500 $
20182211 511507 MAR PRINCIPAL SAL $ 143,170 $ 93,611 $ $ 49,559 $ 143,170 $
20182211 511508 MAR ASST PRIN SAL $ 109,095 $ 71,331 $ $ 37,764 $ 109,095 $
20182212 511603 MAR SECRETARY SAL $ 100,643 $ 67821 5 $ 32,822 $ 115,125 $ (14,482)
20182212 511609 MAR CLERICAL EXTRA HOURS $ 1,872 $ 5 $ 1,872 $ 1,872 $
20182333 511701 MAR PARR SALARY $ 324,511 $ 189,872 $ $ 134,639 $ 323,670 $ 841
20182341 511515 MAR LIBRARIAN SAL $ 103,129 $ 52,120 $ $ 51,009 $ 103,129 $
20182711 511517 MAR GUIDANCE SAL $ 161,776 $ 79,081 $ $ 82,695 $ 161,776 $
20183051 511501 MAR CLASS TEACHERS
20183253 511704 MAR SUB PAY $ 40,130 $ 55,348 $ $ { 15,218) $ 127 $ 3,146,309 $ 1,556,044 $ $ 1,590,265 $ 3, , $ 19,038
65,000271 $ (24,870)
20183553 511706 MAR PRODEV SUB $ 1,350 $ $ $ 1,350 $ 1,350 $
21132311 511512 SPED MAR TEACHERS $ 489,541 $ 248,090 $ $ 241,451 $ 521,476 $ (31, (6,910)
21132333 511701 SPED MAR PARA SAL $ 380,339 $ 214,029 $ $ 166,310 5 387,249 5 (6,910)
21133201 511519 MAR NURSE SALARY $ 382,449 $ 99,843 $ 5 82,606 $ 184,732 $ (2,263)
30182211 511507 ELM PRINCIPAL SAL $ 139,360 $ 82,015 5 $ 57345 $ 109,167 $ 30,193
30182211 511508 ELM ASST PAIN SAL $ 109,000 $-
71,269 5 $ 37,731 $ 309,000 $
30182212 511603 ELM SECRETARY SAL $ 109,535 $ 67,868 $ $ 41,667 $ 109,535 $
30182212 511609 ELM CLERICAL EXTRA HOURS $ 1,250 $ 305 $ $ 945 $ 1,250 $ _
30182301 511501 ELM [LASS TEACHERS $ 3,231,893 $ 1,618,775 $ $ 1,613,118 $ 3,246,952 5 (15,059)
30182333 511701 ELM PARA SALARY $ 162,262 $ 94,508 $ $ 67,754 $ 162,291 $ (29)
30182341 511515 ELM LIBRARIAN SAL $ 64,029 $ 32,014 $ $ 32,015 $ 64,029 $
30182711 511517 ELM GUIDANCE SAL $ 215,322 $ 108,147 $ $ 107,175 $ 215,322 $
30183253 511704 ELM SUB PAY $ 42,000 $ 35,016 $ $ 6,984 $ 42,000 $
30183521 511520 ELM CO CURR STIPENDS $ 500 $ $ $ 500 $ 5� $
301.83553 530743 ELM PRODEV SUB $ 1,350 $ $ $ 1350 $ 1,350 $
31132311 511512 SPED ELM TEACHERS $ 659,345 $ 338,949 5
$ 320,395 $ 666,623 $ (7,276}
31132333 511701 SPED ELM PARA SAL $ 226,633 $ 120,141 $ $ 106,492 $ 196,968 $ 29,665
31133201 511519 ELM NURSE SALARY $ 97,425 $ 49,701 $ $ 47,724 $ 98,414 $ (989)
40182211 511507 HOP PRINCIPAL SAL $ 138,020 $ 900244 $ $ 47,776 $ 138,020 $
40182211 511508 HOP ASST PRIN SAL $ 103,000 5
67,346 $ $ 35,654 $ 103,000 $
40182212 511603 HOP SECRETARY SAL $ 98,203 $ 66,492 $ $ 31,711 $$5
98,606 $5$
(403)
40182212 511609 HOP CLERICAL EXTRA HOURS 5 1,250 5 440 $ $ 810 1,250 $ _
40182333 511701 HOP PARA SALARY $ 161,240 $ 95,555 $ $ 65,685 161,240 $
40182341 511515 HOP LIBRARIAN SAL $ 79,788 $ $ $ 39 894 $ 79 788 $
40182711 511517 HOP GUIDANCE SAL $ 184,894 $ 931915946 $ $ 93,438 $ 184,594 $
40183051 511501 HOP CLASS TEACHERS $ 3,442,739 $ 1,729,887 $ $ 1,712,852 $ 3,455,677 $ (12,938)
40183253 511704 HOP SUB PAY $ 37,000 $ 34,463 $ - $ 2,538 $ 37,000 $
40183553 530743 HOP PRODEV SUB $ 1,350 $
$ $ - $ 1,350 $ 1350 5
41132311 511512 SPEDHOPTEACHERS 797,691 $ 399,940 $ 5 397,751 5 785,126 $ 12,565
411.32333 511701 SPED HOP PARA SAL $ 375,460 5 220,680 $ - 5 254,780 $ 378,456 $ (2,996)
41133201 511519 HOP NURSE SALARY $ 98,792 5 38,377 $ • $ 60,415 $ 73,078 5 25,714
50182211 511507 MS PRINCIPAL SAL $ 156,192 $ 107,730 5 $ 48,462 $ 156,192 $ D
50182211 511508 MS ASST PRIN SAL $ 232,200 $ 151,823 $ - $ 80,377 $ 232,200 $
50182212 511603 MS SECRETARY SAL $ 110,641 $ 67,976 $ $ 42,665 $ 115,651 $ (5,010)
50182212 511609 MS CLERICAL EXTRA HOURS $ 1,150 $ $ - $ 1,150 5 1150 $
50182343 511701 MS UBRARY PARA $ 24,390 $ 13,533 $ $ 10,857 $ 24,380
50182711 511517 MS GUIDANCE SAL $ 531,595 $ 277,273 $ - $ 254,322 $ 536 308 $ {4,713)
50183051 511501 MS CLASS TEACHERS $ 5,628,226 $ 2,845,067 $ $ 2,783,159 $ 5,670,491 $ (42,265)
50183051 511541 MS TEAM LEADERS $ 52,000 $ 24,000 $ $ 28,000 $ 52,000 $
50183253 511704 MS SUB PAY $ 51,000 $ 63,076 $ $ (12,076) $ 71,213 $ {20,213)
50183521 511520 MS CO-CURR STIPENDS $ 51,000 $ 7,750 $ $ 43,250 $ 51,000 $
50183553 530743 MS PRODEV SUB $ 2,775 $ $ $ 2,775 $ 2,775 $
50183603 511715 MSCAMPUSAIDEPAY $ 33,655 $ 23,104 $ $ 10,551 $ 35,111 5 (1,456)
51132311 511512 SPED MS TEACHERS $ 1,109,349 $ 546,220 $ $ 563,129 $ 1,051,739 $ 57,610
51132333 511701 SPED MS PARA SAL $ 370,009 $ 212,075 $ 5 157,934 $ 373,160 $ (3,151)
Hopkinton Public Schools
FY2023
Financial Report
MUNIS YEAR TO DATE REPORT ORGANIZED BY SALARY AND EXPENSE WITH EXPECTED TOTAL SPENDING
EXPECTED
ENCUMBRANCE AVAILABLE TOTAL FAVORABLE/
ORG 081 PROJECT ACCOUNT DESCRIPTION BUDGET YTDEXPENDED /REQUISITIONS BUDGET SPENDING (UNFAVORABLE)
51133201 511519 MS NURSE SALARY $ 133,147 $ 70,245 $ $ 62,901 $ 131,381 $ 1,766
60182211 511507 HS PRINCIPAL SAL $ 167,000 $ 109,192 $ $ 57,806 $ 167,000 $
60182211 511508 HS ASST PRIN SAL $ 246,540 $ 161,199 $ $ 85,341 $ 246,540 $
60182212 511603 HS SECRETARY SAL $ 121,792 $ 77,071 $ $ 44,721. $ 121,792 $
60182212 511609 HS CLERICAL EXTRA HOURS $ 8,850 $ 3,158 $ $ 5,692 $ 8,850 $
60182331 511701 HSPARASALARY $ 60,217 $ 38,316 $ $ 21,901 $ 71,515 $ (11,29$)
60182343 511701 HS LIBRARY PARA $ 25,406 $ 13,852 $ $ 11,554 $ 31,394 $ (5,988)
60182711 511517 HS GUIDANCE SAL $ 999,918 $ 513,139 $ $ 486,779 $ 1,001,093 $ (1,175)
60182712 511603 HS GUID SECRETARY $ 72,855 $ 46,278 5 $ 26,577 $ 72,855 $ -
60183051 511501 HS CLASS TEACHERS $ 7,586,371 $ 3,810,864 $ $ 3,775507 $ 7,561,981 $ 24,390
60189051 511526 HS SATURDAY SCHOOL $ 2,000 $ 560 $ $ 1,440 $ 2,000 $
60183051 511541 HS DEPT HEADS $ 69,919 $ 35,423 $ $ 34,496 $ 69,919 $
60183521 511520 HSCO-CURR STIPENDS $ 109,049 $ 40,600 $ $ 68,449 $ 109,049 $
60183553 530743 HS PRODEV SUB $ 3,900 $ $ $ 3,900 $ 3,900 $
60183603 511715 HS CAMPUS AIDE PAY $ 62,000 $ 41,220 $ $ 20,780 $ 62,000 $
60283256 511704 H5 SUB PAY $ 48,000 $ 33,286 $ $ 14,714 $ 48 QOQ $
61132311 511512 SPED HS TEACHERS $ 1,088,869 $ 544,434 $ $ 544,435 $ 1,086,869 $
61132333 511701 SPED 115 PARA SAL $ 457,798 $ 265,121 $ $ 191,677 $ 448 866 $ 8,932
61133201 511519 HS NURSE SALARY $ 173,512 $ 98,862 $ $ 74,650 $ 179,012 $ (5,500)
70132112 511603 SPED SECRETARY SAL $ 97,414 $ 84,529 $ $ 12,885 $ 102 856 $ (5,442)
70132441 511525 SPED CURRICULUM DIRECTOR $ - $ 35,077 $ $ (35,077) 114000 $ (114,000)
70132441 511525 SPED DIRECTOR SAL $ 156,000 $ 102,000 $ $ 54,000 $ 156,000 $ -
70132801 511544 SPED PSYCH SALARY $ 410,432 $ 204,764 $ $ 205,658 $ 4115114800069,:,4,00430629
10,432 $
70133203 511704 NURSE SUB PAY $ 7,700 $ 7,226 $ $ 474 $ 10, $ (2�DO)
70133303 511713 SPED VAN DRIVER $ 4,720 $ $ $ 4,720 $ $ 4,720
-
70133571 511541 SPED CURRIC WORK $ 2,500 $ $ $ 2,500 $ 2,500 $
71132311 511512 SPEDESYSPECIALIST $ 15,465 $ 15,465 $ $ $ 15,465 $ 0
71132311 511536 SPED BEHAVIORAL SPEC SALARY $ 335,434 $ 156,364 $ $ 179,070 $ 315,417 $ 20,017
71132311 51.1543 SPED HOME TUTORS $ 10,000 $ 10,074 $ $ (74) $ 15,000 $ (5,000)
-
71132321 511537 SPED SPEECH SALARY $ 672,200 $ 336,494 $ $ 335,706 $ 673873 $ (1,673)
71132321 511538 SPED OT/PT SALARY $ 535,872 $ 267,936 $ 5 267,936 $ 535,872 $
71132321 511544 SPEDESYTHERAPYSAL $ 15,403 $ 13,403 $ $ $ 15,403 $ (0)
71132333 511701 SPED EST PARA SAL $ 88,905 $ 88,905 $ $ $ 88,905 5 (0)
71133051 511501 SPEDESYTEACHERS $ 94,025 $ 94,025 $ $ $ 94,025 $ (0)
80154113 511705 CSACT MAR CUSTODIAN $ 177,986 $ 109,447 $ $ 68,539 $ 178,908 $ (922)
80154113 511705 CSAEL ELM CUSTODIAN $ 156,958 $ 96,358 $ $ 60,600 $ 157319 $ (361)
80154113 511705 CSAHO HOP CUSTODIAN $ 158,583 $ 98,864 $ $ 59,719 $ 156,583 $ $ 0
80154113 511705 CSAHS HS CUSTODIAN $ 304,513 $ 178,090 5 $ 126,423 $ 298,772 ,741
80154113 511705 CSAMS MS CUSTODIAN $ 211,506 $ 130,531 $ $ 80,975 $ 213,703 $ (25,197)
80154113 511711 B&G SUMMER HELP $ 11,000 $ - $ $ 11,000 $ $ 11,000
80154113 513100 CUSTODIAL OVERTIME $ 32,000 $ 36,682 $ $ (4,682) $ 40000 $ (8,000)
80154221 53.1535 B&G DIRECTOR SAL $ 112,350 $ 73,460 $ $ 38,890 $ 112,350 $
80154I22 511603 B&G SECRETARY SAL $ 53,643 $ 34,198 $ $ 19,445 $ 53,643 $
80154223 511703 B&G MAINT SALARY $ 438,643 $ 269,816 $ $ 168,827 $ 440,173 $ (1,530)
80154223 513100 MAINT OVERTIME $ 25,000 $ 3,807 $ $ 21,193 $ $
82173511 511531 ATHLETIC COACHES $ 321,381 $ 78,501 $ $ 242,860 $ 3n22531,5307871 $
82173511 511532 ATHLETIC DIRECTOR SAL $ 128,615 $ 82,562 $ $ 46,053 $ $ 5,01$
82173511 511533 ATHLETIC TRAINER $ 54,895 $ 36,846 $ $ 18049 $ 57,659 $ (2,764)
82173513 511534 ATHL EVENT STAFF $ 15,000 $ 5,470 $ $ 9,530 $ 15,000 $
84182111 511513 ELEM CURR DIR SAL $ 231,000 $ 152,038 $ $ 78,962 $ 231,000 $
84182311 511539 ELL SPECIALIST SALARY $ 1,163,531 $ 609,870 $ $ 553,661 $ 1,184,611 $ (21,080)
84183571 511546 HEM CURR STIPENDS $ 12,000 5 9,869 $ $ 2131 $ 12,000 $
84183571 511547 SEC CURRIC STIPENDS $ 26,750 $ 15,798 $ $ 10,952 $ 26,750 $
85161451 511506 TECH DIRECTOR SAL $ 147,000 $ 96,115 $ $ 50,885 $ 147,000 $
85161451 511522 TECHNICIANS SAL $ 368,944 $ 197,418 $ $ 171,526 $ 315,944 $ 53,000
85161451 511523 DATA APP MGR SAL $ 83,600 $ 59,605 $ $ 23,895 $ 88 544 $ (4,944)
85161451 511524 TECH FACILSAL $ 318,444 $ 174,294 $ $ 144,150 $ 318 444 $ (0)
85161451 511527 DATA COORD SALARY $ 78,357 $ 48,828 $ $ 29,529 $ 78,357 5 0
90111211. 511502 SUPT SALARY $ 214,738 $ 140,406 $ $ 74,332 $ 214,738 $
- $ - 90111211 511598 SYS SALARY RESERVE SCHOOL DEPT $ $ $ - $ - $
Hopkinton Public Schools
FY2023
Financial Report
MUNIS YEAR TO DATE REPORT ORGANIZED BY SALARY AND EXPENSE WITH EXPECTED TOTAL SPENDING
EXPECTED
ENCUMBRANCE AVAILABLE TOTAL FAVORABLE/
ORG OBI PROJECT ACCOUNT DESCRIPTION BUDGET YTD EXPENDED / REQUISITIONS BUDGET SPENDING (UNFAVORABLE)
90111221 511503 ASST SUPT SALARY 5 163,179 $ 98,077 $ • $ 65,102 $ 150 000 $ 13,179
90111222 511100 5EL DIRECTOR $ 114,400 $ 74,500 $ $ $ $ 39,600 $ 114,40000 $
-
90111232 511607 SUPT's ASST SALARY $ 74,300 $ 47,476 26,824 $ 7q 3 $ (0)
90111232 5116138 ASST SUPT SEC SAL $ 69,953 5 43,347 $ $ 26,606 $ 69,953 $ (0)
90111233 511716 SUB CALLER PAY $ 20,196 $ 13,206 $ $ 6,990 $ 23,000 $ (2,804)
90111411 511504 BUSINESS MGR SALARY $ 157,500 $ 102,981 $ $ 54,519 $ 157,500 $
90111411 511604 BUSINESS STAFF SAL $ 222,546 $ 139,371 $ $ 83,175 $ 222,546 $ (0)
90111421 511505 HR SUPPORT SALARY $ 201,964 $ 129,428 $ $ 72,535 $ 205,913 $ (3,949)
90111421 511605 HRDIRECfORSALARY $ 150,000 5 98,077 5 $ 51,923 $ 150,000 $ .
90113051 511599 SYS TEACHER INTENTS OFFSET $ $ - $ $ $ $
90113051 511709 HTA RETIRE INCENT $ 10,000 5 10,000 $ $ $ 50,0013 $
90113051 514300 TEACHER LONGEVITY $ 57,400 $ 57,400 $ 5 $ 57,400 $
90113553 530743 SYS PRODEV SUB 5 9,375 $ 3,010 $ 5 6,365 $ 9,375 $
90115553 511712 CROSSING GUARDS $ 38,400 5 19,336 $ 5 19,064 $ 38,405 $
ROUNDING _ $ (3
TOTAL SALARY $ 45,093,869 $ 23,938,646 $ $ 21,155,226 $ 45,138,873 5 (45,007)
EXPENSE BUDGET WITH PROJECTION
10234155 551600 SPED PK SUPPLY $ 1,869
10282446 538900 K TRANSPORTATION 5 3,800
20282435 552999 MAR GENERAL SUPPLY $ 46,205
20283576 530730 MAR PRODEV $ 3,800
20283576 530740 MAR PRINC PRODEV $ 1,750
21232425 588100 SPED MAR EQUIPMENT $ 4,427
21233205 550300 MAR NURSE SUPPLY $ 1,305
21234155 551600 SPED MAR SUPPLY $ 2,110
30282215 542900 ELM OFFICE SUPPLY $ 2,300
30282435 552999 ELM GENERAL SUPPLY $ 60,018
30283576 530730 ELM PRODEV $ 3,800
30283576 530740 ELM PRINC PRODEV $ 4,347
30287306 552200 ELM NEW EQUIPMENT $ 6,538
31233205 550300 ELM NURSE SUPPLY $ 2,635
31234155 551600 SPED ELM SUPPLY $ 2,039
40282435 552999 HOP GENERAL SUPPLY $ 64,384
40283576 530730 HOP PRODEV $ 3,800
402.83576 530740 HOP PRINC PRODEV $ 3,000
40287306 552200 HOP NEW EQUIPMENT 5 10,405
41233205 550300 HOP NURSE SUPPLY $ 1,708
41234155 551600 SPED HOP SUPPLY $ 1,790
50282215 542900 MS OFFICE SUPPLY 5 4,200
50282415 551700 MS ELA TEXTBOOKS $ 20,400
50282415 551703 MS WORLD LANGUAGE TEXTBOOKS $ 813
50282415 551704 MS MUSICTEXT/MATL $ 4,000
50282415 551705 MS SCIENCE TEXTS $ 3,790
50282435 552999 MS GENERAL SUPPLY $ 16,908
50282446 538900 MS MUSIC TRANSPORT $ 2,000
50282715 552914 MS GUID SUPPLIES $ 5,060
50282716 571900 MS GUID TRAVEL 5 430
50283525 552999 MS CO•CURR SUPPLY 5 2,500
50283576 530730 MS PRODEV $ 15,000
50283576 330740 MS PRINC PRODEV $ 9,095
5
$
$
5
$
5
5
5
$
$
1,160
27,181
4,010
486
153
911
22,548
48
5,855
725
333
37,381
1,017
600
6,614
B29
1
1,812
582
1,085
11,676
930
385
587
S
5
$
5
$
536
285
767
1,100
115
366
1,963
17,173
5,173
1,682
1,803
4,909
600
3,791
577
437
17,087
2,915
1,408
799
•
325
1,333 $ 1,869 $
2,355 $ 3,800 $
18,257 5 46,205 $
3,800 $ 3,800 $
650 $ 1,750 $
302 $ 4,427 $
454 $ 1,305 $
(6) $ 2,116 $ (6)
1,389 $ 2,300 $
20,296 $ 60,018 $
3,600 $ 3,800 $
4,300 $ 4347 $
(4,490) $ 11,028 $ (4,490)
228 $ 2,635 $
(97) $ 2,136 $ (97)
22,094 $ 64,384 $
2,183 $ 3,800 $
2,400 $ 3,000 5
$ 10,405 $
303 $ 1,708 $
1,353 $ 1,790 $
2,389 $ 4,200 $
3,313 $ 20,400 $
232 $ 813 $
- $ 4,000 $
3,790 $ 3,790 $
3,824 $ 16,908 $
2,000 $ 2,000 $
3,331 $ 5,060 $
430 $
2,430115 $ $ 2,500 $
14,088 $ 15,000 5
9,095 $ 9,095 $
Hopkinton Public Schools
FY2023
Financial Report
MUNIS YEAR TO DATE REPORT ORGANIZED BY SALARY AND EXPENSE WITH EXPECTED TOTAL SPENDING
ORG 081 PROJECT ACCOUNT DESCRIPTION
50284155 552901 MS ELA SUPPLY
50284155 552902 MS MATH SYUPPLY
50284155 552903 MS SCIENCE SUPPLY
50284155 552904 MS SOCSTUDY SUPP
50284155 552905 MS MUSIC SUPPLIES
50284155 552906 M5 ART SUPPLIES
50284155 552907 M5 HEALTH SUPPLY
50284155 552911 M5 PHYS ED SUPPLY
50284155 552912 MS LIBRARY SUPPLY
50284155 552915 MS LANGUAGE SUPPLY
50284155 552916 MS LEADERSHIP SUPPLIES
50284155 552917 MS DYNAMEDIA SUPP
50284155 552918 MS PROJ LEAD THE WAY
50284155 552919 MS DRAMA SUPPLIES
50284235 524810 MS R&M MUSIC EQUIPMENT
50284235 524830 MS R&M SCIENCE EQUIPMENT
50287306 524800 MS NEW EQUIPMENT
51233205 550300 MS NURSE SUPPLY
51234155 551600 SPED MS SUPPLY
60282215 542900 HS OFFICE SUPPLY
60282215 552408 H5 GRADUATION EXP
60282415 551701 HS ELA TEXTBOOKS
60282415 551702 HS LANGUAGE TEXTS
60282415 551704 HS MUSIC TEXT/MATL
60282415 551705 HS SCIENCE TEXTS
60282415 551708 HS HISTORY TEXTS
60282435 552999 H5 GENERAL SUPPLY
60282446 530748 HS MUSIC TRANS
60282446 530749 HS DIST LEARNING
60282715 552914 HSGUIDSUPPLIES
60282716 530744 HS GUID PRODEV
60282716 571900 HSGUIDTRAVEL
60282725 530720 HS PUPIL TESTING
60283525 552999 HS CO-CURR SUPPLY
60283574 538900 1.15 MISC CONT SVCS
60283576 530730 H5 PRODEV
60283576 530740 115 PRINC PRODEV
60284155 552902 HS MATH SUPPUES
60284155 552903 HS SCIENCE SUPPLY
60284155 552905 H5 MUSIC SUPPLIES
60284155 552906 HS ART SUPPLIES
60284155 552907 HS HEALTH SUPPLY
60284155 552912 H5 LIBRARY SUPPLY
60284155 552913 HS WELLNESS SUPPLY
60284155 552915 H5 LANGUAGE SUPPLY
60284155 552917 HS TECH ED SUPPLY
60284155 552919 HS DRAMA SUPPLIES
60284235 524810 H5 R&M MUSIC EQUIPMENT
60284235 524830 HS R&M SCIENCE EQUIPMENT
60284235 524840 115 R&M WELLNESS EQUIPMENT
60287305 552200 115 NEW EQUIPMENT
61233205 550300 H5 NURSE SUPPLY
61234155 551600 SPED 115 SUPPLY
61234155 552923 SPED HS LIFE SKILLS SUPPLIES
70232115 542900 SPED OFFICE SUPPLY
70232116 571900 SPED TRAVEL
70232255 558300 SPED TECH SUPPLIES
70232324 538900 SPED MISC COM SVCS
70232716 552920 504 ACCOMMODATIONS
70232726 530720 SPED PUPIL TESTING
EXPECTED
ENCUMBRANCE AVAILABLE TOTAL FAVORABLE/
BUDGET YTD EXPENDED / REQUISITIONS BUDGET SPENDING {UNFAVORABLE)
$ 949 $ 572 $ - $ 377 $ 949 $
$ 1,441 5 $ $ 1,441 $ 1,441 $
$ 8,383 $ 7,598 $ 170 $ 615 $ 8,383 $
$ 693 $ 693 $ - $ $ 693 $
$ 7,952 $ 2,709 $ 1,138 $ 4,105 $ 7,952 $
$ 5,131 $ 4,537 $ $ 594 $ 57,5916$3393213
,131 $
$ 553 $ $ $ 553 $ 553 $
$ 7,863 $ 5,281 $ 2,468 $ 115 $ 7,863 $
$ 10,000 $ 3,419 $ 6,344 $ 237 $ 10,000 $
$ 504 $ 451 $ 5 53 $ 504 $
$ 500 $ $ 53 $ 448 5 500 $
5 1,747 $ 1,080 $ 653 $ 14 $ 1,747 $
$ 18 276 $ 4,046 $ 3,840 $ 10,391 $ 18,276 $
5 1,000 $ $ - $ 1,000 $ lAoD $
$ 4,200 $ 160 $ 4,040 $ - $ 4,200 $
$ 2,700 $ 5 $ 2,700 $ 2,700 $
$ 27,976 $ 11,858 $ 2,701 $ 13,417 $ 27,976 $
$ 3,050 $ 272 $ 1,816 $ 962 $ 3,050 $
$ 2,203 $ 549 $ $ 1,653 $ 2,203 5
$ 424 $ $ $ 424 $ 424 $
5 13,725 $ 158 $ 1,011 $ 12,556 $ 13,725 $
5 16,349 $ 3,307 $ 48 $ 12,994 $ 16 349 $
$ 9,660 $ 1,666 $ $ 7,993 $ 9,660 $
5 6,250 $ 1848 $ 2 395 $ 2,007 $ 6,250 $
S 2,000 $ $ $ 2,000 5 2,000 $
$ 4,812 $ $ 5 4,812 $ 4,812 $
$ 20,087 $ 14,600 $ 5,431 $ 56 $ 20,087 5
$ 2,250 $ 847 $ $ 1,403 $ 2,250 5
$ 22,500 $ 11,000 $ $ 11,500 $ 22,500 $
$ 3,320 $ 2,190 $ 222 $ 908 $ 3,320 $
$ 1,000 $ 109 $ 492 $ 399 $ 1,000 $
$ 800 $ - $ $ 800 5 800 $
$ 4,700 $ 20 $ S 4,680 $ 4,700 $
$ 34,26D $ 13,470 $ 2,184 $ 18,605 $ 34,260 $
$ 6,280 $ 1,660 $ $ 4,620 $ 6,280 $
$ 11,000 $ 1,136 $ 820 $ 9.044 $ 11,000 $
$ 17,820 $ 5,799 $ $ 12,021 $ 17,820 $
$ 4,481 $ 3,254 $ 37 $ 1,191 $ 4481 $
$ 32,012 $ 13,011 5 2,506 $ 16,495 $ 32,012 $
5 5,932 $ 1,992 $ 608 $ 3,332 $ 5,932 $
$ 26,260 $ 11,646 $ 4,373 $ 10,241 $ 26,260 $
5 1,008 $ 713 5 142 $ 153 $ 1,008 $
$ 3,900 $ 5 $ 3,900 $ 3,900 $
$ 5,621 $ 3,503 $ 1,655 5 462 $ 5,621 $
$ 499 $ 352 $ $ 147 $ 499 $
$ 31,675 5 17,654 $ 1,691 $ 12,330 $ 31,675 $
$ 795 $ $ 50 $ 745 $ 795 $
$ 4,250 $ 960 $ 3,290 $ $ 4,250 $
$ 1,000 $ $ $ 1,000 5
1,000 $
$ 1,000 $ 331 $ $ 669 $ 1,000 5
$ 18,592 $ 28,774 $ 10,571 $ (20,752) $ 39,344 $ (20,752)
$ 1,941 $ 1,040 $ 699 $ 202 $ 1,941 $
$ 11,640 $ 4,010 $ 462 $ 7,168 5 11,640 $
$ 1,100 $ - $ $ 1,100 $ 1,100 $
$ 5,135 $ 2,338 $ $ 2,797 $ 5,135 $
$ 1,000 $ $ $ 1,000 $ 1,000 $
$ 12,000 $ 12,000 5 $ $ 12,000 $
$ 132,350 $ 37,469 $ 52,027 $ 42,854 $ 132,350 $
$ 7,085 5 4,010 5 2,163 $ 912 $ 7,085 $
$ 12,996 $ 4,238 $ 1,001 $ 7,757 $ 12,996 $
Hopkinton Public Schools
FY2023
Financial Report
MUNIS YEAR TO DATE REPORT ORGANIZED BY SALARY AND EXPENSE WITH EXPECTED TOTAL SPENDING
ORG 031 PROJECT ACCOUNT DESCRIPTION
70233304 533300 SPED TRANSPORTATION
70233304 533400 HOMELESS TRANSPORT
70233576 530730 SPED PRODEV
70233576 530746 NURSES PRODEV
70239106 532100 TUITION IN -STATE
70239306 532400 TUITION PRIVATES
70239406 532300 TUITION COLLABS
71232324 530820 SPED HOME TUTOR SVCS
71232324 538900 SPEDESY CONT SVCS
71232324 552401 SPED EVAL TESTS
71232425 552925 SPED SPEECH SUPPLY
71232425 552926 SPEDOT/PT SUPPLY
80252255 525140 SSCTR SECURITY MAR
80252255 525140 SSELM SECURITY ELM
80252255 52514D SSHOP SECURITY HOP
80252255 525140 55145 SECURITY HS
80252255 525140 SSMS SECURITY MS
80252435 542900 B&G OFFICE SUPPLY
80253576 530730 B&G PRODEV
80254115 54510D CSCTR CUSTSUPP CTR
80254115 545100 CSELM CUST SUPP ELM
80254115 545100 CSHOP CUST SUPP HOP
80254115 545100 CSHS CUM' SUPP HS
80254115 545100 CSMS CUST SUPP MS
80254116 558500 UNCTR UNIFORMS CTR
80254116 558500 UNELM UNIFORMS ELM
80254116 558500 UNHOP UNIFORMS HOP
80254116 558500 UNHS UNIFORMS HS
80254116 558500 UNMS UNIFORMS MS
80254125 521300 HGCTR GAS HEAT MAR
80254125 521300 HGELM GAS HEAT ELM
80254125 521300 HGHOP GAS HEAT HOP
80254125 521300 HGHS GAS HEAT H5
80254125 521300 HGMS GAS HEAT MS
80254125 521300 HGSYS GAS HEATSYS
80254135 521100 ELCTR ELECTRIC MAR
80254135 521100 ELELM ELECTRIC ELM
B0254135 52110D ELHOP ELECTRIC HOP
80254135 521100 ELHS ELECTRIC HS
80254135 521100 ELMS ELECTRIC MS
80254135 521100 ELSYS ELECTRIC SYS
80254135 534100 TPCTR TELEPHONE MAR
80254135 534100 TPELM TELEPHONE ELM
80254135 534100 TPHOP TELEPHONE HOP
80254135 534100 TPHS TELEPHONE 115
80254135 534100 TPMS TELEPHONE MS
80254135 534100 TPSSP TELEPHONE SUPT
80254135 534100 TPSSY TELEPHONE SPED
80254216 525110 GROUNDS MAINT
80254224 529700 8&0 CONTR SVCS
80254225 543100 MSCTR R&M SUPP MAR
80254225 543100 MSELM R&M SUPP ELM
80254225 543100 MSHOP R&M SUPP HOP
80254225 543100 M5H5 R&M SUPP H5
80254225 543100 MSMS R&M SUPP MS
80254226 558500 UNIFORMS MAINT
80254235 54320D MECTR EQUIP R&M MAR
80254235 543200 MEELM EQUIP R&M ELM
80254235 543200 MEHOP EQUIP R&M HOP
80254235 543200 MEHS EQUIP R&M HS
EXPECTED
ENCUMBRANCE AVAILABLE TOTAL FAVORABLE/
BUDGET YID EXPENDED / REQUISITIONS BUDGET SPENDING (UNFAVORABLE)
$ 1,007,101 $ 394,776 $ 611,915 $ 410 $ 1,007,101 $
$ 25•00G $ $ $ 25,000 $ $ 25,000
$ 4,450 $ 3,521 $ 929 $ $ 4,450 $
$ 650 $ 578 $ $ 72 $ 650 $
9,683 $ 20,100 $
$ 20,100 $ 8,417 $ 2,000 $
$ 801,941 $ 1,183,251 $ 916,676 $ {1,297,986) $ 1,005,903 $ (203,962)
$ 883,936 $ 379,277 $ 335,856 $ 168,803 $ 716,740 $ 167,196
$ 4,000 $ - $ 700 $ 3,300 $ 4,000 $
$ 11,480 $ 11,480 S $ $ 11,480 $
$ 700 $ 294 $ 285 $ 121 $ 700 $
1,161 $ $ 1,159621 $ $ 760 $ 1,921 $
$ 1, $ 356 $ - $ 803 $ 1,159 $
$ 2,250 $ (5) $ - $ z,255 $ 2,250 $
$ 2,250 $ $ - $ 2,250 $ 2,250 $
$ 2,250 $ $ - $ 2,250 $ 2,250 $
$ 2250 $ 1,214 $ $ 1,036 $ 2,250 $
$ 2,250 $ $ $ 2,250 $ 2,250 $
$ 690 $ 399 $ $ 291 $ 690 $
S 1,200 $ $ $ 1,200 $ 1,200 $
$ 17,680 $ 9,371 $ 7,629 $ 680 $ 17,680 $
$ 10,982 $ 6,583 $ 6,854 $ (2,455) $ 13,437 $ (2,455)
5 13,008 $ 9,371 $ 7,629 9 (3,992) $ 17,000 $ (3,992)
$ 23,178 $ 9,371 $ 7,629 $ 6,178 $ 23,178 $ -
$ 24,890 $ 12,500 $ 8,404 $ 3,986 $ 24,890 $
$ 1,913 $ 388 $• $ 1,525 $ 1,913 $
$ 1,488 $ 194 $ - $ 1,294 $ 1,488 $
$ 1,488 $ 109 $ - $ 1,379 $ 1,488 $
$ 2,975 $ 660 $ - $ 2,315 $ 2,975 $
$ 2,550 $ 460 $ $ 2,090 $ 2,550 $
$ 39,000 $ 9,367 $ 18,217 $ 11,416 $ 39,000 $
$ 45,000 $ 26,853 $ 18,147 $ $ 45,000 $
$ 46,000 $ 16,554 $ 28,746 $ 700 $ 46,000 $
$ 75,000 $ 30,923 $ 40,577 $ 3,500 $ 75,000 $
$ 88,000 $ 20,915 $ 62,885 $ 4,200 $ 88,000 $
$ 5,000 $ 1,486 $ 2,839 $ 675 $ 5,000 $
$ 126,800 $ 26,976 $ 48,024 $ 51,600 $ 126,800 $
$ 75,000 $ 40,521 $ 34,479 $ $ 75,000 $
$ 120,000 $ 36,440 $ 81,560 $ 2,000 $ 120,000 $
$ 250,000 $ 173,303 $ 76,697 $ $ 250,000 $ (0)
$ 110,000 $ 63,992 5 46,008 $ $ 110,000 $
$ 13,100 $ 7,102 $ 4,098 $ 1,900 $ 13,100 $
$ 5,000 $ 1,821 $ - $ 3,179 $ 5,000 $
$ 2,500 $ 1410 5 $ 1,090 $ 2,500 $
$ 2,500 $ 859 $ - $ 1,641 $ 2,500 $
$ 6,000 $ 2,711 $• $ 3,289 $ 6,000 $
$ 5.000 $ 2497, $ - $ 2,503 $ 5,000 $
$ 11,000 $ 6203 $• $ 4,797 $ 11,000 $
$ 2,500 $ 1,544 $ $ 956 $ 2,500 $
$ 83,950 $ 76,007 $ 4,342 $ 3,602 $ 83,950 $
$ 77,290 $ 64,344 $ 14,780 $ (1,835) $ 79,125 $ (1,835)
$ 10,000 $ 6,656 $ 2,769 $ 565 $ 10,000 $
$ 10,600 5 5,977 $ 2,769 $ 1,854 $ 10,600 $
$ 14,400 $ 11,329 $ 2,838 $ 233 $ 14,400 $
$ 14,100 $ 4,815 $ 2,769 $ 6,516 $ 14,100 $
$ 14,900 $ 20,032 $ 2,700 $ (7,832) $ 22,732 $ (7,832)
$ 5,000 $ 444 $ $ 4,556 $ 5,000 $
$ 22 477 $ 9,407 $ 1,582 $ 11,489 $ 22,477 5
$ 27,287 $ 9,961 $ 7,823 $ 9a UM
,503 $ 27,287 $
$ 35,152 $ 11,731 $ 4,864 $ 18,557 $ 35,152 $ -
$ 39,010 $ 62,874 $ 17,188 $ (41,053) $ 80,063 $ (41,053)
Hopkinton Public Schools
FY2023
Financial Report
MUNIS YEAR TO DATE REPORT ORGANIZED BY SALARY AND EXPENSE WITH EXPECTED TOTAL SPENDING
ORG 08J PROJECT ACCOUNT DESCRIPTION
80254235 543200 MEMS EQUIP R&M MS
80254236 524999 B&G EQUIP MAINT
80254306 525120 EMELM X-MAINT ELM
80254306 525120 EMHOP X-MAINT HOP
80254305 525120 EMHS X MAINT HS
80254305 525120 EMMS X MAINT MS
80254305 525120 EMSYS X MAINTSYS
80255356 527100 ADMIN OFFICE RENT
82273514 538900 ATH CONTSVCS
82273515 551900 ATHLETIC SUPPLIES
62273565 551900 ATH 11i ATHLETIC EQUIPMENT
82273576 530730 ATHLETICS PRODEV
83299106 532200 TUITION NORFOLK
84282115 552921 ELEMCURRICSUPPLY
84282115 552922 SEC CURRIC SUPPLY
84282415 551722 SECCURRICTEXTS
84282435 552999 ELL GENERAL SUPPLIES
84283576 573340 SYS CURR EXPENSE
85261454 530400 TECH CONTRSVCS
85261455 542900 TECH OFFICE SUPPLY
85261456 538100 TECH TRAINING
85262425 552100 AVCTR AVSUPPLYCTR
85262425 552100 AVELM AVSUPPLELM
85262425 552100 AVHOP AV SUPPLY HOP
85262425 552100 AVHS AV SUPPLY H5
85262425 552100 AVMS AV SUPPLY MS
85264405 534600 NTSYS NETWORK SYS
85264456 534600 TECHNOLOGY MAINT
85264515 558301 15CTR CTR TECH SUPPLY
85264515 558301 TSELM ELM TECH SUPPLY
85264515 558301 TSHOP HOP TECH SUPPLY
85264515 558301 15115 HS TECH SUPPLY
85264515 558301 TSMS MS TECH SUPP
85264535 588102 LHCTR CTR LIBRARY TECH
85264535 588102 LHELM ELM LIBRARY TECH
85264535 588102 LHHOP HOP LIBRARY TECH
65264535 588102 LHHS 115 LIBRARY TECH
65264535 588102 LHMS MS LIBRARYTECH
85264555 552402 ISCTR CTR SOFTWARE
85264555 552402 ISELM ELM SOFTWARE
B5264555 552402 (SHOP HOP SOFTWARE
85264555 552402 ISHS H5 SOFTWARE
85264555 552402 ISMS MS SOFTWARE
85264555 552402 ISSPK SPED PK SOFTWARE
90111216 530745 SUPT PRODEV LIBRARY
90211116 573100 SCOMM DUES/MEMB
90211214 529700 SUPT CONTR SVCS
90211214 534200 POSTAGE
90211215 542900 SUPT OFFICE SUPPLY
90211216 530300 SUPTADVERTISING
90211216 530747 SUPTOFFICEPRODEV
90211216 571910 CENTRAL OFF TRAVEL
90211216 573100 SUPT DUES/MEMB
90211226 573360 EMERGENCY PREP EXP
90211436 530230 SCH COMM LEGAL
90211456 530410 SUPT TECHNOLOGY
90213204 530970 SCHOOL PHYSICIAN
90213304 533201) REGULAR TRANSPORT
90213404 530710 SCHOOL FOOD SVC
90213576 530730 SYSTEM PRODEV
BUDGET YTD EXPENDED
$ 36,277 $ 18,813
$ 31,600 $ 2,840
$ 22,000 $ 9,990
$ 29,000 $ 22,975
$ 48,000 5 57,461
$ 84,400 $ 117,507
$ 25,000 $ 7,000
$ 124,115 $ 72,618
$ 425,351 $ 221,430
$ 115,117 $ 26,735
$ 4,520 5
$ 8,500 $ 260
$ 159,942 $ 49,144
$ 3,000 $ 1,800
$ 3,000 $ -
$ 91,070 $ 49,154
$ 30,650 $ 30,i51
$ 6,850 $ 3,121
$ 506,023 $ 398,163
$ 1,250 $ 1,029
$ 22,500 $ 12,225
$ 4,000 $ 3,904
$ 10,266 $ 10,243
$ 11,532 $ 2,874
$ 13,064 $ 11,807
$ 13,298 $ 11,284
$ 60,155 $ 37,800
$ 75,000 $ 59,651
$ 35,980 $ 31,880
$ 108,330 $ 105,352
$ 107,330 $ 102,746
$ 94,724 $ 91,830
$ 182,296 $ 177,348
$ 2,150 $ 2,150
$ 1,350 $ 850
$ 1,350 $ 850
5 11,613 $ 5,293
$ 2,770 $ 850
$ 32,000 $ 28,620
$ 19,850 $ 17,775
$ 32,564 $ 31,959
$ 58,235 $ 58,077
$ 63,043 $ 60,060
$ 5,012 $ 5,012
$ 200 $
$ 32,000 $ 25,590
$ 4,500 $
$ 16,500 $ 13,252
$ 17,745 $ 5,688
$ 12,318 $ 5,231
$ 13,889 $ 3,664
$ 2,800 $ 166
$ 11,760 $ 12,696
$ 15,700 $ 12,580
$ 146,000 $ 51,578
$ 19,034 $ 17,071
$ 7,500 $ 3,759
$ 2,024,670 $ 981,739
$ 5,400 $
$ 34,050 $ 28,556
ENCUMBRANCE
/ REQUISITIONS
$ 11,220
1,912
19,639
21,289
42,334
147,837
25,757
95
120
17,366
123
800
8,642
2,459
2,014
10,479
4,604
2,277
2,500
2,083
2,611
2,525
790
288
500
•
759
3,307
119
125
3,120
14,423
3,741
984,920
460
EXPECTED
AVAILABLE TOTAL FAVORABLE/
BUDGET SPENDING (UNFAVORABLE)
6,244 $ 36,277 $
26,648 $ 31,600 $
(7,529) $ 29,629 $ (7,629)
(15,264) $ 44,264 $ (15,264)
(9,461) $ 57,461 5 (9,461)
(33,107) $ 117,507 $ (33,107)
18,000 $ 7,000 $ 18,000
9,164 $ 124,115 $
56,084 $ 425,351 $
62,625 $ 115,117 5
4,520 5 4,520 $
8,145 $ 8,500 $
110,798 $ 49,144 $ 110,798
1,200 $ 3,000 $
3,000 $ 3,000 $
41,916 $ 91,070 $
499 $$$
,0 $
3609 $ 30,6850 $
90,,494 $ 506,02653 $
1,
9,47598 $ $ 22500250 $$
96 $ 4,000 $
23 $ 10,266 $
,
(1,202)17 $$ 1411,266532 $$ (1,202)
$ 13, $
11,876 $ 60,155298 $
10,745 $ 75,000 $
1,822 $ 35,980 $
478 $ 108,330 $
2,501 5 107,330 $
283 $ 94,724
2,424 $ 182,296 5$
- $ 2,150 $
500 $ 1,350 $
500 $ 1,350 $
5,530 $ 11,613 $
1,920 $ 2,770 $
3,092 $ 32.000 $
2,075 $ 19,850 $
605 $ 32,564 5
158 $ 58,235 $
2,483 $ 63,043 $
$ 5,012 $
200 5 200 $
6,410 $ 32,000 $
4,500 $ 4,500 $
2,489 $ 16,500 5
8,750 $ 17,745 $
6,968 $ 12,318 S
10,100 $ 13,889 $
2,634 $ 2,800 $
(936) 5 12,696 $ (936)
$ 15,700 $
80,000 $ 146,000 5
1,963 $ 19,034 $
$ 7,500 $
58,012 $ 1,966,658 $ 58,012
5,400 $ - $ 5,400
5.034 $ 34,050 5 -
Hopkinton Public Schools
FY2023
Financial Report
MUNIS YEAR TO DATE REPORT ORGANIZED BY SALARY AND EXPENSE WITH EXPECTED TOTAL SPENDING
EXPECTED
ENCUMBRANCE AVAILABLE TOTAL FAVORABLE /
ORG OBJ PROJECT ACCOUNT DESCRIPTION BUDGET YTD EXPENDED / REQUISITIONS BUDGET SPENDING (UNFAVORABLE)
90213576 53270D TUITION REIMBURSE $ 100,0D0 $ 80,790 $ - $ 19,211 $ 80,790 $ 19,210
90214236 526800 SYS R&M OFF EQUIP COPIER $ 58,000 $ 24,670 $ 29,914 $ 3,416 $ 58,000 $
90215206 517200 LIFE INSURANCE $ 975 S 438 $ $ 538 $ 975 $
90217306 585100 SYS NEW EQUIPMENT $ 3,269 $ 3,003 $ 3,167 $ (2,901) $ 6,170 $ (2,901)
S (13)
TOTAL EXPENSE $ 10,428,539 $ 6,395430 $ 3,988,435 $
GRAND TOTAL
44,969 $ 10,381,897 $ 46,642
$ $5,522,408 $ 30,333,775 $ 3,988,435 $ 21,200,195 $ 55,520,770 $ 1,634
INTENTIONALLY
BLANK
ITEM
DIVIDER
HOPKINTON
Fin
MIDDLE SCHOOL
To: Dr. Carol Cavanaugh, Superintendent
From: Matt Lefebvre, Principal
Date: February 27, 2023
RE: Hopkinton Middle School 2023-2024 Program of Studies
2023-03-02 Item VI.a. SC Agenda
The proposed 2023-2024 Hopkinton Middle School Program of Studies is included. Significant changes are
highlighted below:
• New greeting (page 2)
• Changed Mission Statement to match the one in the Student and Parent Handbook. (page 3)
• ELA - Course description changes (pages 4-6)
• Math - renaming co -taught section for both grades 7 & 8. The course formerly referred to as
Co -Taught will now be called Math II. Also, the language now states that Math II classes will be
supported by a Learning Specialist or Paraprofessional. (pages 7-8)
• Social studies - Course description changes (pages 11-13)
• Removed "Students in the Grades 7 & 8 Orchestra also perform in the Symphonic Orchestra with
selected wind and percussionists from the band program. This group will perform at the regular
concerts and at MICCA" (page 16)
• Media Arts will now be broken into 3 courses. The new course titles better reflect the course content,
and the course descriptions have remained the same. Grade 6 will be referred to as Digital Art, Grade 7
will be referred to as Design and Grade 8 will be referred to as Photography. (pages 19-20)
• Guidance Seminar will now be titled Middle School Seminar (page 20)
• Grade 6 Health will now focus on CPR, AED use and First Aid along with social -emotional wellness.
Grade 7 will now focus on mental health lessons and substance use and abuse. (page 21)
• PE - Yoga for Athletes is no longer taught (pages 22-26)
Matt Lefebvre, Principal
Ann Benbenek, Assistant Principal
Patrick Nash, Assistant Principal
Telephone: 508-497-9830
Fax: 508-497-9803
88 Hayden Rowe Street, Hopkinton, Massachusetts 01748
HOPKINTON
11111 (3
MIDDLE SCHOOL
Program of Studies
20232-202 3
Table of Contents
Letter From The Principal 2
Mission Statement 3
English Language Arts 4
Mathematics 6
Science 10
Social Studies 11
World Language 13
Band and Orchestra 14
Chorus 15
Music Literacy 16
Drama 17
Media Arts 19
Guidance Seminar 20
Media Literacy 21
Physical Education 22
Technology and Engineering 25
Visual Arts 26
Counseling Services 27
Special Education 28
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Letter From The Principal
Dear Students:
I take great pride in being the Principal at Hopkinton Middle School, and it is with that same
sense of pride that I present your Program of Studies for the 2023-2024 school year. This
Program of Studies is an important first step in growing an active community of strong minds
and kind hearts.
One main objective of the curriculum offered to you at HMS is to spark a love of learning that
will continue beyond your middle school years. We intend to accomplish this goal by providing a
curriculum that is both rich and rigorous, appealing to all learners, and helpful in determining
your passions and interests.
I would like to thank the educators at Hopkinton Middle School for their continued dedication,
creativity, and expertise, all of which are integral parts in designing a Program of Studies that is
worthy of our students.
I wish you all a wonderful school year.
Matt Lefebvre
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Mission Statement
Our mission is to grow an active community of strong minds and kind hearts. To realize our
mission, the Hopkinton Middle School Community celebrates and supports:
• skills, knowledge, and talents of every person;
• strong learning opportunities for all;
• respectful and empathetic interactions;
• learning and growing from mistakes;
• positive choices and healthy habits;
• good character, kindness, and fair play.
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4
English Language Arts
The Hopkinton Middle School English Language Arts curriculum, with its variety of activities to
enhance differentiated learning, is rich with interests and challenges for all students. Our goal is
to instill in our students a love of literature and writing, as well as critical thinking skills. The -
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Students will further develop their skills in each of these areas as follows:
nevelingt—Students explore increasingly sophisticated texts from a variety of literary genres
including short stories, novels, plays, and poetry, both classic and contemporary. Additionally,
students read non-fiction texts and articles that enrich their understanding of unit concepts.
Active reading strategies are taught so that students can bring their full attention to an author's
work. Continued practice of reading aloud and conducting formal discussion fosters students'
understanding and appreciation of good literature and strengthens their discussion and listening
skills. Students exercise public speaking skills through presentations incorporating technology,
collaboration, and synthesis of information. As students continually sharpen their writing skills,
they progress through directed writing exercises, self -chosen creative writing topics, as well as
activities related to literature. Students continue writing and reading activities emphasizing how
to locate and cite supporting textual evidence, developing an argument to support a claim, and
work on establishing sophistication and voice in their writing.
BAs students continually sharpen their writing skills, they progress through directed
writing exercises, self -chosen creative writing topics, as well as activities related to literature.
Students continue writing and reading activities emphasizing how to locate and cite supporting
textual evidence, develop an argument to support a claim, and work on developing
sophistication and voice in their writing. .
.._t__-__ Continued practice of reading aloud and conducting formal discussion
fosters students' understanding and appreciation of good literature and strengthens their
discussion and listening skills. Students practice sue —public speaking skills through
presentations incorporating technology, collaboration, and synthesis of information.
Grade 6
In Grade 6 English I, students read a variety of genres. Not only will students read novels, but
they will also read short stories, as -well -poems, and articles from a variety of sources. Students
continue to develop previously learned reading strategies including summarizing, predicting,
analyzing, clarifying, visualizing, connecting, and questioning. As students build on these skills,
they learn to analyze literature as self -directed learners and critical thinkers while interacting
5
with the text at a higher level. Students are encouraged to connect reading selections to their
own lives, the world around them, and to previously read literature.
In Grade 6 English II, Students practice and improve their writing skills through many different
writing genres: narrative, persuasive/argument, response to literature, and research -based
writing. Students learn to improve word choice, sentence variety, paragraph development,
punctuation, vocabulary and spelling. ,
important in their lives and givc a prcscntation on this individual.
Grade 7
Students in Grade 7 English read literature from multiplerrety literary —genres„
centerederreniLed around the theme "Coming of Age." Students study novels, which may
include, but are not limited to,The Wednesday Wars and The Adventures of Tom Sawyer. These
particular selections are known for their international literary acclaim and serve to help us
examine the human condition. Lois Lowry's novel, The Giver, serves as an entry point into the
dystopian book club unit, where students choose from a wide variety of titles in the genre.
Throughout their reading, students work collaboratively to sharpen their critical thinking,
creativity, and problem -solving skills as well as learning vocabulary in context. Nonfiction texts
may include, but are not limited to, An American Plague which provides a historical account of
the 1793 yellow fever epidemic in Philadelphia; during this reading students strengthen
fundamental reading skills such as setting a purpose, previewing and reviewing, and
summarization.
Through the literary anthologies, The Language of Literature and Flying Lessons, students read
selected multicultural short stories, poems, and plays, continuing to examine the "Coming of
Age" theme. Students learn to analyze and evaluate the connections between literature and
themselves, as well as how literature relates to the outside world. Additionally, students expand
upon their learning by connecting currently read literature to previously read texts. Formal
student writing includes narratives, arguments, and expository pieces. To analyze and evaluate
their writing for strengths and areas in need of improvement, students work extensively with
rubrics and other resources. Throughout writing instruction, they learn to improve word choice,
sentence variety, style and length, and paragraph structure to communicate their ideas clearly.
Students improve their knowledge of standard grammar, applying and demonstrating this skill
base in their writing.
Grade 8
In the Grade 8 English curriculum, students explore the concepts of nature vs. nurture, justice,
tolerance and adversity, relationships, greed and corruption through discussions of characters,
6
conflicts, and themes in varying genres of literary works. As students read, analyze, and respond
to these central concepts in novels, short stories, poems and non-fiction texts, they gain insight
into their lives and the world around them.
The goal of English 8 is to continue to increase students' skills in the following areas: vocabulary
and grammar, literary analysis, thesis -based writing, as well as creative writing.
Within these units, students work both individually and collaboratively to sharpen their
creativity, leadership, critical thinking, and problem -solving skills while, at the same time,
infusing the self -directed learning requirements demanded of 21st -century learners. Extended
literature selections taught may include, but are not limited to, The Call of the Wild, To Kill a
Mockingbird, A Midsummer Night's Dream, The Pearl and The Old Man and the Sea. Students
maTalso engage in independent reading or book clubs.
From these texts, students analyze and evaluate the elements of fiction. Formal student writing
includesirivcIves narrative, argument and thesis -based r, eel& h end thesis-basad literary
analysis. Examination of word choice, sentence variety, and paragraph structure strengthens
communication skills. In addition to rules of usage, punctuation, and spelling, students continue
to refine their skills in providing textual evidence while developing an awareness of voice and
audience in their writing and presentations.
Mathematics
Grade 6
Math 6 is designed to be rigorous and to meet the needs of all students. Instruction in Grade 6
math classes focuses on four critical areas:
1. Connecting ratio and rate to whole number multiplication and division and using
concepts of ratio and rate to solve problems;
2. Completing understanding of division of fractions and extending the notion of
number to the system of rational numbers, which includes negative numbers;
3. Writing, interpreting, and using expressions and equations; and
4. Developing understanding of statistical thinking.
In addition to the four critical areas, instruction will build on students' knowledge of area by
reasoning about relationships among shapes to determine area, surface area, and volume.
7
Grade 7
Instruction in all Grade 7 math classes focuses on four critical areas:
1. Developing understanding of applying proportional relationships;
2. Developing understanding of operations with rational numbers and working with
expressions and linear equations;
3. Solving problems involving scale drawings and informal geometric constructions,
and working with two and three dimensional shapes to solve problems involving
area, surface area, and volume;
4. Drawing inferences about populations based on samples.
Math 7 I is designed to be rigorous and meet the needs of the majority of our students, focusing
on the four critical areas listed above.
Math 711 is taught by a math teacher and supported by a learning specialist or paraprofessional.
In addition to a diverse instructional model, having multiple teachers allows us to provide
students with a wealth of resources in order to best meet individual needs: smaller class sizes,
increased access to teachers, tailored instruction for each individual student, and the ability to
establish flexible student groups based on need.
Grade 7 Pre -Algebra focuses on the four critical areas listed above but differs from the other
Math 7 courses in that students are instructed in some of the Grade 8 standards from the
Massachusetts Mathematics Curriculum Framework. While coherence is retained in that it
logically builds from Grade 6, the additional content demands a faster pace for instruction and
learning. Grade 7 Pre -Algebra supports students who are ready for a math experience that
delves deeper into grade level concepts and who are ready for a faster -paced class. The
curriculum emphasizes a deep, authentic command of mathematical concepts. Grade 7
Pre -Algebra is designed for students who regularly think about problems in ways that go
beyond simple computation and are able to independently apply concepts to novel situations.
Pre -Algebra students demonstrate a strong interest and passion for math and display an
enthusiastic disposition to think critically and analytically while independently monitoring and
evaluating their own progress.
8
Grade 7 Placement
Criteria for placement into each of the above Grade 7 classes is based upon performance on:
• Grade 6 Term 1 Assessment average
• STAR Math Assessment (Winter administration)
• Performance on the IOWA Algebra Aptitude Test (February/March)
• Performance on Fluency Test (February/March)
• Teacher Rubric detailing student's proficiency with curriculum at and above grade level
Grade 8
Instruction in all Grade 8 math classes focuses on three critical areas:
1. Formulating and reasoning about expressions and equations, including modeling
an association in bivariate data with a linear equation, and solving linear
equations and systems of linear equations;
2. Grasping the concept of a function and using functions to describe quantitative
relationships; and
3. Analyzing two and three dimensional space and figures using distance, angle,
similarity, and congruence, and understanding and applying the Pythagorean
Theorem.
Math 81 is a rigorous course focused on the critical areas listed above.
Math 811 is taught by a math teacher and supported by a learning specialist or paraprofessional.
In addition to a diverse instructional model, having multiple teachers allows us to provide
students with a wealth of resources in order to best meet individual needs: smaller class sizes,
increased access to teachers, tailored instruction for each individual student, and the ability to
establish flexible student groups based on need.
E aught -Math
•
•
9
Grade 8 Honors Algebra I formalizes and extends the mathematics that students learned
through the end of Grade 7 covering all of the Grade 8 standards from the Massachusetts
Mathematics Curriculum Framework in addition to the following Algebra 1 standards:
1. Deepen and extend understanding of linear relationships;
2. Contrast linear relationships with each other and engage in methods for
analyzing, solving, and using quadratic functions;
3. Add, subtract, and multiply polynomials in addition to factoring polynomials; and
4. Work with inequalities and systems of inequalities by solving them algebraically
and graphically.
All topics will be covered with extensive rigor to ensure mathematical success at high school
and beyond. Honors Algebra I students must possess a strong work ethic as well as an ability to
learn independently. This class is designed for students seeking higher level Calculus in high
school.
Grade 8 Advanced Algebra I formalizes and extends the mathematics that students learned
through the end of Grade 7 covering the remainder of the Grade 8 standards not taught in
Grade 7 Pre -Algebra from the Massachusetts Mathematics Curriculum Framework as well as all
Algebra I standards. Grade 8 Advanced Algebra 1 supports students who are ready for a
substantially above -grade level math experience. The curriculum demands and emphasizes a
deep, authentic command of mathematical concepts. Grade 8 Advanced Algebra I is designed
for students who regularly think about problems in ways that go beyond simple computation
and are able to apply concepts to novel situations. Students demonstrate a strong interest and
passion for math and display an enthusiastic disposition to think critically and analytically while
independently monitoring and evaluating their own progress. This class is designed for students
to reach two years of high school Calculus. The main areas of concentration of Grade 8
Advanced Algebra I are to:
1. deepen and extend understanding of linear and exponential relationships;
10
2. contrast linear and exponential relationships with each other and engage in
methods for analyzing, solving, and using quadratic functions;
3. apply linear models to data that exhibit a linear trend.
Students will summarize, interpret and represent one or two variable data distribution as well
as simplify and solve rational expressions and equations using various operations. Students will
explore aspects of functions and pre -calculus topics that will further develop in Algebra II,
including composition, inverse, and operations. Grade 8 Advanced Algebra I students must
possess solid mathematical prerequisite skills, as well as a strong and independent work ethic.
Grade 8 Placement
The placement process for Grade 8 math differs from that of students entering Grade 7 in that it
relies exclusively upon the grades that students earn in their Grade 7 class, a process similar to
the one used for high school placement. Students are placed based on their Term 1 grades.
Foundations and Application of Numbers: Grades 6, 7 and 8
The objective of Foundations and Application of Numbers (FAN) is to reinforce essential
building block math skills to help students become confident learners. FAN supplements
mathematics classrooms by providing additional support to struggling math learners. The FAN
experience is different for each student as we look closely at state, local and classroom
assessments in order to create a program tailored to individual needs. Students begin to
generate their own math goals and work towards reaching them while in FAN. Beyond this
foundational work, students will preview and review concepts and skills taught in their regular
math class.
Science
The Middle School science curriculum is designed to develop scientific literacy in our students.
By studying concepts from: physics, chemistry, biology, and earth science, students will build a
conceptual understanding of science. It is our belief that students learn science best when they
do science. All lab work is designed to assist students in asking questions, analyzing data,
planning investigations and engaging in claim, evidence, and reasoning. Projects and
performance assessments within each grade level require students to synthesize material, and
use critical thinking and problem solving skills. Interactive technologies are routinely used in all
science classes to provide students with opportunities to simulate real -world applications of
science.
Grade 6
Structure and Function
11
The Grade 6 science curriculum is designed to give budding scientists an introduction to the
basic principles in all fields of science: astronomy, earth science, physics, biology, and chemistry.
The common themes of observations and inferences as well as structure and function are
introduced at the beginning of the year as students are taught to approach the world from the
mindset of a scientist. Students use models and evidence to not only make claims, but also to
explain their reasoning using the "Claim -Evidence -Reasoning" model as they explore different
ideas. Young scientists use observations and inferences to explore the biosphere. They then
transition to understanding the geosphere and the evidence that Earth's surface changes. Our
scientists then switch to the interactions between our Earth, Moon, and Sun, how matter
interacts with waves. and chemistry. Finally, we end the year with an exploration of how people
in the fields of science, engineering and technology approach design. Throughout the units, we
work toward practical mastery of scientific equipment, including the use of microscopes, as well
as processes like experimental design.
Grade 7
Systems and Cycles
Students in Grade 7 focus on systems and cycles using their understanding of structures,
functions, connections and relationships in systems, and the flow of matter and energy
developed in earlier grades. A focus on systems requires students to apply concepts and skills
across disciplines, since most natural and designed systems and cycles are interactive. Students
will gain experience with: geological changes, interactions of humans and catastrophic events,
biological systems that support and sustain life, ecosystem dynamics, and physical systems that
include forces of motion and energy. Through Grade 7, students will begin moving from the
concrete to the abstract perspective, since many of the systems and cycles studied are not
directly observable. Students explore these concepts through a varied and hands-on approach
including labs and modeling experiences.
Grade 8
Cause and Effect
Grade 8 students use more robust abstract thinking skills to explain the causes of more complex
phenomena and systems. An understanding of the cause and effect of key natural phenomena
and designed processes allows students to explain patterns and make predictions about future
events. Students will develop and use models to assist them in visualizing such phenomena as:
seasons and tides, gravity and its role in planetary motion, atoms, molecules and their
interactions, weather and climate, plate tectonics, and the role of genetics in reproduction,
heredity, and artificial selection.
12
Being able to analyze phenomena for evidence, of causes and processes that often cannot be
seen, and being able to conceptualize and describe those causes, is a significant outcome for
Grade 8 students.
Social Studies
The Social Studies curriculum allows students to acquire knowledge of human endeavors and
relationships, both past and present, to encourage informed participation in society. A central
goal of the social studies program is to encourage effective thinking and reasoning. It is
important that students learn to connect ideas and knowledge with the skills necessary for civic
participation. Literacy skills are woven into the curriculum to help students develop their ability
to argue or explain conclusions, using valid reasoning and evidence. The curriculum challenges
students to develop the skills necessary to analyze the purpose and point of view of sources,
distinguish opinion from fact, and evaluate the credibility of sources. Throughout the units of
study, current events, social issues, and civic responsibility are incorporated in the curriculum.
This enables students to experience the diversity that exists within our world and understand
their greater role in society. The social studies curriculum is firmly aligned with our
Massachusetts State Standards.
Grade 6: World Geography and Ancient Civilizations I
In Grade 6, students examine the focus of and tools used by various social scientists. They then
study early humans and examine how the development of agriculture helped lead to the world's
first civilizations. Throughout the rest of the year, students conduct area studies of Western
Asia, the Middle East, North Africa, Sub-Saharan Africa, Central America, the Caribbean Islands,
and South America focusing on the physical and political geography of each region and the
ancient civilizations that developed there.
Effective study skills, note -taking, and collaboration are prime components of the course.
Special attention is paid to the use and interpretation of maps, charts, time lines, and other
reference materials as visual or graphical compliments to historical concepts. Critical thinking
and problem solving are also intertwined throughout the curriculum.
Grade 7: World Geography and Ancient Civilizations 11
Grade 7 continues the sequence from grade 6, studying the development of ancient and
classical civilizations and physical geography of Asia, Oceania, and Europe. Students study these
topics by exploring guiding questions such as, "How did the concept of self-government
develop?" and "Why do empires rise and fall?"
13
In 7th grade, students will examine how the development of political systems, economics,
geography, history, and archaeology contributed to the study of these regions and countries.
Units of study include Ancient South Asia, East Asia, Ancient Greece and Rome and Oceania.
Through the use of technology and other means, the curriculum standards are delivered via
classroom activities that are designed to foster collaboration among students, develop critical
thinking skills and utilize creative problem solving strategies. Additional expectations of
students include an increase in global awareness and personal accountability.
Grade 8: United States and Massachusetts Government and Civic Life
The following is an excerpt from the DESE's renewed mission for the Grade 8 standards:
Renewed Mission: Education for Civic Life in a Democracy
The primary purpose of a history and social science education is to prepare
students to have the knowledge and skills to become thoughtful and active
participants in a democratic society and a complex world. "Government of the
people, by the people, for the people" is not just a historical phrase from
Lincoln's "Gettysburg Address," but an ideal that must be renewed and
reinvigorated by each succeeding generation. The future of democracy depends
on our students' development of knowledge, skills, and dispositions that will
enable them to embrace democracy's potential, while recognizing its challenges
and inherent dilemmas.
Using critical thinking skills, students will examine the philosophical foundations of our
democracy and the development of the United States Government. They will explore the roles
and responsibilities of the three branches of government along with their own rights and
responsibilities as citizens. Students will examine the way in which the Constitution and the laws
of the nation evolve through a study of the amendments and major Supreme Court cases.
Throughout the year, students will explore principles of American democracy such as
representative government, due process, equality, consent of the governed, freedom of speech,
and freedom of the press.
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relatienallip—with—that—free—preesT Finally, students will evaluate the relationship among
federal,fo�n:l:���� tl.1, state and local governments
gevermentt—Use of primary source documents, .maps and charts will
enhance instructional units. Students will access and evaluate historical information using
current technology in a collaborative manner as well as create self -directed projects to
synthesize that information and communicate it to classmates.
14
World Language
The primary objective of the Grades 7 and 8 World Language curriculum is to prepare students
to communicate meaningfully with others in Mandarin Chinese, French or Spanish about topics
and ideas that are relevant to their own personal interests. Students are encouraged to use the
target language throughout the class in collaborative and interactive student -centered activities.
Students develop listening, speaking, reading, and writing skills throughout the curriculum. In
addition, by using critical thinking skills to make global cross-cultural comparisons, students are
encouraged to develop a respect for and an understanding of diverse cultures. Use of
technology is an important part of our foreign language curriculum. Through its use, students
will participate in interactive activities that strengthen their communication skills and cultural
awareness.
Acquiring proficiency in a foreign language requires many years of studying the same language.
As students begin the two-year program in Grade 7, they make a commitment to study either
Mandarin Chinese, French or Spanish. Students who successfully complete the Middle School
program in their chosen language will be eligible to take Mandarin Chinese II, French II or
Spanish II in high school.
Grade 7
The Grade 7 Mandarin Chinese IA, French IA or Spanish IA curricula provide students with
practice in the development of all four language skills. Students will develop listening and oral
communication skills by interacting with the teacher and with other classmates. They will ask
and respond to questions about relevant topics such as pastimes, sports, school, food and
beverages, and family and places in the community. Students will develop reading skills by
scanning authentic materials for cognates and context clues. Students will also read brief
passages that are thematically linked to units in the curriculum. They will develop writing skills
by writing simple sentences about what they have learned. Students will write responses to
questions or invitations, categorically arranged vocabulary lists, and simple paragraphs about
themes in the curriculum. The proficiency target for each skill is Novice High, based on the
ACTFL proficiency scale (ACTFL Proficiency Guidelines).
There is also an emphasis on the development of student awareness of Mandarin
Chinese -speaking, French-speaking and Spanish-speaking cultures. Throughout the curriculum,
discussion of the daily lives and customs of people in the various Chinese, Francophone and
Spanish-speaking cultures enhances their understanding and appreciation of the Mandarin
Chinese, French and Spanish cultures.
15
Grade 8
The Grade 8 Mandarin Chinese IB, French IB and Spanish IB curricula build upon what has been
learned in Grade 7 and provide students with further reinforcement in the development of all
four language skills as well as further opportunities to develop cultural awareness. Through
student centered activities, students strengthen listening and oral communication skills by
engaging in conversations about a variety of relevant topics. These topics may include creating a
digital persona, discussing inside and outside of school activities, describing our community and
learning about food one might order in a restaurant of their target language. Students will ask
for and express opinions, give and follow directions, accept and decline requests, and provide
and obtain information about their daily lives and the lives of people in other cultures.
Students further develop reading strategies by identifying the main ideas in authentic materials
and short reading selections in the target language. Writing skills are reinforced as students
develop strategies and techniques that will enable them to perform real -life tasks. The
proficiency target for each skill is Intermediate Low, based on the ACTFL proficiency scale (ACTFL
Proficiency Guidelines).
Awareness and appreciation of Chinese, Francophone and Spanish-speaking cultures is further
emphasized in the grade 8 curriculum. Through discussions of information that present different
cultural perspectives, students are encouraged to use critical thinking skills to make cultural
observations and comparisons.
Band and Orchestra
Music electives are offered to all students and are full -year commitments.
Band
Band ensembles at each grade level are regularly scheduled music elective classes held during
the related arts rotation. Grade 6 and 7 Bands meet in small sectional groupings in order to
provide instrument -specific instruction. The Grade 8 band rehearses as two balanced
ensembles. This allows the students to focus on more advanced ensemble skills.
The bands perform a variety of repertoire from various genres. All bands perform in at least
three annual concerts. The Grade 8 band also participates in the Massachusetts Instrumental
and Choral Conductors Association Concert Festival and may perform at a high school football
game and the Great East Music Festival. Attendance at all performances is required.
Regular performance assessments will be conducted during the course of the year. Teachers and
students use music recording software to record and assess various levels of preparation.
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Students are encouraged to try harmony instruments (tenor and baritone saxophone, bassoon,
French horn, etc.) to further expand and enhance the sound of the band.
Orchestra
Each grade level has its own orchestra ensemble. This is a regularly scheduled elective class that
meets during the music related arts rotation. Students focus on improving their individual skills
while performing from a variety of musical genres. Sectional rehearsals will be included in the
students' regularly scheduled class periods. Strings Orchestra performs in at least three annual
concerts. The Grade 7 & 8 Orchestra also participates in the Massachusetts Instrumental and
Choral Conductors Association Concert Festival. Attendance at all performances is required.
Regular performance assessments will be conducted during the course of the year. Teachers and
students use music recording software to record and assess various levels of preparation.
Students are encouraged to try harmony instruments (viola, cello, and bass) to further expand
and enhance the sound of the band.
Chorus
Music electives are offered to all students and are full -year commitments.
Each grade that meets during the Related Arts has its own chorus that fosters growth from year
to year in communication, collaboration, vocal health, agility, accuracy, and capability. A varied
repertoire is used from around the world and from different time periods to ensure a global
awareness in each class. Each chorus class is a mini chorus that will come together to form a
large ensemble for performances. Video and audio recording will be created to aid in student
and teacher assessments.
All choruses perform at least three concerts during the school year. The Grade 8 Chorus also
participates in the Massachusetts Instrumental and Choral Conductors Association Concert
Festival, and may perform at the Great East Music Festival. Attendance at all performances is
required.
Grade 6 Chorus
The emphasis for these young singers is on developing healthy singing techniques and
understanding basic notation. Students will also begin the transition from one and two-part
singing to three-part singing. Varied repertoire is used while learning to collaborate and gain
ensemble skills.
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Grade 7 Chorus
The focus of Grade 7 Chorus is for students to produce a more mature sound while singing in
three parts. Particular attention is focused on developing the girls' upper range and boys' lower
range as their voices change and mature. There is also a greater focus on sight-reading and
ear -training skills.
Grade 8 Chorus
The emphasis of the Grade 8 Chorus is on creating a solid foundation for high school chorus.
Students will sing up to four-part harmony. Girls will continue to learn how to sing with a more
mature sound while boys learn how to use their new vocal range correctly. High level
sight-reading and ear -training skills are emphasized.
Music Literacy
The music literacy curriculum is designed for students to explore music as part of a world
culture. The course will focus on the origination of music and its relationship with people in the
20th and 21st centuries. This course will engage students in music history, appreciation, and
performance as it relates to American culture.
Grade 6
The focus of this course is the study of blues history, the influences of classical music on today's
music, and the development of Jazz as an American art form. Through African drumming, the
students will develop the basics of composition and rhythm study as well as understanding
what it feels like to be a performer. Students will explore the world of music technology and
recording through the use of iMovie and Garageband. The Rock History unit begins to develop
the students' understanding of how to analyze lyrics and song form.
Grade 7
The focus of this second year of Music Literacy is to first provide the students with a background
in the five music principles that composers use when creating a song. This will develop a basic
foundation for music terminology and basic theory that will be used throughout the year, and in
eighth grade. The study of American Popular Music will explore various careers in music outside
of being a performer. This course then provides the students with historical perspectives in Jazz,
Rock and Roll, and Hip Hop as popular American music art forms. Drum study in this year
focuses on original composition and recording techniques. Students demonstrate lyrical analysis
and historical perspectives in music by creating short music videos for various American music
genres.
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Grade 8
Through the study of Soul, Modern Jazz, Rock and Roll Genius, and Hip Hop Culture, students
explore the influence of music on culture and American history. Using l -movie, students are
asked to interpret lyrics in relation to the world around them, as well as the effect of the song's
message on them as emerging individuals. Using percussion instruments, students will develop
poly -rhythms, stomp percussion, and write original compositions. Students will use Garageband
to record original rhythmic compositions as well as their own original raps during the study of
hip hop. Technology is used extensively to demonstrate the students' understanding of lyrical
and historical perspectives in relation to the changing music industry of the 21st century.
Drama
Students participate in Drama 30 class sessions per year.
Grade 6
Students in Grade 6 Drama learn the foundations of the art of live performance and methods of
overcoming fears and discovering the performer within. Creativity, spontaneity, emotional
expression, communication through voice and body, and developing the imagination through
dramatic exercises are emphasized along with narrative skills, acting and improvisation, and
basic play -making and directing.
A strong sense of classroom community and being a supportive audience are the first lessons
students encounter. This creates the foundation of a performance -oriented class in which
students learn from interacting with each other. Students will collaborate to synthesize and
perform tableaux, short monologues, and skits and will evaluate each other with full audience
participation. Through learning from each other's live performances, ideas, and evaluations,
students will be able to make informed artistic choices, perform with greater confidence, and
evaluate theatre - and each other - with critical thought and sensitivity.
Grade 7
Students in Grade 7 Drama build on the foundations of drama they learned in Grade 6 by
focusing on the art of character development and performance. By studying a universal theme
of human individuality, students will connect the art of theatre with the world around them,
and with themselves as people. They will hone their performance skills in more advanced acting
exercises and projects while also learning about basic theatre design, history, forms, and
canonical works. All of these elements combine so that students will begin to see themselves as
powerful performers with an ability to transform themselves and to communicate deeply to an
audience.
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To do this, students will experiment through theatre games with becoming characters on
various levels and exploring what makes a memorable one. Students will then synthesize
characters using a variety of interactive, hands-on methods that connect with theatre design
(costume) and history (working with Greek -inspired masks). Eventually they will learn about and
explore the art of monologue in both film and live theatre, and they will ultimately write and
perform their own monologues for characters they have created earlier. Students will explore
advanced writing, acting, and collaborative rehearsal methods to refine their monologues and
will perform them for each other, with audience evaluation. The sense of theatre, community,
and artistic choice that students have been developing since grade 6 culminate in a short
whole -class play students synthesize using their monologue characters, which they perform at
the end of the term and which they self -evaluate.
Grade 8
The theme of Grade 8 Drama is 'making your voice heard.' At this stage in their lives, Grade 8
students are blossoming as citizens of the world. They are now ready to embrace the art of
drama as a whole art form that is a powerful medium for sharing ideas and teaching an
audience a lesson. The foundations of performance they learned in Grade 6 and the deeper
knowledge of character they learned in Grade 7 now culminate in an advanced study of drama
that explores how the world around us informs the drama we create, and how drama mirrors
the world.
Students begin studying advanced improvisation and acting techniques by exploring status and
dramatic tension between individuals and in the world. Through their own awareness of what
they see around them, they are able to create short scenes that represent realistic and powerful
human dynamics, and they learn that even the funniest comedies have real meaning at their
roots. With this knowledge, they begin exploring ideas they feel are important to teach the
world through various interactive exercises and discussions. They lay the foundation for their
ultimate project - a whole -class play they synthesize, evolve, direct, rehearse, and perform for
an invited audience of their peers.
Using techniques they have learned in Grades 6 and 7, they collaborate to create tableaux,
scenes, monologues, and transitions that all serve to communicate their idea to the audience.
Students must also create the other theatrical elements such as costume and set design by
using their developing sense of theatre. The performance and the audience's reaction and
feedback provide evaluative lenses for the students, but they often know in the end how much
they have accomplished, because at this point they begin to truly know themselves as
performers on the stage of the world.
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Digital Art, Design & PhotographyMedie-Arts
Students participate in Digital Art, Design or PhotographyMedie-Art 30 class sessions per year.
These three Media —Arts —courses introduceint edeees students to technology as an artistic
medium throughout their time at Hopkinton Middle School. As our 21st Century society
becomes increasingly visual and digitized, students have the opportunity to become educated
consumers and creators of such media. Our students see advertisements in magazines and
together we discover not only what the ad is communicating based on how it looks, but also
how it was created. By exploring multimedia software, digital cameras, scanners, drawing
tablets and other technology, students discover the creative potential of digital media as a
mode of communication and an outlet for personal expression. Students are exposed to the
application of this media in real world contexts and settings. For instance, students learn that
their shoes or iPhone was designed by someone to be both functional and attractive.
Connections are drawn between traditional and digital art media and students view and discuss
the work of artists in both areas. Through creative, hands-on projects, students develop
fundamental skills including problem -solving, collaboration, and critical thinking and response.
Grade 6 - Digital Art
Grade 6 students in Medie- ertiDigital Art focus on fine art. Students develop fundamental
technological skills in multimedia software and file management. Projects are centered around
the elements and principles of art and design, and students create expressive digital paintings,
drawings, animations and multimedia collages.
Grade 7 - Design
In Grade 7, students learn about design. Students learn about the process of design and the
importance of planning, revising, and refining is emphasized. Students have the opportunity to
problem solve and design for real -world scenarios, including pattern, apparel and logo design.
Students learn to decode existing designs and to understand the power of design as a mode of
communication and persuasion.
Grade 8 - Photography
Grade 8 students study photography. The history of photography is explored so that students
understand the greater context of digital photography in today's world. Students learn
fundamental photographic techniques that allow them to use their cameras to express an idea,
illuminate or transform a subject, and evoke deep curiosity. Students also learn basic image
manipulation techniques in Adobe Photoshop. Additionally, the course includes a short film
21
unit, which exposes students to film as a unique medium and allows them to experiment with
video equipment and software.
Middle School Semina
Students in Grade 6 participate in Guidance Seminar for 30 class sessions.
Grade 6
The Hopkinton Middle School 6uidancc Seminar is designed to support Grade 6 students as
they transition from Elementary to Middle School. Through an opportunity to understand one's
self and others, an exploration of education and career, learn conflict resolution skills, and
establish personal and academic goals, students will expand their skill set to prepare them for
these middle level years.
The curriculum for the HMS Seminar is anchored in social -emotional learning with the
goal of developing and enhancing students' interpersonal and social skills necessary for building
strong minds and kind hearts.
Health Education
Students participate in Health Education 30 class sessions per year.
The overall goal of the program is to enable students to achieve balanced healthful living. The
curriculum enables students to develop a wealth of skills -based techniques in order to help
them achieve a balanced and healthy lifestyle.
Grade 6
The sixth grade curriculum focuses on critical life skills such as Hands -Only CPR
(cardiopulmonary resuscitation), AED (automated external defibrillator) use and First Aid. Topics
and skills such as peer pressure, risk taking, influences on behavior, and self-esteem are
interspersed within the curriculum to contribute to the social -emotional wellness of each
student.
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In Grade 7, mental health lessons are based on the following components of health literacy:
(1) Understanding how to obtain and maintain good mental health
(2) Identifying common mental illnesses and their treatments
(3) Decreasing stigma associated with mental illness
(4) Increasing self -advocacy
Substance use and abuse are also discussed with a focus on alcohol, marijuana, and nicotine
(vaping).
Grade 8
The Grade 8 curriculum centers on healthy vs. unhealthy relationships. Other topics included
are: body systems, values, gender, gender identity, sexual orientation, sexually transmitted
infections, HIV, and violence prevention. All units covered are based on the Massachusetts
Health Curriculum Frameworks.
Media Literacy
Grades 7 and 8 students participate in Media Literacy 30 class sessions per year.
Media Literacy is the ability to access, analyze, evaluate, and produce communication in a
variety of forms. Media Literacy includes the skills of literacy - reading, writing, speaking,
listening, inquiring, and critically viewing - extended to all message forms and a wide range of
technologies.
Grade 7: Collaborative Creators
Grade 7 students begin the term by building an awareness of their media consumption. They
evaluate and discuss the constructed messages in the media that surrounds them each day. As
the term progresses, they learn to work independently and collaboratively to create a variety of
media artifacts. With the knowledge that all media is deliberately constructed, students learn to
Ord iy identify the purpose and primary focusfrewnewer4erthet-are-the-straeterref-mest
of the media we consume. With a focus on information media, students learn to create media
messages using a wide range of technologies and frameworks, and identify useful applications
for the media that they find and create.
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Grade 8: Confident Critics
Grade 8 students build on their knowledge as consumers and creators to become confident
critics of all media. Grade 8 students evaluate how media messages shape our vision of the
world and our sense of ourselves. As students deconstruct and analyze media messages, they
work to become more critical and questioning readers and viewers. Students study
entertainment media as a powerful source of social learning that shapes attitudes, social and
consumer behaviors, and people's world views. Students learn to employ media literacy as an
antidote to manipulation and propaganda and become empowered as positive contributors to
society to challenge cynicism and apathy. By the end of Grade 8, students are ready to construct
media artifacts that intentionally, and conscientiously educate or persuade the viewerjcri c a
Physical Education
Physical Education is offered to all students and is a full -year commitment.
The Physical Education curriculum defines and describes what all students should know,
understand, and be able to do as a result of the education provided to them. The goal of
Physical Education is to develop physically literate individuals who have the knowledge, skills,
and confidence to enjoy a lifetime of healthful physical activity. SHAPE America National
standards and related programs are utilized as the foundation for all physical education classes
focusing our efforts on supporting physically literate students who:
• Have learned the skills necessary to participate in a variety of physical activities.
• Know the implications of and the benefits from involvement in various types of physical
activities.
• Participate regularly in physical activity.
• Are physically fit.
• Value physical activity and its contributions to a healthful lifestyle.
Grade 6
Students are introduced to fitness concepts (e.g. cardio-respiratory fitness, muscular fitness,
and flexibility) during Grade 6. Units may include Project Adventure, Multicultural Games, Team
Sports, Dance, Jump Rope, Games, (i.e., Invasions, Large Group and Backyard Games), Yoga and
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Rugby. Students' individual fitness is assessed several times throughout the year using a battery
of physical fitness tests.t. Cognitive assessments are also used to check for standard mastery.
Grade 7
Students take a more in-depth look at fitness concepts throughout Grade 7. Fitness scores are
used to assist students with setting and achieving personal fitness goals. During the year,
students participate and develop skills and knowledge in a number of team sports as well as
individual activities. Topics covered include, but are not limited to: Project Adventure, Flag
Football, Volleyball, Basketball, Dance, Jump Rope, Yoga, Racquet Sports, and Large Group
Games. Students' individual fitness is assessed several times throughout the year using a
battery of physical fitness tests. Cognitive assessments are also used to check for standard
mastery.
Grade 8
Grade 8 students participate in one course each trimester as part of our Physical Education
elective program. Classes are selected by students based on their areas of interest. Courses are
offered in competitive team sports, lifelong activities, games and fitness. These electives
culminate in a variety of performance assessments designed to demonstrate knowledge and
proficiency in skills associated with the National Physical Education Standards.
Electives:
5K Training
Running for fitness is a healthy, lifelong activity that millions of people enjoy as exercise
in order to improve overall physical fitness, lose weight, and prepare for participation in
a sport. It is also a convenient and inexpensive way to work towards better
cardiorespiratory health. Students follow an assigned training plan and are expected to
track and log their workouts. The final project is to participate in and complete an
approved 5K Road Race or the Hiller Block 5K Road Race. Students should be prepared
for running outside every class.
Basketball
Basketball is a great activity to help you stay fit or improve your physical fitness.
Basketball skills can also improve balance, speed, agility, power, coordination, and
reaction time. This course will keep you moving through a variety of basketball games
and activities. The Sport Education Model will be used to play in a tournament.
Students will have the opportunity to participate in many roles that are associated with
sports: player, coach, official/referee, manager, and more.
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Dance
Students will learn various social, line and group dances including country, disco, hip hop
and swing. They will also learn various steps that are often combined that make up
common group and line dances. Students will create unique dances of their own, which
they will present to their class. Students may also teach a dance of their choosing to the
class. At the end of this course, students will perform to a panel of judges.
Double Dutch Jump Rope
Jumping rope is a great cardiovascular activity that is also a lot of fun. Students will
explore the benefits of jumping rope and learn many new skills, tricks, and double dutch.
The class is modified to meet the needs of every skill level while also giving students a
chance to be creative and challenged. Students will create an individual or partner
jump rope routine and a double dutch routine (within a group).
Games for Fun and Fitness
Playing games is a terrific way to get exercise and have fun — two important parts of
living a long, healthy life. This course will give students the opportunity to practice and
learn skills, refine game strategies and tactics, socialize with classmates, and express
themselves. While playing old standards, and learning new games, students will learn
what these fun games can do to help improve fitness, and possibly performance in other
sports. Students will need to be ready to play hard and think even harder. Students will
leave this course with a better ability to critically evaluate the benefits of participating in
physical activity.
Racquet Sports
In this course, students will learn skills, rules, and strategies to be successful and have
fun playing racquet sports. Pickleball is a terrific, active game played by people of all
ages recreationally and in tournaments. Badminton can be a challenging and vigorous
activity that most people will play at some point in their life. Table tennis is one that is
played in basements and The Olympics. Both the beginner and advanced player will be
challenged. Once students have the knowledge and skills, they will play in games
(singles and doubles play) and tournaments to test their skills.
The Strength Project
Developing muscular strength is important for people of all ages. It helps us to perform
better at everyday activities and athletics. Learning to move better while developing
muscular strength and muscular endurance helps with both. Students in this class will
measure strength, set goals and work towards achieving them. Students have access to
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the HMS Fitness Center equipment and weather permitting, the outdoors for
snowshoeing.
UNIFIED Physical Education Elective
Unified Physical Education provides an opportunity for students with and without
disabilities to experience meaningful inclusion, develop leadership skills, and
socialization with peers and creation of friendships while engaging in physical activity.
The Unified Physical Education course is structured around the National Physical
Education Standards and grade -level outcomes, which include gaining the knowledge
and skills necessary to maintain a health -enhancing level of fitness. The activities may
include, but are not be limited to, invasion games, racquet sports, tag games, dance,
minute -to -win -it challenges, and various ball games. More information on Unified PE
from Special Olympics can be found here.
Volleyball
Volleyball is played for fun, exercise, and competition. It is a game that is played at many
levels, from recreational to professional leagues and is also an Olympic sport. In this
class, students will work to develop and refine their skills and game play while improving
their physical fitness.
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Yoga
Yoga is a life-long physical activity that has many benefits. Not only will it improve
strength and flexibility, but it is a great way to reduce stress and improve concentration.
In this class, students will learn a variety of basic poses and warm-up with "Sun
Salutations" every class. Students will also play games relating to yoga and perform
many yoga based activities. Yoga mats will be provided for students in need.
Technology and Engineering
Students participate in Technology and Engineering 30 class sessions per year.
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Our Technology and Engineering curriculum provides students with a rigorous and relevant
Science, Technology, Engineering, and Mathematics (STEM) education. Through an engaging
curriculum, students are challenged, inspired, and gain skills in problem -solving,
communication, collaboration, critical -thinking, and creativity. Learning experiences are
designed to be engaging and hands-on, focusing on solving real world problems, while using the
design process to 'think like an engineer'. The Technology and Engineering curriculum is
composed of three courses. In each course, students practice problem solving through
structured activities which progress to open-ended projects and problems that require them to
develop planning, documentation, communication, and other professional skills. Students with
greater motivation, ability, or background knowledge will be challenged to work further.
Grade 6 - Engineering for Everyone
Students in Engineering for Everyone design, fabricate and test circuits, structures3htelter3,
vehicles, and machines. Throughout each project, students will utilize the engineering design
process to make calculated decisions to continually improve the performance of their
prototypes. Students learn to make informed decisions when they "purchase" materials from
the classroom supplies based on a predetermined set of constraints. They record data as they
test and evaluate their prototypes to help with decision making. Engineering is for everyone!
Grade 7 - Engineering Design
Students take part in the engineering design process while creating tags, figurines, dog assistive
devices, and e -racer vehicles. Students hone their skills in producing isometric and orthographic
drawings of their designs. After drafting designs on paper, students will utilize computer
modeling, 3D printing, precision measurement, and other design skills.
Grade 8 - Robotics
Students will build a base robot from provided robotics kits, and will demonstrate an
understanding of drive train functionality through competitive events such as maze bots,
bumper challenges, and team games. Students will utilize sensors such as limit switches, color
sensors and rotation sensors to allow the robot to react to its environment. Students will
program their robots with VEX Code Scratch to employ solutions to problems presented. The
course concludes with a competitive game that will require students to work in teams to design
and fabricate robots to manipulate game pieces and score points using both autonomous and
driver -controlled modes.
Visual Arts
Students participate in Art 30 class sessions per year.
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The visual arts program is based on the human need to explore, analyze, and make choices
about the world around us. In today's fast -paced, media -obsessed culture, young people are
asked to develop opinions, ideas, goals, and a sense of self and be able to compete on a global
scale, with little time to explore or analyze what these things mean or where they come from.
The goal of the visual arts program is to give our students the proper tools to explore the world
around them; analyze the who, what, where, and why of the information they are flooded with
on a daily basis; to be given the time to make educated and informed choices about the people
they will become; and to contribute positively to the world around them. Art is an excellent
vehicle with which to explore these questions. It gives our students an opportunity to dissect
the world around them and piece it together again in their own way; students create a record of
their place in the world. By exploring their world through art, students create personal
connections. Physically touching and manipulating the materials and media which give life to
their idea forces them to make definite decisions that immediately affect the outcome. In the
visual art program, our students learn to think critically, creatively, and flexibly. They learn to
work cooperatively and problem solve efficiently so as to hear and generate new ideas. And by
learning to analyze constructively, they are able to communicate clearly their opinions, ideas,
goals, and who they are as a contributing member of society.
Grade 6: Experimenting with Art
Projects in Grade 6 are centered around the students' exploration of the elements of art (line,
shape, form, space, value, color, and texture). Students explore these elements through a series
of drawing, painting, and cut paper projects that allows each student to explore and stretch
his/her understanding of art in both fundamental and creative ways. Students explore where
they see these elements in the world around them and experiment with new and different ways
of using the elements to communicate.
Grade 7: Exploring Artistic Style
Projects in Grade 7 build upon those from grade 6. Students are asked to further explore the
elements of art learned in sixth grade in relation to the world around them as well as the
historical and contemporary art worlds. Students explore how other artists have used these
elements to express their thoughts about the world and use these artists and styles as a
springboard for developing their own artistic style. Students experiment with several different
mediums and techniques including drawing, painting, wire sculpture, and collage.
Grade 8: Making Art Personal
Concepts studied in Grade 8 continue to build from what was learned in Grades 6 and 7.
Projects involve an expansion of the principles of art and how to apply the elements in
self -expressive, creative ways. Projects are centered around the students' thoughts and their
reactions to the world around them. They examine their culture and influences as well as others
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around the world, using several creative outlets such as drawing, sculpting, painting, and
collage.
Counseling Services
Hopkinton Middle School provides a variety of social -emotional supports to students. Our
school psychologist, adjustment counselor, START Coordinator, and three grade level school
counselors work with students individually and in small groups, teach lessons in the classroom,
and support the academic, social, behavioral, and emotional development of our student
population. Counselors collaborate with teachers, administration, and families to provide the
entire student body with a range of long-term and short-term services, including transition for
incoming grade six students, outgoing Grade 8 students, and students new to HMS, crisis
intervention, ongoing individual or group counseling, referral to community mental health
providers and prevention programs. Hopkinton Middle School is dedicated to ensuring the
appropriate social, emotional, behavioral, and academic development of all middle school
students.
START (Student Therapeutic Academic Resource Team)
The START PROGRAM (Student Therapeutic Academic Resource Team is a short term
transitional program that supports students with significant mental health needs or health
needs, often resulting in significant absenteeism. The goal of this program is to reintegrate
students back into the classroom by providing clinical, skill -based, psychological, and academic
support to increase their ability to function independently, transition back to school and
succeed within the community. All Hopkinton Middle School students are eligible through an
internal referral and intake process, with or without an existing 504 or IEP.
Hopkinton Middle School's EMPOWER program, an extension of START, is a long-term program,
the goal of which is to provide social -emotional -behavioral support and academic assistance to
students whose emotional and/or behavioral health significantly interrupt their learning in the
classroom. EMPOWER provides students with the opportunity to learn self -regulation strategies
based in restorative and mindful practices with the goal that, over time, students are able to
self -regulate in the classroom with success.
Special Education
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Hopkinton Middle School has high expectations for all students. It is also our belief that the
general education curriculum, guided by the Massachusetts Curriculum Frameworks, offers
special education students the best opportunity to achieve these expectations.
Special education staff collaborate with classroom teachers to implement necessary specialized
instruction, curriculum modifications, and classroom accommodations. To this end, students are
able to access the English Language Arts, Mathematics, Social Studies, and Science/Technology
Curriculum Frameworks.
Learning specialists and teacher assistants are assigned to service identified students within the
existing team format within the Middle School. Hopkinton Middle School's first response is to
provide appropriate classroom -based support services to these identified students. Direct
instructional services are also available outside of the regular classroom to meet individual
needs within the foundation skill areas of reading, written language, math, and executive
functioning. Students with more intensive or complex needs are able to participate in a
substantially separate classroom experience while accessing the general education experience
to the extent possible.
Extensive related services options are also provided to students based on their learning profiles.
Speech and language services are available in the form of direct instruction/remediation,
classroom -based services, or consultation to the learning specialists and classroom teachers.
Occupational therapy, physical therapy, orientation and mobility instruction, and vision support
services are also available for students with specialized needs in the area of motor development
and/or visual impairments.
In addition, psychological, counseling, and behavioral services through a school psychologist,
school adjustment counselor, BCBA, or guidance staff offer students the necessary sodas and
emotional skill buildingperseneiert+seeief, as well as behavioral support, to allow them the
optimal chance of succeeding at Hopkinton Middle School.
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INTENTIONALLY
BLANK
ITEM
DIVIDER
2023-03-02 Item VI.b. SC Agenda
HOPKINTON SCHOOL COMMITTEE
PROTOCOLS AND BEST
PRACTICES FOR EFFECTIVE
SCHOOL COMMITTEE MEETINGS
2022-2023
"NORMS AND BELIEFS"
School Committee members are elected public officials, selected by their fellow citizens to act in their
interests and empowered to act as they see their duty to work for the children of their community.
Although rules of order are essential to an effective public meeting, personal norms and protocols to
guide individual or group behaviors are neither established in law nor subject to imposition by anyone
outside the board itself. Democracy demands the individual use one's best judgment as one perceives it
rather than succumbing to the will of another, whether it is resolving a matter of policy, fulfilling your
fiduciary responsibilities, or providing leadership.
How We Govern
1. We acknowledge that a School Committee meeting is a meeting of the School Committee that is
held in public — not a public meeting, and we will make every effort to ensure that Committee
meetings are effective and efficient.'
2. School Committee members agree to thoughtfully seek and support solutions that will provide
the greatest benefit to students. Once the School Committee has taken action, Committee
members will support the official position of the School Committee?
3. It is the responsibility of the Superintendent to oversee the hiring, evaluation and handling of
personnel issues; it is the responsibility of the School Committee to evaluate the
Superintendent's effectiveness in these matters.
4. Members will exercise leadership in vision, planning, policy making, evaluation, and
advocacy on behalf of the students and district, not in managing the day-to-day
operations of the district.
5. We acknowledge the importance of subcommittees, and the Superintendent agrees to utilize them
to focus on a specific topic in-depth and to prepare for presentation, deliberation and possible
action by the full School Committee.
6. School Committee members agree to recognize and respect that their authority exists when a
quorum of the Committee meets and not as individual Committee members.
How We Communicate
1. It is our responsibility to set the tone for the entire school system, and we will make every effort
to promote a positive image for our school system. The Superintendent will be visible in the
community, and we will operate transparently and respectfully, maintain confidentiality, and
respect the Open Meeting laws.
2. The Superintendent and the School Committee recognize the importance of proactive
communication and agree that they will strive to avoid surprises in the meeting.3 If School
Committee members have questions or concerns related to the agenda packet, they agree
whenever possible to contact the Superintendent by noon two days prior to the meeting, without
the expectation of an individual response in order to maintain transparency and foster equal
access to the information among School Committee members.
Page 2 of 4
3. We agree that discussion will be limited to the agenda, and items will not be added to the agenda
unless it is determined by the Superintendent and the School Committee Chairperson that it
would be detrimental to delay the issue until a subsequent meeting.'
4. The Superintendent or designee will share an annual planning calendar with School Committee
members. If a member wishes to add an item to a future agenda, he or she should make a request
to the Superintendent or the School Committee Chairperson.' In turn, they will consult other
members, as well as the annual planning calendar to gauge interest and alignment.
5. School Committee members agree to refer important questions and concerns they receive from
members of the school community to the Superintendent and/or School Committee Chair as
appropriate. The Superintendent will investigate and provide all Committee members with the
information needed to respond to an issue.6
6. School Committee members will channel requests for information, reports and data through the
Superintendent and the School Committee Chair rather than directly to staff. The Superintendent
will ensure that each member has equal access to this information.'
7. The Superintendent and School Committee recognize the importance of working collaboratively
with Town officials to improve our schools, and we will actively seek ways to enlist their support
in our efforts.
8. The School Committee will work to create an environment of free and civil debate, allowing for
passionate disagreement on issues and not striving for homogeneity, but for solutions to the
matters at hand. In the course of such debate, members agree to respect individual differences
and acknowledge a unified commitment to best serve all students despite disagreements on how
that should be accomplished.
How We Improve
1. School Committee members and the Superintendent recognize the importance of professional
growth and development, and they agree to participate in experiences designed to further their
knowledge and understanding and to advance the work of our public schools.
2. In addition, School Committee members will participate in formal training organized by the
Superintendent and the School Committee Chairperson and conducted by organizations such as
the Massachusetts Association of School Committees (MASC) and/or Massachusetts
Association of School Superintendents (MASS).
3. If desired, all new School Committee members will participate in an orientation session, and a
School Committee mentor will be assigned.
4. The Superintendent and the School Committee agree to set aside time on an annual basis for
self -evaluation and to review our progress toward adhering to these norms and beliefs.
5. We recognize the importance of honoring our agreed upon norms and beliefs, and we agree to
take responsibility for reminding one another when we get off track.
This is an important distinction because the public does not have an inherent right to speak or participate without
recognition by the chair or entitlement through your municipal charter.
Page 3 of 4
z Some individuals object to this provision because it stifles dissent and disagreement. It is important to note that "supporting
the official position of the school committee" does not preclude principled disagreement or future attempts to change policy,
but simply not to undermine the work of the majority's policy of the district.
3 "Surprises" is a relative term, but it is appropriate to make sure that superintendents are aware of important issues or
challenging questions that will be posed at a meeting. This does not preclude a member from asking a question or raising a
point that arises during the course of a discussion or debate that, despite the most noble of intentions, could not be
anticipated. This is often linked to "full disclosure" noted below.
'Massachusetts law precludes the school committee from raising an issue that could not have been reasonably anticipated by
the chair. This protocol as stated on the list imposes an additional responsibility upon members not to push for discussions
for which the superintendent or staff may be unprepared. While it is a good idea to allow the superintendent and chair to
have the discretion to make a determination, a principled school committee member who feels genuinely that a late -breaking
issue is important should not be discouraged from asking colleagues to take up a matter that is critical to some but.not to
others.
s The agenda is the property of the school committee. Developing the agenda is often delegated to the chair or to the
superintendent and chair.
e This is a best practice to follow. However, citizens have an unrestricted right to contact their elected officials and this right
may not be abridged by the superintendent or chair. Once you have listened respectfully to your constituents and asked if
they have approached the appropriate administrator, you should quickly make the referral to the superintendent.
'Requests for information, reports or tasks to be performed have taken on the title of "vanity projects." They are
problematic because they require the time and attention of the superintendent or staff and may not be of interest to the rest of
the school committee. For that reason, it is often a policy that these requests are channeled through the school committee as a
body or through the chair. However, as is stated, it is critical to the longevity of the superintendent that information be shared
with everyone.
'This targets intellectual bullies or others who would intimidate colleagues from raising or addressing important questions. It
also speaks to those who would demand "civil discourse" as a vehicle to silence principled critics who may become
passionate. Nothing should prevent a member from raising one's voice in passionate argument as opposed to shouting down
someone else's point of view
[These norms and protocols were adapted from original work by the Taunton School Committee in 2012. MASC notes that
reasonable individuals will have rational disagreements about meanings or appropriateness of terms from time to time. ]
Source: Massachusetts Association Of School Committees 2012-2013
Approved 9.2.2021
Page 4 of 4
INTENTIONALLY
BLANK
ITEM
DIVIDER
SC Sub -Committees & Liaison Roles 2022-2023 Updated: May 2022
Grou p/Role
Cat eg ory
Description
Eff orts Time per
Mo nth
Chair
N ancy
Lya
Jen
Ama nda
H olly
Corot
Core Fun ctions
M edia Spo kesperson (Chair/
Superintendent)
Cor e SC Function
The authority of the School C ommittee r ests in the
C ommittee as a whole, but in instances o utside of meeti ngs,
the chair represents the voice of the C ommittee to the
community, including to the media and to our legislators.
6-12 Hours/
Month
X
Alt
X
Le gislator Liaison
Core SC Functi on
TBD
TBD
X
Alt
Budge t Advisory Gro up
Core SC Functi on
Th e b udget ad visory gr oup c onsists of the Superintendent,
the Chair of the School Committee, the Torn Manager, the
Chair of the Board of Selectmen, the Ch air of the
Appropriations Com mittee and the Direct ors of Finance for
the t own and schools. The gro up meets monthly and as
needed throughout the budget planning season to shar e
budget related information.
Monthly meetings
of roughly 1-2
hours e ach
X
Alt
X
Policy Review Wo rking Gro up
Core SC Function
The policy working group is an ongoing subgroup that
meets re gularly to revi ew and maintain the district -wide
policy manual. As additions, edits or other changes arise,
the working group drafts modifications which are th en
ema ile d to all families and re viewed Noted on by the e ntir e
School Committee du ring regularly scheduled meetings.
Hopkinton School Committee policies c an be found on the
district website un der the School Committee tab.
hour/month8
X
X
X
SC Meeting Minutes Rev iew
Core SC Function
SC Meeting Minutes re late d to Regula r, Special, and
Executive Sessions require to be captu red, reviewed and
shared in a timely manner. Su pport is available for Regular
meeting minute s capture.
2 Hours/ Month
X
Chartered Voting Memberships
Irvine-Todaro Committee (1
voting member)
V oting M embe rship
Irvine-Todaro Property Management
2 hours/ year
X
TEC (1 Vo ting Member)
Voting M embership
The Education Collaborative (TEC) is a 15 member
district c ollaborative that supports the needs of
students with intensive needs. TEC also provides4
PD, and several o the r services to Educators.
Hours! Month
VM
Marathon Fund Co mmittee.
(1 voting member)
Voting
The M arathon Fund Co mmittee isharged with
c
utlizing funds left over every year
2-4 Hours/ Month
X
Campus Planning Committee
Advisory
Sub -Committe e
Work as part of team working with contracte d
co nsultants to develop a district -wide campus plan;
will be inte rre lated with ESBC2 work
TBD
X
Alt
ESBC-2 (2; 1 Vo tin g Me mbe r)
Voting Membership
Elmwood School
VM
X
SC Sub -Committees & Liais on Roles 2022-2023 Updated: May 2022
Group/Role
Cat eg ory
Descripti on
Eff ort/ Time Per
Mo nth
Chair
Nan cy
Lya
J en
Amanda
Holly
Carol
Turf Field Committee
Advisory
Sub -Committee
Turf Field Management
2 hours/ month
X
Youth Commiss io n
Liais on Role
att end monthly m eetings .
midw eek in the
e vening
Alt
x
Planning Board
Liaison Role
TBD
TBD
X
Appropriation Committee
Liaison Role
Attend meetings, report on updates
4-6 hrs/month
X
Alt
Select Board
Liaison Role
Attend meetings, report on updates
2-4 hrs/month;
SB Meets on
Tu esd ays at 6P M
X
An
Capital Improvements
Liaison Role
Attend meetings, rep ort on updates
1-2 hrs/month
X
Alt
SEPA C
Liaison Role
The Special Education Parent Advisory Council
advocates f or students with Special Needs. It works
in an advisory role with famili es and School
Administration.
TBD
x
Hopkinton Organized for
Prevention (HOP)
Liaison Role
Created and launched by form er Youth and Family
Services Director Denise Hildreth, the H OP
Coalition's mission is to prevent substanc e abuse
and addiction in o ur community. Fueled by grant
funding from the state, the HOP Coalition is
comprised of a cross-section of community
members who meet monthly to discuss what can be
done through community collaboration to combat
substan ce a buse . Committee members represent
first responders, re covery service providers, families,
high school students, high schoo l counseling, and
Hopkinton student services. In the past the HOP
Coalition has helped sponsor educational events for
parents and families, substance -free social events
for students, Hopkinton's substance - free post -prom
party, and o ther events townwide.
One meeting for
2 hours per
month plus any
sp eci al projects
(option al);
meetings tend to
be at 4PM on
Tuesdays
X
Sustainable Green Co mmunity
Liaison Role
X
ELPAC
Liaison Ro le
x
INTENTIONALLY
BLANK
ITEM
DIVIDER
2023-03-02 Item VI.d. SC Agenda
STEM Career Scholarship
The new scholarship will be called the STEM Career Scholarship. It is being offered by Tracy
Adams who was a 1990 graduate of Hopkinton High School (I believe she may have been the
valedictorian), then went on to MIT and is now the Chief Technology Officer for a startup
company.
She would like to honor three of her HHS science teachers, Val Lechatnski, Roy Davis and Mike
Scanlon by offering this annual scholarship of $5000 to a student who is Passionate about
making an impact with a STEM career.
The students will complete an application and write an essay; the recipient will be chosen by
the HHS Science department and the scholarshipe will be awarded at senior recognition night.
INTENTIONALLY
BLANK
ITEM
DIVIDER
2023-03-02 Item VL.e. SC Agenda
KCD-FRM1
HOPKINTON PUBLIC SCHOOLS
89 Hayden Rowe Street, Hopkinton MA
Tel: 508-497-9360 Fax: 508-497-9833
ACCEPTANCE OF DONATION
SCHOOL: Hopkinton HS
DONATION DETAILS:
DONOR: _David J. Puig, davidlpuigra'icloud.com, +1 508 395 6999 (M), 30 Church St,
Hopkinton, MA
DONATION TYPE:❑ Monetary: Amount: $ ❑ Actual ❑ Approximate
X- Equipment/Supplies: See attached spreadsheet
(hops://docs.google. com/spreadsheets/dl1IToFwpDIDdaTJrdAOIcCYoX5IELOI4xq-D5 C9kKFmzU/e
dit?usp=sharing)
DEPOSIT TO ACCOUNT: NA
REASON/PURPOSE: Mr. Puig has donated personal photography equipment to the HS
photography program
Sterling Worrell 2/13/23
Acceptance Requested By Date
Principal/CO Administrator Approval Date
If Technology - Approval of Director of Technology Date
If Facility Related - Approval of Director of Facilities Date
***********
If Under $100, Superintendent Approval: Date:
If over $100, Date of School Committee Acceptance: 5.6.2022
Quantity
Item
Value
1
X-acto paper cutter, 12"
$30
1
Pelican laptop rolling backpack
$100
1
Nikon D800E camera
$650
1
200mm 2.8 Nikon lens
$350
1
12-14mm Nikon lens
$50
1
Nikon SB800 Speedlite
$40
5
Lensbaby lens kit
$180
1
Manfrotto tripod Kit (410 Gearhead + Legs)
$300
2
Nikon EN-EL15 Battery
$25
3
Lens Filters
$25
1
LCH-ENEL 15 charger
$15
1
Calumet Reflector
$15
1
Nikon F Pinhole Body C ap
$12
1
CamRanger tether kits (obsolete)
$8
1
Thinktank Camera Briefcase
$150
3
Calumet Remo te Shutter Release kit
$35
1
Canon Speedlite 380EX Flash (leaked battery damaged)
$20
1
Canon EOS EIanIIE Film Camera
$20
1
Tamron 28-200mm 3.8-5.6 Lens
$35
1
Tamrac Velocity 9 Camera Bag
$24
1
Meade ETX-70 Refraction Telescope Kit
$250
2
Hahnemuhle Inkjet Fine Art Paper 13x19
$100
2
Espon Profesional M edia 13x19
$35
1
Epson Hot Press Natural Paper 13x19
$45
1
Calumet loupe
$30
1
mini light box (leaked battery damaged)
$15
Miscellaneous presentation materials (rulers, mounting, cleaners, organizers)
$20
13x19 and 8x10 precut archival mats
$50
Estimated Total
$2,629
INTENTIONALLY
BLANK
ITEM
DIVIDER
2023-03-02 Item VI.f. SC Agenda
Suggested change to MASC Policy
File: CHCA - APPROVAL OF HANDBOOKS AND DIRECTIVES
The Principal, in consultation with the school council, shall prepare and distribute to each student
a handbook setting forth the rules pertaining to conduct of students. The school council shall
review the handbook each spring to consider changes in the disciplinary policy to take effect at
the beginning of the next school year.
It is essential that the contents of all handbooks conform to School Committee policies. It is also
important that all handbooks bearing the name of the school district or one of its schools be of a
quality that reflects credit on the school department. Therefore, the Committee expects
handbooks requiring approval to be approved prior to publication by the Committee and/or the
Superintendent.
Committee approval will be necessary for any handbooks that pertain to required standards of
conduct for employees or students so that their contents may be accorded the status of
Committee -approved policy or regulation. The Superintendent will use his/her/their judgment as
to whether other specific handbooks need Committee approval; however, all handbooks
published will be made available to the Committee for informational purposes.
SOURCE: MASC - Updated 2022
LEGAL REFS.: M.G.L. r, 1:37H
CROSS REF.: BGD, School Committee Review of Procedures
FIRST READING: March 2, 2023
CURRENT POLICY:
Hopkinton
Middle School and High School Handbooks are Policy
The Middle School and the High School Student Handbooks, which are approved
annually, shall be considered School Committee policy.
Last Updated 1995
INTENTIONALLY
BLANK
ITEM
DIVIDER
2023-03-02 Item VL.g. SC Agenda
Policy DGA - Authorizing Signatures
Adopted: January 22, 2015
Amended: September 20, 2018
The Chair of the School Committee or designee
will sign payrolls presented for approval.
enelefit of designee
The town treasurer, who also serves as the school department treasurer, signs all
checks drawn against school department funds. No other signature is valid.
First Reading
November 20, 2014
September 6, 2018
March 2, 2023
Second Reading
January 22, 2015
September 20, 2018
Adopted
January 22, 2015
Amended
September 20, 2018
Policy Cross Reference
DK Payment Procedures
Legal References
M.G.L. c. 41:41, 41:52, 41:56
INTENTIONALLY
BLANK
ITEM
DIVIDER
2023-03-02 Item VL.h. SC Agenda
Policy DB- Annual Budget
Adopted: October 2, 2014
Amended: N/A
The annual budget is the financial expression of the educational programs and the
priorities of the school district.
The budget then is more than just a financial instrument and requires cooperation on
the parts of the School Committee, the administrative staff, and the community to
ensure sound fiscal practices for achieving the educational goals and objectives of
the school district.
Public school budgeting is regulated and controlled by legislation, state regulations,
and local School Committee requirements. The operating budget for the school
district will be prepared and presented in line with state policy and the Town Charter
and will be developed and refined in accordance with these same requirements.
Annual budgets for each school operated by the District shall be developed with input from the
School Council and shall reflect the priorities established in the annual school improvement plan
The Superintendent will serve as budget officer but he/she/they may delegate
portions of this responsibility to members of his/her/their staff, as he/she/they
deem(s) appropriate. The three general areas of responsibility for the
Superintendent as budget officer will be budget preparation, budget presentation,
and budget administration.
A budget is a spending plan, which is developed well in advance of the fiscal year.
Circumstances may occur which necessitate changing spending priorities and redirecting funds
within the budget accordingly. Revisions to the budget may be made from time to time by the
Committee, upon the recommendation of the Superintendent.
First Reading
September 18, 2014
March 2, 2023
Second Reading
October 2, 2014
Adopted
October 2, 2014
Policy Amended
Legal References:
MGL 71:34; 71:37; 71:38N
Hopkinton Town Charter
Adapted Reference: MASC Model Policies
INTENTIONALLY
BLANK
ITEM
DIVIDER
2023-03-02 Item VI.i. SC Agenda
Recommendation to Adopt EEAE
(Hopkinton does not have this policy currently.)
File: EEAE - SCHOOL BUS SAFETY PROGRAM
The safety and welfare of student riders will be the first consideration in all matters pertaining to
transportation. Safety precautions will include the following:
1. Students will be instructed as to the proper procedure for boarding and exiting from a
school bus and in proper and safe conduct while aboard.
2. Emergency evacuation drills will be conducted at least twice a year to acquaint student
riders with procedures in emergency situations.
3. All vehicles used to transport students will be inspected periodically for conformance
with state and federal safety requirements.
4. Classroom instruction on school bus safety will be provided three times annually.
SOURCE: MASC - Updated 2022
LEGAL REFS.: M.G.L. 90:7h as amended by Ch. 246 Acts of 1986
M.G.L. 90:1 et seq.; 713:2; 713:7L
Highway Safety Program Standard No. 17
CROSS REFERENCE: Police EEAA
First Reading
March 2, 2023