Week 1: June 15th-18th

Week 2: June 22nd-26th

Week 3: June 29th-July 3rd

Week 4: July 6th-10th

Week 5: July 13th-17th

Week 6: July 27th-31st

Week 8: August 3rd-7th

Week 9: August 10th-14th

Week 10: August 17th-21st

We want to share a summer of smiles with your 3-5 year olds! In the mornings we will be working on a bunch of fun activities such as keychain making, watercolor painting, and collaborative table cloth making. All of our meals will be done picnic-style, either on our beautiful beds of clover or atop picnic tables in our play yard. The afternoons will be filled with water play. There will be kiddie pools and sprinklers on so that the kids can cool off in a fun and playful way. Everyday there will also be plenty of time for free play while at camp. The kids will have full access to our collection of mini bikes, free rein in our play yard, and the ability to explore the woods close by. Join us for one week, two weeks, or the whole summer!

Weeks 1-9 - Tatum Angerthal (she/her) is a Center School assistant/lead teacher in the K/1 program. She is a graduating senior at the University of Massachusetts Amherst studying English and Journalism in hopes of becoming a High School English teacher. Tatum is currently a site coordinator at an afterschool program in Northampton. In her free time she enjoys hiking, cycling, running, reading and journaling. She is so excited to meet you all!!

Weeks 1 & 2 - Vanessa Ricketts (she/her) was born and raised in Greenfield, MA and is a Center School Alum. She has studied at Greenfield Community College and Springfield College. Vanessa has worn many hats while working in the Greenfield Public School system. Starting as a substitute teacher at the middle school level, she moved on to work full time in a variety of special education programs as an instructional assistant. Back then, you could find her coaching girls soccer and basketball after school. In recent years, she has stepped out of the classroom to focus on behavior management and restorative practices at the Greenfield Middle School. She helped facilitate the Social Justice Club and created an after school Circle-Up Club where students could talk about challenging issues and have free play outside. Vanessa values play time and movement. For many years she coached gymnastics and parkour at The Y. She has spent most of her summers working as a camp counselor and supervisor at several different programs in Greenfield. In her spare time she enjoys sitting by a fire, fishing, bird watching, gardening, and eating.

Weeks 3-6 - Anna Slezak (she/her), a current Center School preschool teacher, grew up in Springfield, MA in a family of artists and now maintains her own personal studio practice at her home in Greenfield, with a focus in textiles and painting. As an artist and mother of two young children, she feels called to work with students at formative stages in their lives. She is extremely dedicated to meeting children right where they are, and believes that integrating art and mindfulness into early education is fundamental to development. When not at school she is usually in her studio, hanging out with her ducks and chickens, or hiking in Temple Woods.

Week 4: July 6th-10th

Have you and your child ever wandered through the Roundhouse at the Franklin County Fair and thought, “Hey… we could totally enter something here!”? This summer, we’ll be crafting up a storm, cool and comfy in the air conditioning during the height of summer, with also some creative fun outside in the shade too. We’ll play with ideas and set up projects for fair categories like animal portraits (painting or drawing) fabric creations (hand made clothes or dolls) jewelry, popsicle stick creations more. And if your child isn’t into the competitive side of crafting? No problem at all—there’s absolutely no pressure to enter their creation here. This is all about creativity, fun and making memories (and maybe a blue ribbon winning masterpiece or two).  

Hi my name is Jenny Coy and I’ve spent my life blissfully unburdened by sports, competition, or any understanding of how points work—but give me a seed packet, a glue gun, and a deadline, and I’m all in. As a gardener and crafter, I’ve discovered my own kind of excitement by connecting with the wonderfully creative and agricultural communities of Franklin County through entering my projects at the fair, and it turns out that enthusiasm is contagious. I care far more about the joyful, messy process than the final product, and I love the gentle thrill of having something to work toward.

Amy Jackson (she/her) is a current Center School teacher in our Forest program. Throughout her 15 years at the school, she has worked as an intern in Middles, worked with the Uppers team, taught After School, Preschool and this is her third year teaching in the forest.When she isn’t building castles, fires and mudslides in the woods, she enjoys baking, sewing, gardening, and singing made up songs really loud, and wearing her cat around the house like a parrot. You might see her out with her child Tess (a super awesome Upper) paddling on the water, or riding bikes through the forest (the cat prefers to stay at home).

Week 3: June 29th-July 3rd

Come join us as we delve into the magical realm. Who are the wee folk who live at the Center School? We will explore the land looking for signs of fairies, gnomes, and elves. Using materials found around us we will build fairy houses and offer the wee folk gifts. We will also have art projects like decorating fairy wings, and read books to learn more about who the wee folk are.

Rebecca Golden has been a teacher at the Center School since 2005, currently teaching in our outdoor K/1 class. She is so excited to share her love of nature, plants, and wilderness activities this summer. When not teaching, Rebecca can be found playing with her kids, in her garden growing things to add to her herbal apothecary, or dancing.

Avi Shapira is studying history and education at UMass Amherst in order to become a social studies teacher. They have worked with kids for years and loved every minute of it. Besides art and baking, they also like to read and root for the Connecticut Sun.

Week 6: July 20-24th

Friendship, bracelets, field frolics, forest hikes, bug bites, forts, and fun hangouts! This summer, your camper will experience some classic camp days. Meet new friends, make some bracelets, build some forts, and hang out in a hammock under the canopy of the forest for shade from the sun! We will hike when the weather is right and hopefully we’ll find all the places where the bugs don’t bite.

Week 6- Amy Wright (she/her) is a current Center School teacher in our K/1 program. Throughout her 15 years at the school, she has worked as an intern in Middles, worked with the Uppers team, taught After School, Preschool and this is her third year teaching in the forest. When she isn’t building castles, fires and mudslides in the woods, she enjoys baking, sewing, gardening, and singing made up songs really loud, and wearing her cat around the house like a parrot. You might see her out with her child Tess (a super awesome Upper) paddling on the water, or riding bikes through the forest (the cat prefers to stay at home).

Week 1: June 15th-18th

Kick off your summer with the perfect balance of hiking and hammock relaxing. We will spend our mornings traversing the trails around the Center School campus and the Lillian Street Conservation area, seeking out new destinations and visiting old favorites like the tree-climbing grove at Paradise Moss. Along the way we will pause for a picnic snack and time for free play and exploration, keeping an eye out for wild edibles, animal scat, nurse logs and other forest treasures. Midday we will return to school for bio breaks and water refills. After lunch we will find a shady spot among the trees, set up our hammocks, and prepare for an afternoon of lounging, storytelling, reading, nature journaling, art & crafting, fort construction, and fairy house creation. Special projects inspired by campers' interests are always a possibility and we may have a fire or two (weather permitting). Will the tricky streams be flowing? Can we make it through the swamp? Where does that path lead? Join us to find out.. Adventure awaits!

Sandy Browne discovered a passion for learning alongside children while volunteering as an English teacher for an indigenous-led, educational cooperative in Quetzaltenango, Guatemala. After returning to the states, she spent ten years working with young children and families as a preschool teacher, a home visitor and family advocate for Head Start, and a parent educator and playgroup facilitator at the Community Action Family Center in Greenfield. During her nine years at the Center School, Sandy has served on the board of directors, co-founded the forest program, and taught preschool through first grade. She holds a deep conviction that play is the main driving force of development, and that spending time in nature is essential for the wellbeing of all humans, regardless of age. When not at school, Sandy can usually be found reading (or listening to) every sci-fi and fantasy book that she can get her hands on, kayaking, and hiking with her deaf dog, Luna.

Amy Wright (she/her) is a current Center School teacher in our Forest program. Throughout her 15 years at the school, she has worked as an intern in Middles, worked with the Uppers team, taught After School, Preschool and this is her third year teaching in the forest.When she isn’t building castles, fires and mudslides in the woods, she enjoys baking, sewing, gardening, and singing made up songs really loud, and wearing her cat around the house like a parrot. You might see her out with her child Tess (a super awesome Upper) paddling on the water, or riding bikes through the forest (the cat prefers to stay at home).

Week 2: June 22nd-26th

During this week of camp we will explore our forest base camp and find spaces to create forts! We will draw plans for our construction ideas and make models out of clay! We will put our problem solving skills to the test as we work collaboratively in bringing our fort ideas to life using sticks, logs, fabric, and other found and natural materials. Before, after, and during our building you’ll find us busy at play, reveling in the magic of a nature fort!

Val Driscoll (they/them) Val Driscoll (they/them) is a former beloved Center School preschool and K/1 teacher. They first came to the Center School in 2021 from the Smith College Center for Early Childhood Education at Fort Hill, where they spent 11 years as the art studio teacher. Some of Val's favorite things include the changing seasons, a sewing project, hot coffee in a special mug, the ocean, thrift stores, and tacos.

Sandy Browne discovered a passion for learning alongside children while volunteering as an English teacher for an indigenous-led, educational cooperative in Quetzaltenango, Guatemala. After returning to the states, she spent ten years working with young children and families as a preschool teacher, a home visitor and family advocate for Head Start, and a parent educator and playgroup facilitator at the Community Action Family Center in Greenfield. During her nine years at the Center School, Sandy has served on the board of directors, co-founded the forest program, and taught preschool through first grade. She holds a deep conviction that play is the main driving force of development, and that spending time in nature is essential for the wellbeing of all humans, regardless of age. When not at school, Sandy can usually be found reading (or listening to) every sci-fi and fantasy book that she can get her hands on, kayaking, and hiking with her deaf dog, Luna.

Week 5: July 13th-17th

Music camp will offer kids the chance to explore their creativity and musical aspirations with new and old friends. Campers will have the opportunity to write and record their own original music, learning the structure and composition of creating songs and melodies. Children are welcome to bring their own instrument from home, or use one of the school’s. No prior musical experience is required. We can’t wait to play together this summer! 

Matt Emmer (they/them) recently completed their third year at the Center School, most recently as the music and small groups teacher! After graduating from Clark University in Worcester in 2016, Matt has spent the last several years working as an educator at schools, camps, and afterschool programs across Massachusetts. They are passionate about helping students explore the world around them with creativity and curiosity. Outside of the classroom, Matt loves to play and listen to all kinds of music.

Week 1: June 15th-18th

Welcome to Baking Camp! During this week, our mornings will be filled with creating some of your favorite treats and breads, and some you've possibly never tried before. We'll make classic treats like lemon squares, chocolate cream pie, and whoopie pies, and we will make more challenging bakes like pain au chocolate and cream puffs. We'll learn the science behind why egg whites whip into a fluffy cloud, why cream can whip into a frothy pillow, the different ways to make breads rise, and why salt and chocolate taste so good together. We will spend the second part of the day playing games and splashing in water.

There is a $10 fee attached to this camp for consumable supplies.

Julie Lockman (she/her) grew up at the east end of Long Island, where she spent much of her childhood exploring the woods and swimming in the water. Julie has taught at independent schools in New York City, Boston, and abroad in South Korea. Julie loves baking with children and believes the kitchen is one of the best classrooms there is—full of creativity, problem-solving, collaboration, and joy. She delights in helping students connect their curiosity and learning to hands-on experiences, especially when flour (and a little mess) is involved. Her favorite thing to bake is chocolate chip cookies with sea salt. Julie's favorite sweet treat is a maple creemee, best when eaten in Vermont. She hopes to make ice cream this year. When she’s not baking or teaching, Julie enjoys art projects, hiking with her family, skiing, swimming in oceans, rivers, lakes, ponds, and pools (you get the picture!).

Avi Shapira is studying history and education at UMass Amherst in order to become a social studies teacher. They have worked with kids for years and loved every minute of it. Besides art and baking, they also like to read and root for the Connecticut Sun.

Week 2: June 22nd-26th (SESSION 1)

• *Rising 3rd-6th graders*

Week 3: June 29th-July 3rd (SESSION 2)

• *Rising 5th-8th graders*

The call to adventure arises again! Dungeons & Dragons is a fantasy pen and paper roleplaying game built and played collaboratively from the ground up. Players will work together to build a shared world full of magic and mystery, create personalized characters, and embark on quests big and small, learning group problem-solving skills in an empowering environment peppered with tidbits from math, science, philosophy, and history. Learn the fundamentals of dungeoncraft, flex your creative muscles, and leave with new skills applicable to any walk of life! No prior knowledge of roleplaying games necessary; materials provided.

Weeks 2 & 3- Andy Charlton is originally a city kid from New York, but he's at home in the wilds of Western Mass. A frisbee enthusiast, musician, linguist and gamer, he just can't get enough of getting to do all those things at school and outside too. You might see him at contra dances at the Guiding Star Grange, and you can definitely find him on the disc golf course. Andy speaks Mandarin and Spanish, so when you see him around school feel free to say "你好！” or "¡Hola!" and strike up a conversation! This is his 8th year as an Uppers teacher at the Center School and his 14th year classroom teaching altogether. After starting as a second grade teacher in Shanghai, China, he studied teaching for social justice at Marlboro College's graduate program SPARK in 2014 and has taught and coached in the valley ever since. With the arrival of his first ever baby, Ernest, Andy is glad to add father to his many roles in the lives of children.

Week 2- Grace Kelly (she/her) is a Center School After School teacher. With several years of experience working with children in outdoor settings, Grace loves guiding them through hands-on nature-based projects, crafts, and imaginative play. She is passionate about creating a space where creativity can flourish, and is constantly inspired by children's endless capacity for curiosity and wonder. In her free time Grace enjoys photography, taking classes to learn new skills, and both directing and performing in Shakespeare plays.

Week 3- Eliot

Week 1: June 15th-18th

Sandy Browne (she/her) discovered a passion for learning alongside children while volunteering as an English teacher for an indigenous-led, educational cooperative in Quetzaltenango, Guatemala. After returning to the states, she spent ten years working with young children and families as a preschool teacher, a home visitor and family advocate for Head Start, and a parent educator and playgroup facilitator at the Community Action Family Center in Greenfield. During her nine years at the Center School, Sandy has served on the board of directors, co-founded the forest program, and taught preschool through first grade. She holds a deep conviction that play is the main driving force of development, and that spending time in nature is essential for the wellbeing of all humans, regardless of age. When not at school, Sandy can usually be found reading (or listening to) every sci-fi and fantasy book that she can get her hands on, kayaking, and hiking with her deaf dog, Luna.

Amy Wright (she/her) is a current Center School teacher in our Forest program. Throughout her 15 years at the school, she has worked as an intern in Middles, worked with the Uppers team, taught After School, Preschool and this is her third year teaching in the forest.When she isn’t building castles, fires and mudslides in the woods, she enjoys baking, sewing, gardening, and singing made up songs really loud, and wearing her cat around the house like a parrot. You might see her out with her child Tess (a super awesome Upper) paddling on the water, or riding bikes through the forest (the cat prefers to stay at home).

Week 4: July 6th-10th

Join us for a joyful week of music-making at Ukulele Camp! Campers will learn basic ukulele skills, strumming patterns, and chords while singing, playing games, and making music together. We’ll explore songs old and new, build confidence as musicians, and end the week playing together as a group. No prior experience needed—just curiosity and a love of music. Instruments provided, or bring your own uke!

Matt Emmer (they/them) recently completed their third year at the Center School, most recently as the music and small groups teacher! After graduating from Clark University in Worcester in 2016, Matt has spent the last several years working as an educator at schools, camps, and afterschool programs across Massachusetts. They are passionate about helping students explore the world around them with creativity and curiosity. Outside of the classroom, Matt loves to play and listen to all kinds of music.

Eliot

Week 5: 7/13th-7/17th

Join us for an unforgettable week of hands-on creativity, fun, and exploration!

At Craftopia, campers will dive into a world of crafting, discovering new materials and techniques through a variety of exciting, hands-on projects. This camp is perfect for kids who love working with their hands and expressing their creativity.

Beyond the art table, we’ll head outdoors to explore nature—finding inspiration in the world around us and adding movement, fresh air, and adventure to each day.

Sarah ND (they/them) spent nine years teaching at the Center School before becoming a 2nd grade teacher in Brattleboro, VT. They graduated from UMass Amherst in 2012 where they received their B.A. in English Literature. Sarah is passionate about supporting students through their journeys of self-expression and challenging them to do so through art, the written word, and imaginative play. When they’re not in school they enjoy exploring new hiking trails around the Valley and are currently taking a beginning ceramics class, where they have made several lop-sided mugs.

Avi Shapira is studying history and education at UMass Amherst in order to become a social studies teacher. They have worked with kids for years and loved every minute of it. Besides art and baking, they also like to read and root for the Connecticut Sun.

Week 5: 7/13th-7/17th

In this hands-on class, students will explore the exciting world of printmaking through a variety of techniques and materials. From creating bold designs to experimenting with patterns and textures, participants will learn how to transform their ideas into unique, take-home prints. This class is perfect for artists of all experience levels who enjoy creativity, exploration, and working with their hands.

Amy Wright (she/her) is a current Center School teacher in our K/1 program. Throughout her 15 years at the school, she has worked as an intern in Middles, worked with the Uppers team, taught After School, Preschool and this is her third year teaching in the forest.When she isn’t building castles, fires and mudslides in the woods, she enjoys baking, sewing, gardening, and singing made up songs really loud, and wearing her cat around the house like a parrot. You might see her out with her child Tess (a super awesome Upper) paddling on the water, or riding bikes through the forest (the cat prefers to stay at home).

Matt Emmer (they/them) recently completed their third year at the Center School, most recently as the music and small groups teacher! After graduating from Clark University in Worcester in 2016, Matt has spent the last several years working as an educator at schools, camps, and afterschool programs across Massachusetts. They are passionate about helping students explore the world around them with creativity and curiosity. Outside of the classroom, Matt loves to play and listen to all kinds of music.

Week 7 (rising 3rd-6th grade): 7/27th-7/31st

Week 8 (rising 4th-8th grade): 8/3rd-8/7th

Our super popular questing camp is back for its third year! Shields! Swords! Sheikah Slates and more! In this week-long camp, campers will spend the morning crafting gear from their favorite fantasy worlds out of cardboard. Whether you love Breath of the Wild or Lord of the Rings or another fantasy world, come to camp and make the accessories you need to begin your epic adventures. In the afternoons, we will head into the woods and fields for open-ended imaginative play with our gear. Camper-led quests and challenges are encouraged!

Weeks 7 & 8 - Avi Shapira is studying history and education at UMass Amherst in order to become a social studies teacher. They have worked with kids for years and loved every minute of it. Besides art and baking, they also like to read and root for the Connecticut Sun.

Week 7 - Sarah ND (they/them) spent nine years teaching at the Center School before becoming a 2nd grade teacher in Brattleboro, VT. They graduated from UMass Amherst in 2012 where they received their B.A. in English Literature. Sarah is passionate about supporting students through their journeys of self-expression and challenging them to do so through art, the written word, and imaginative play. When they’re not in school they enjoy exploring new hiking trails around the Valley and are currently taking a beginning ceramics class, where they have made several lop-sided mugs.

Week 8 - Kathleen Gorke - It was somewhere around the fall of 2018, when one of the Uppers turned to me and said, “Don’t take this the wrong way, but you’re kind of like Professor McGonagall.”

I paused. I wasn’t sure how to feel about this, so I did a little self-assessment. Was I really like Professor McGonagall?

Gray haired? Check.

Often dressed in black? Check.

Elderly and Scottish? Nope.

Strict, but also likely to give you a cookie when you are down? Yup.

Always on the kids’ side? Definitely.

I decided to take her comment as a compliment, which I think was her intention. Despite my best efforts, I cannot transfigure myself into a cat or any other animal. When I am not teaching at The Center School, I do transform into: a parent of teenage twins; a hiking yogini; a sometimes fiber artist; a spouse, friend, dancer, and reader.

Masking

Masking is optional for campers.

If a student, staff, or household member are exposed to Covid or test positive for Covid, they will need to follow the masking guidelines in the current CDC guidance.

Visitors to the school who are not members of the household of a current student or staff member will be asked to mask while indoors.

Masks must be dual or triple cloth or disposable surgical, n95, kn95, or kf94 mask that can fully cover your mouth and nose.

NO vented masks, gaiters, or bandanas are allowed.

Students and staff must stay home from school if they have the following COVID symptoms:

Fever (100.0° Fahrenheit or higher), chills, or shaking chills

Difficulty breathing or shortness of breath

New loss of taste or smell

Muscle aches or body aches

Cough (not due to other known cause, such as chronic cough)

Sore throat, when in combination with other symptoms

Nausea, vomiting, or diarrhea when in combination with other symptoms

Headache when in combination with other symptoms

Fatigue, when in combination with other symptoms

Nasal congestion or runny nose (not due to other known causes, such as allergies) when in combination with other symptoms

If you cancel prior to 30 days before the first day of your camp, you will receive a full refund minus your nonrefundable deposit and a $6 credit card processing fee.

If you cancel 15-30 days before the first day of your camp, you will receive a 50% refund minus the nonrefundable deposit and a $6 credit card processing fee.

If you cancel fewer than 14 days before the first day of your camp, you will not receive a refund, unless the program is full and we are able to fill your spot, then you may receive a 50% refund, minus the nonrefundable deposit and a $6 credit card processing fee.

Refunds will not be given for absent or sick days.

Exceptions granted only in the case of a health emergency, evidenced by a written physician’s statement, restricting the child from attending camp for the entire session.

At Greenfield Center School, we expect that all members of our school community will treat each other with courtesy and respect. It is our policy to provide and maintain a learning environment that is free of bullying and any other verbal or physical misconduct that disrupts the learning environment or makes it unsafe.

The Greenfield Center School Bullying Prevention and Intervention Plan, set forth below, is published in response to the recently enacted Massachusetts law and amendments thereto against bullying and is an integral part of our efforts to promote learning and to prevent behavior that can impede the learning
process. Our Plan articulates Greenfield Center School’s comprehensive approach to addressing bullying, cyber-bullying, and retaliation.

This Plan is consistent with broader protections at Greenfield Center School against discrimination, harassment, bullying, and retaliation that make up the daily interactions among students, faculty, and staff and which appear in our Handbook and Employee Personnel Policies.

It is important that this Plan be well understood by all members of the Greenfield Center School community. The Head of School or her/his designee is responsible for the implementation and administration of the Plan. Questions and concerns related to this Plan may be referred to her.

This plan applies to students, and members of school staff, including but not limited to, educators, administrators, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to an extracurricular activity, paraprofessionals and volunteers.

The development of this policy shall be in consultation with teachers, school staff, professional support personnel, school volunteers, students, parents and guardians. The policy will be distributed to all families who have a child attending the school. There is a 60-day comment period for all interested persons to comment on the amended plan.

The plan shall be reviewed and if necessary updated, biennially.

II. Policy Against Bullying, Cyber-Bullying, and Retaliation

The School will not tolerate any form of bullying or cyber-bullying, nor will we tolerate retaliation against any person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying.

Bullying, cyber-bullying and retaliation are prohibited on school grounds and at school-sponsored events, activities, functions, and programs. Bullying, cyber- bullying and retaliation are also prohibited on school buses or vans and on other vehicles owned, leased, or used by the school, and through the use of technology or an electronic device owned, leased or used by the school.

In addition, bullying and cyber-bullying are prohibited at a location that is not school-related or through the use of technology or an electronic device that is not owned, leased, or used by the School, if the bullying creates a hostile environment at school for a targeted individual; infringes on the rights of a targeted individual at school; or materially and substantially disrupts the educational process or the orderly operation of the school.

Retaliation against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying is prohibited.

False accusations of bullying or retaliation shall be subject to disciplinary action.

III. Definitions:

“Aggressor” is a student or any school personnel who engages in bullying, cyber-bullying, or retaliation.

“Bullying ”is the repeated use by one or more students or one or more school personnel of a written, verbal, or electronic expression or a physical act or gesture or any combination thereof, directed at a targeted individual that: (i) causes physical or emotional harm to the victim or damage to the victim’s property; (ii) places the victim in reasonable fear of harm to him or herself or of damage to his or her property; (iii) creates a hostile environment at school for the victim; (iv) infringes on the rights of the victim at school; or (v) materially and substantially disrupts the education process, orderly operation of a school, or the working environment at school.

“Cyber-bullying” is bullying through the use of technology or any electronic communication, which shall include, but not be limited to, any transfer of signs, signals, writing, images, sounds, data, or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo electronic or photo optical system, including, but not limited to, electronic mail, internet communications, instant messages, or facsimile communications. Cyber-bullying shall also include (i) the creation of a web page or blog in which the creator assumes the identify of another person or (ii) the knowing impersonation of another person as the author of posted content or messages, if the creation or impersonation creates any of the conditions enumerated in the definition of bullying. Cyber-bullying shall also include the distribution by electronic means of a communication to more than one person or posting of material on an electronic medium that may be accessed by one or more persons, if the distribution or posting creates any of the conditions enumerated in the definition of bullying.

“Hostile Environment” is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of the targeted individual’s education or working environment.

“Retaliation” is any form of intimidation, reprisal, or harassment directed against a targeted individual who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying or cooperates in an investigation in any way.

“Target” is a student or any school personnel against whom bullying, cyber- bullying, or retaliation has been perpetrated, a “victim”.

Legal Definitions and School Policy

It is important to bear in mind that stricter standards of behavior may apply under the Greenfield Center School’s policies in order to prevent verbal or physical misconduct before a student or school personnel have been subject to bullying as it is defined under the law. For example, although the law defines bullying as “repeated use” of certain expressions, acts, and/or gestures, the School reserves the right to apply disciplinary measures and other corrective action in the case of a single expression, act, or gesture, if the School determines that it is of sufficient severity to warrant disciplinary measures or other remedial action or that the repetition of that expression, act, or gesture might reasonably result in bullying as defined under the law.

Greenfield Center School recognizes that certain students may be more vulnerable to becoming a target of bullying or harassment based on actual or perceived differentiating characteristics, including race, color, religion, ancestry, national origin, sex, socioeconomic status, homelessness, academic status, gender identity or expression, physical appearance, pregnant or parenting status, sexual orientation, mental, physical, development or sensory disability or by association with a person who has or is perceived to have one or more of these characteristics. Vulnerable students shall be supported by teaching in each session on anti-bullying respect for diversity and providing regular check-ins with these students on their experience while at the Greenfield Center School.

IV. Prevention of Bullying and Cyber-Bullying

From the earliest grades at the Greenfield Center School, students learn that as members of our community, they have the right to be treated with courtesy and respect and owe courtesy and respect to all others in the school community. Our curriculum and work place practices emphasize respect for differences, and teachers are clear in their expectations for student behavior. When necessary, parents are notified and asked to reinforce standards for behavior within our school community.

From the first day of employment, school personnel are to understand that as a member of our community they have the right to be treated with courtesy and respect and owe courtesy and respect to all others in the school community.

Families receive the Handbook and are asked to read and review it each summer. This Handbook includes explicit policies around harassment, anti-hazing, and acceptable use of technology at the Greenfield Center School.

Morning Meetings are utilized to make sure that students are well informed about what is expected of them and to reinforce positive conduct. Age appropriate discussions addressing prevention, reporting and identifying bullying, cyber-bullying, and retaliation will be the subject of Morning Meetings early in each school year. These subjects shall be raised at Morning Meeting or on other occasions throughout the year as the need arises.

School personnel shall be trained in the prevention, reporting and identifying bullying, cyber-bullying, and retaliation.

V. Bullying and Cyber-Bullying Prevention Plan

Any Greenfield Center School employee shall immediately report any instance of bullying or retaliation the employee has witnessed or become aware of to the Head of School or her/his designee.

Any student, parent, guardian or other interested person may report any bullying or suspected bullying to the Head of School or her/his designee as soon as reasonably possible. The Head of School or her/his designee will complete the Bullying Incident Report Form.

If an instance of bullying is reported to an employee other than the Head of School, the employee shall immediately inform the Head of School or her/his designee.

Reports may be made anonymously, however, no disciplinary action shall be taken against a student solely on the basis of an anonymous report. The School urges students and their parents not to make reports anonymously. Although there are circumstances in which an anonymous report can be better than none at all, it is far more difficult to determine the facts of what occurred if complaints are made anonymously. Students and parents are encouraged to bear in mind that the School takes its policy against retaliation very seriously. Also, while the School cannot promise strict confidentiality because information must be shared in order to conduct an effective investigation, the School releases information concerning complaints of bullying, cyber-bullying, or retaliation only on a legitimate need-to-know basis.

Investigation

When a complaint of bullying, cyber-bullying, or retaliation is brought to the attention of the Head or her/his designee, an investigation will be commenced within 24 to 48 hours of receipt if at all possible. An assessment will be made as to whether any initial steps need to be taken to protect the well-being of the student and to prevent disruption of their learning environment while the investigation is being conducted. As appropriate, strategies such as increased supervision may be implemented to prevent further bullying, cyber-bullying, or retaliation during an investigation.

The Head of School or her/his designee should keep accurate documentation of all complaints received, including:

The name of the complainant


The status of the complainant (i.e. student, school personnel, third party)

The name of the alleged bully


The date the complaint was received

How the complaint was received (i.e., written, verbally)

The nature of the complaint (i.e. facts of the complaint)

The names of the witnesses who will be interviewed

The Head of School or her/his designee should ask appropriate questions of the complainant to gather all facts and to determine the level of support or protection needed by the targeted individual:

Who, what, when, where, how?

Is there any physical evidence (documents, texts, voicemail)?

What will restore the complainant’s sense of safety?

Does the complainant need protection? If so, what form should the protection take?

What professional services are appropriate to recommend or require?

Is notification to local law enforcement required?

It is the policy of the School to notify the parents of any student who is an alleged target of bullying, cyber-bullying, or retaliation and the parents of any student who may have been accused of engaging in such behavior promptly after a complaint has been made. All witnesses and the alleged bully should be reminded that retaliation is also a violation of school policy.

The alleged bully will be fairly warned that the misconduct will, if appropriate, be reported to local law enforcement or other appropriate governmental agencies.

Resolution, Notification, and Follow-Up

Following interviews and any other investigation undertaken, as the School deems appropriate, the Head of School or her/his designee will determine whether and to what extent the allegation of bullying, cyber-bulling, or retaliation has been substantiated. If it is determined that the policy set forth in this Plan has been violated, the Head of School or her/his designee will determine what disciplinary action and/or other remedial action is appropriate and how it will be implemented. It will also be determined what steps are necessary to make the targeted individual fee safe and protected in the school environment.

Depending on the circumstances of the case, if it is determined that bullying has occurred the Head of School or his/her designee may discipline the offending party by ordering: a. counseling;
b. schedule or class change;
c. stay away order;
d. an educational component;
e. a verbal warning;
f. a written warning;
g. suspension;
h. expulsion, or;
i. any other remedy deemed appropriate by the Head of School or his/her designee;
j. any discipline should be viewed in light of balancing accountability with the need to teach appropriate behavior.

If the incident involves students from more than one school, the school first informed of the bullying, or retaliation shall consistent with state and federal law, promptly notify the appropriate administrator of the other school or schools.

The goal of an investigation and any disciplinary or other remedial process that is imposed following that investigation is to correct the situation to the extent it is reasonably possible, to take such steps as can be taken to prevent a repetition of the incident, and to prevent the targets and others who participated in the investigation from being subject to retaliation.

In appropriate circumstances, such as when a crime may have been committed or when a child may have been subject to abuse or neglect of the type that is reportable under Section 51A of the Massachusetts laws, law enforcement or another appropriate government agency may be notified. Upon completion of the investigation, the Head of School, or his/her designee who conducted the investigation will meet individually with the target(s) of the alleged incident and the student (s) and their parents or school personnel against whom the complaint was made to report the results of the investigation and, where disciplinary or other corrective action is determined to be appropriate, to inform the parties of the steps that will be taken to correct the situation. The amount of information provided in these meetings may be limited by confidentiality laws protecting student or employee records.

Follow-up contacts will be made with any student found to have been targeted in violation of this policy and his/her parents to inquire as to whether there have been any further incidents or any further need for protected measures.

Bullying Prevention Plan – Educational and Professional Development Components

This bullying prevention plan shall be developed and updated biennially. There shall be notice of the plan updates to each family of a student attending the school and a public comment period.

Parents and guardians shall be informed about the bullying prevention curriculum of the school, specifically:

how parents and guardians can reinforce the curriculum at home and 
support the school and school plan;

dynamics of bullying; and, 


online safety and cyber-bullying. 


The school shall provide to students and parents or guardians, in age- appropriate terms and in the languages, which are most prevalent among the students, parents, or guardians, annual written notice of the student related sections of the plan.

The school shall provide annual written notice of the plan to all staff.

All staff shall be trained and provision for faculty and staff duties shall be included in the school employee handbook.

The Plan shall be posted on the website for each school.

The Head of School or his/her designee shall be responsible for the implementation and oversight of the plan

VI. Conclusion

This Plan is intended (1) to prevent bullying, cyber-bullying, and retaliation among individuals in our school community, (2) to encourage students and their parents and employees to have confidence in the School’s procedures and to come forward promptly whenever a student or employee is subject to conduct that is prohibited by this or any other School policy; and (3) to implement appropriate discipline and other corrective measures when they are warranted.

Written documentation of immunizations in accordance with the most current Department of Health immunization are required for all camp and camp staff. (CMR 430.152).

The following is a link to the MA Department of Health required immunizations which are the same as are required for attending public school:

Massachusetts Immunization Requirements for School

Please note that the Center School also has a vaccine mandate in place for all children ages 5 and up.

If you have any questions about vaccines, immunization recommendations, or suspect or confirmed cases of disease, please contact the MDPH Immunization Program at 888-658-2850 or 617-983-6800.

Meningococcal Disease and Camp Attendees: Commonly Asked Questions

When a child in the school has been identified with a life threatening food allergy, we will:

Keep a list of those students who have been prescribed an Epi-pen. An emergency treatment sheet with the child’s name, recent photograph, specific allergies, symptoms, and doctor‐approved protocol for response will be distributed to all faculty and staff. This plan will be posted in the child’s classroom, in a location accessible to only teachers.

Train all staff (once per year) on use of Epi‐pens, and review the list of children that have life-threatening food allergies and their emergency plans.

Store Epi-pens in an unlocked area accessible to the entire staff. Epi-pens and other appropriate medications will be brought on field trips off school grounds.

Immediately call 911 for all children who have been given epinephrine. Emergency personnel will be given access to the treatment sheet referred to above. In the absence of a parent, a Center School staff member will accompany a child to the emergency room, if possible.

Ask that all home-cooked food for school wide events be accompanied by a list of ingredients.

The school may restrict other ingredients (i.e. dairy), depending on other allergies in the student population at the time.

Encourage parents of children with life-threatening food allergies to provide alternative, safe food items for their children and to keep an extra supply of alternative, safe food items at school for unexpected events.

Communicate with families in classrooms with a child with life-threatening food allergies at the start of the year to raise awareness and outline expectations for the classmate’s parents, including any classroom‐wide restrictions.

Work to create a reduced‐risk classroom environment, depending on the specific allergy and age of the child, by providing either an allergen-free table or an allergen-free classroom.

Work to create a reduced risk environment by ensuring protocol for hand washing and table cleaning in the classrooms of children with allergies.

Implement a no-trade or share rule for food and utensils in our classes.

Consider alternatives to school birthday rituals that include food in classrooms with children with life-threatening food allergies.

Remind parents of children with life-threatening food allergies that the school will work to minimize the risk of exposure to a specific allergen, but that the school can never guarantee that cross‐contamination or mistakes will not happen.

Epi-Pen Self-Administration

A camper prescribed an epinephrine auto-injector for a known allergy or pre-existing medical condition may:

(a) Self-administer and carry an epinephrine auto-injector with them at all times for the purposes of self-administration if:

1. the camper is capable of self-administration; and

2. the health care consultant and camper's parent/guardian have given written approval.

(b) Receive an epinephrine auto-injection by someone other than the health care consultant or person who may give injections within their scope of practice if:

1. the health care consultant and camper's parent/guardian have given written approval; and

2. the health care supervisor or employee has completed a training developed by the camp's health care consultant in accordance with the requirements in 105 105 CMR 430 430.160.

All parents/guardians have the right to review policies pertaining to:

• Discipline;

• Background checks (the policy only);

• Health care; and

• Procedures for filing a grievance