Hancock Day School

(912) 351-4500

Fax: (912) 351-4550

Hancock Day School

6600 Howard Foss Dr.

Savannah, GA 31406

(912) 351-4500

Fax: (912) 351-4550

Middle School

Our son loves school

We looked at several schools, but Hancock felt right from the minute we entered. Our son loves school, and we are beyond thrilled at what he is learning and the approach of the whole child the teachers use. Hancock is the perfect fit for us.

Akisha Lowe

2017-09-28T09:54:02+00:00

Akisha Lowe

We looked at several schools, but Hancock felt right from the minute we entered. Our son loves school, and we are beyond thrilled at what he is learning and the approach of the whole child the teachers use. Hancock is the perfect fit for us.

Academically challenging

My three children attend the lower school at Hancock. It is academically challenging yet nurturing.

Kari Herrin

2017-09-28T09:54:58+00:00

Kari Herrin

My three children attend the lower school at Hancock. It is academically challenging yet nurturing.

Kindness

“Kindness with firmness plus consistency equals security for a child.  Enthusiasm, talent, interest, initiative, and willingness to motivate are contagious and make learning challenging for a child.  With these qualities at Hancock Day School, the children know we care. We have the love and respect of the children; therefore, learning is spontaneous.”

 

Mrs. Emmie Ruth Hancock

Founder of Hancock Day School, 1953
2018-08-21T08:30:44+00:00
“Kindness with firmness plus consistency equals security for a child.  Enthusiasm, talent, interest, initiative, and willingness to motivate are contagious and make learning challenging for a child.  With these qualities at Hancock Day School, the children know we care. We have the love and respect of the children; therefore, learning is spontaneous.”   Mrs. Emmie Ruth Hancock Founder of Hancock […]

The Hancock Way

“The Hancock Way means working hard and collaborating.  We were taught to push ourselves individually, but to always know that we could do better if we worked together.”

 

Zoe Levine

Hancock Day School Class of 2012

Savannah Arts Academy Class of 2016

Bentley University Class of 2020
2018-08-21T08:49:47+00:00
“The Hancock Way means working hard and collaborating.  We were taught to push ourselves individually, but to always know that we could do better if we worked together.”   Zoe Levine Hancock Day School Class of 2012 Savannah Arts Academy Class of 2016 Bentley University Class of 2020

My Time at Hancock

“I found two of my best friends during my time at Hancock.  I also learned to treat people the way that you want to be treated.  Being a jerk never wins anyone over.”

 

Bailey Lin

Hancock Day School Class of 2013

Savannah Arts Academy Class of 2017

Georgia Institute of Technology Class of 2021
2018-08-21T08:52:29+00:00
“I found two of my best friends during my time at Hancock.  I also learned to treat people the way that you want to be treated.  Being a jerk never wins anyone over.”   Bailey Lin Hancock Day School Class of 2013 Savannah Arts Academy Class of 2017 Georgia Institute of Technology Class of 2021

The Hancock Way

“The Hancock Way has guided and nurtured me into the person I am today. It equipped me with the disciplines and values needed to face trials and challenges in the years that followed. It taught me how to persevere through adversity, be a leader with humility, ask for help when needed, express gratitude for the overlooked, and show compassion in everything I do. It is hard to define the Hancock Way because it is seen in actions more than words, through the help of the teachers, staff, parents, and students at HDS. It is something you can only completely understand through experiencing it.”

 

Katie Allen

Hancock Day School Class of 2013

Savannah Arts Academy Class of 2017

University of Georgia Class of 2021
2018-08-21T08:53:49+00:00
“The Hancock Way has guided and nurtured me into the person I am today. It equipped me with the disciplines and values needed to face trials and challenges in the years that followed. It taught me how to persevere through adversity, be a leader with humility, ask for help when needed, express gratitude for the overlooked, and show compassion in […]

Amazing Academic Programs

“Hancock’s amazing academic programs gave me the foundation that I needed for success in high school.”

 

Madeline Mascolo

Hancock Day School Class of 2014

Savannah Country Day School Class of 2018

University of Virginia Class of 2022
2018-08-21T08:55:03+00:00
“Hancock’s amazing academic programs gave me the foundation that I needed for success in high school.”   Madeline Mascolo Hancock Day School Class of 2014 Savannah Country Day School Class of 2018 University of Virginia Class of 2022

Family Atmosphere

“The Hancock Way refers to our family atmosphere and strong academics coupled with the strong work ethics of everyone around you.”

 

Virginia Maxwell

Hancock Day School Class of 2014

Saint Vincent’s Academy Class of 2018

Auburn University Class of 2022
2018-08-21T08:57:48+00:00
“The Hancock Way refers to our family atmosphere and strong academics coupled with the strong work ethics of everyone around you.”   Virginia Maxwell Hancock Day School Class of 2014 Saint Vincent’s Academy Class of 2018 Auburn University Class of 2022

Prepared Me for my Future

“The Hancock community prepared me so well-- from study skills, to my classes, to sports.  Hancock prepared me for my future, and I still have great connections with my teachers if I ever need help.”

 

Mac Graham

Hancock Day School Class of 2015

Benedictine Military School Class of 2019
2018-08-21T08:58:48+00:00
“The Hancock community prepared me so well– from study skills, to my classes, to sports.  Hancock prepared me for my future, and I still have great connections with my teachers if I ever need help.”   Mac Graham Hancock Day School Class of 2015 Benedictine Military School Class of 2019

Teaches Respect

“The Hancock Way teaches respect, responsibility, and character.  I think that’s useful for your everyday life as well as your school life.  Having strong morals helps you create strong friendships and develop relationships with adults-- like your teachers.  And teachers love nothing more than a student with manners.”

 

Taylor Mason

Hancock Day School Class of 2016

Saint Vincent’s Academy Class of 2020
2018-08-21T08:59:34+00:00
“The Hancock Way teaches respect, responsibility, and character.  I think that’s useful for your everyday life as well as your school life.  Having strong morals helps you create strong friendships and develop relationships with adults– like your teachers.  And teachers love nothing more than a student with manners.”   Taylor Mason Hancock Day School Class of 2016 Saint Vincent’s Academy […]

Feels like a family

We have been so happy at HDS! Really feels like a family and I know my boys are so loved there. The teachers and staff are second to none.

Erin Lambright

2016-03-14T15:19:08+00:00

Erin Lambright

We have been so happy at HDS! Really feels like a family and I know my boys are so loved there. The teachers and staff are second to none.

One of a kind

We couldn't be happier that our paths led us to Hancock Day School. The learning experience our son is receiving is not only one of a kind, but also nurturing and kind. We are so happy that he wakes up excited to go to school and is picked up excited to share what he learned for the day.

Shannon Marshall

2016-03-14T15:19:18+00:00

Shannon Marshall

We couldn’t be happier that our paths led us to Hancock Day School. The learning experience our son is receiving is not only one of a kind, but also nurturing and kind. We are so happy that he wakes up excited to go to school and is picked up excited to share what he learned for the day.

Across all grade levels, a strong emphasis is placed on scientific principles and procedures. This can be seen through our numerous lab activities and student-based research projects.  Students often make and use models to represent the different structures and systems being studied. The development of critical thinking skills is emphasized in laboratory and cooperative group settings where students are able to share ideas and analyze information.  

Earth Science

Earth Science is designed to help students understand the characteristics of Science and the study of the Earth’s composition, structure, processes, and history. The school places emphasis on historical contributions in the development of scientific thought about the Earth and space. The interpretation of maps, charts, and tables is stressed. The year starts with an introduction to the scientific method, lab skills, and lab safety. Major topics of study include plate tectonics, earth history, the atmosphere, weather and climate, and the solar system. Students are responsible for current events concerning various aspects of science.  This course is offered to sixth grade students.

Life Science

This course explores the nature of our living world through building on the science skills learned in previous years.  Students become more familiar with the scientific methods through controlled experiments.  The year begins with a review of scientific processes, lab skills and lab safety, covering topics ranging from the cell and its processes to heredity and ecosystems. Students explore dichotomous keys and study viruses and bacteria, which includes conducting extensive research in order to gather the newest information on topics of interest. They also study various phyla in the plant and animal kingdom, and incorporate lessons on human anatomy and physiology.  Preserved specimens and dissections are used to enhance instruction in this course.  This course is offered to seventh grade students.

Physical Science

Physical Science continues the investigation of scientific principles that began in the lower grades, and strengthens students’ knowledge base as they prepare to move from middle school into higher-level science courses. A heavy emphasis is placed on the scientific method and lab safety education. This course is a broken into two core topics:  chemistry and physics. This includes more abstract concepts such as the structure of atoms, chemical reactions, forces and motion, and the conservation of energy and matter.  This course is offered to eighth grade students.  

Our mathematics program is designed to encourage curiosity and creativity, as well as to develop the strengths of each student through a student-centered, hands-on learning environment.  Expectations are high for each middle school student, and the faculty are committed to helping all students develop a respect and appreciation for mathematics. Mathematics is needed in the classroom, but more importantly, it is needed beyond the school setting. Therefore, Hancock Day School ensures that mathematics is presented practically and applied to “real-world” situations.

Accelerated Math 7

The focus of this course is on rational numbers, their operations, and their algebraic representations.  Students will build their understanding of these concepts using various models.  Students will also apply their problem-solving skills to real world applications and use estimation to check reasonableness.  Topics such as measurement conversions, averages, data displays, functions, basic geometry, and solving equations will give students the foundation that they need to develop their mathematical skills.  This course is offered exclusively to 6th grade students.

Pre-Algebra

This course teaches students to become proficient in operations involving integers and rational numbers including fractions and decimals.  Fundamental skills such as writing and solving ratios, proportions, and linear equations and inequalities are covered.  Students will also review graphing on the coordinate plane and expand upon it by graphing linear equations and inequalities using slope.  This course stresses problem-solving skills and applying these concepts in “real world” situations, such as interest and percent problems.  This course is offered to honors 6th graders and accelerated 7th graders.

Algebra I

This course develops fluency in working with linear equations through the study of tables, graphs, and equations. Solving linear equations and inequalities as well as systems of linear equations and inequalities are central principles of the Hancock Day School Algebra I education. Students will generate equivalent expressions, use formulas, simplify polynomials, and begin to study quadratic functions. The ability to analyze situations verbally, numerically, graphically, and symbolically will also be taught.  Algebra I is offered to honors seventh grade and accelerated eighth grade students, and students may be able to earn high school credit for this course.

Advanced Algebra

This course continues the study of algebra by deeply exploring algebraic concepts and applications such as solving quadratic equations by various methods, graphing quadratic functions, exploring the solutions of quadratic equations using the discriminant, simplifying radical expressions using the conjugate, and solving radical equations.  Students will also review exponent rules and solving systems of linear equations.  Additionally, students will also explore some geometric concepts such as triangle properties, area of polygons, surface area and volume of solids, and right-triangle trigonometry.  This course focuses on critical thinking and creative problem solving to “real world” situations, and it is offered to honors eighth grade students.  

Geometry

In this course, students will deeply explore fundamental Euclidean geometric concepts and progress to more advanced topics such as properties of parallel and perpendicular lines, similarity, and right-triangle trigonometry.  Students will also study properties of triangles, quadrilaterals, polygons, and circles, as well as surface area and volume of solids.  The course will continue to present these concepts along with their practical applications.  Students will also learn inductive and deductive reasoning skills and apply them constructing logical proofs of the various theorems they will study throughout the year.  This course is offered to our honors eighth grade students, and they may be able to earn high school credit for this course.

Accelerated Track

Honors Track

6th Grade

Accelerated Math 7

Pre-Algebra

7th Grade

Pre-Algebra

Algebra I

8th Grade

Algebra I

Advanced Algebra or Geometry

At Hancock Day School we believe in the importance of fostering a love of reading and writing from an early age.  All of our English Language Arts courses are designed with elements of student choice, creative assignments that give students an opportunity to express themselves, and a focus on fundamental reading strategies that build comprehension.  Grammar and mechanics and developed through the context of reading and writing, and students expand their vocabularies by studying Greek and Latin roots.  

Sixth Grade English Language Arts

This course exposes students to a variety of fiction and nonfiction texts as students learn to identify the author’s purpose, theme, elements of a short story, types of conflict, and characterization. Students also read poetry, study the dramatic form, and closely explore several novels. In addition to studying literature, the school year begins with personal writing to help students build fluency and style. From there persuasive and expository writing are introduced, which then lead to research fundamentals and a research-based project. Vocabulary and grammar skills are also further developed through a study of Greek and Latin roots and SAT words as well as an emphasis on parts of speech and sentence parts. Students use a variety of materials to practice correct sentence construction along with frequent editing of written work as additional reinforcement for these skills.

Seventh Grade English Language Arts

This course challenges students to think critically about literature and its influence on the world in which we live. Students grow more confident with the writing process through frequent writing and editing of their own work.  A sampling of seventh grade writing assignments includes a full-length creative short story, brochures using persuasive techniques, and literary analyses with specific textual support. Students are expected to move beyond simply identifying literary elements by exploring the roles that tone, mood, foreshadowing, and point of view can play in a text. Vocabulary education and development continues through the study of Greek and Latin roots, and students study grammar in the context of reading and writing.  

Eighth Grade English Language Arts

This English Language Arts course is designed around thematically linked texts that provide students with an opportunity to learn about literature while also exploring their own values and beliefs. Students sharpen their verbal and written communication skills through engagement in lively class discussions. Grammar instruction is tailored to the individual needs of each class, and lessons target common errors from writing assignments. Vocabulary development continues through the study of Greek and Latin roots, SAT vocabulary words, and words pulled from the novels explored.  By focusing on sharpening reading and writing skills, students are prepared for success at the high school of their choice. 

Our Social Studies courses are designed to help students become informed, active participants in our democratic society.  By examining primary sources, students are encouraged to think critically and form their own conclusions about important events in history.  Geography is explored throughout all three years of middle school, and our studies culminate with the eighth grade trip to Washington, D.C.

Ancient Civilizations

Our Ancient Civilizations course introduces a thematic approach to the development of civilization and society as it exists today. Students examine units including early humans, early farmers and city dwellers, Mesopotamia, Egypt, ancient Hebrews, ancient Greeks, Chinese and Indian civilizations, and Rome. In addition, students are exposed to themes including economics, political systems, religions, and social, and cultural traditions. Students are expected to analyze what allows humans to progress to new, more advanced levels of society. Using critical thinking skills to dissect these themes, students establish cause and effect trends and draw important correlations to our present day society. Students area also expected to display a working knowledge of geography. This course is offered to our sixth grade students.

American History & Government – Part 1

American History is the first portion of a two-year plan that allows students to explore key events in our nation’s history.  This course begins with the foundation of our nation from pre-European settlement and moves chronologically through our nation’s history, with major units on colonial America, the American Revolution, the Civil War, Reconstruction, and World War One.  Critical thinking and analytical skills are emphasized throughout the year.  There is a strong focus on fostering a general knowledge of American historical information while developing the critical thinking, reasoning, and analytical skills necessary for success in later stages of education. Primary sources are utilized in the classroom with the goal of allowing students to form their own conclusions about significant events in our history and their effects on our present day society.  This course is offered to seventh grade students.  

American History & Government – Part 2

This course continues to build on the concepts of American History introduced in previous social studies courses.  Students gain an understanding of American political heritage with a goal of fostering the critical skills necessary for success in further stages of education.  Students continue to review both primary and secondary sources as they learn to read critically and draw their own conclusions.  Additionally, the course focuses on each branch of the United States government with major projects incorporated into each unit.  World geography is also studied.  This class is offered to our eighth grade students, and it culminates with a trip to Washington, D.C. where students witness our government in action.

Because we know that early exposure to language is key to developing competency, our students begin their study of the Spanish language and culture at the Prekindergarten level. With this early start, a formal sequential curriculum, and a proficient faculty, all of our students enter high school with at least one Spanish credit. Our middle school Spanish program is designed to help students continue their linguistic training while also giving them an opportunity to creatively express their ideas through writing assignments and projects. With continued guidance and encouragement, students advance from theme to theme building their second language comprehension every step of the way.

Sixth Grade Spanish

In this course students will continue building their foreign language skills in basic conversation and progress towards the foundational grammar functions. Each unit’s vocabulary and grammar and designed sequentially to build on each other.  By the end of sixth grade, students engage in basic conversations, provide and obtain general information, express feelings and emotions, and exchange opinions.  

Seventh Grade Spanish

This course focuses on the continued development of communicative competence and cultural understanding. Students become creative with the Spanish language as they grow more confident in their conversational skills. By the end of seventh grade, students engage in more sophisticated conversations, provide and obtain information, express an array of feelings and emotions, and exchange opinions. Students also understand and interpret written information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Eighth Grade Spanish

Previous foreign-language instruction comes to fruition in eighth grade as students are challenged to think critically and engage in substantive conversations.  After a review of all previously learned vocabulary and grammar, students begin to piece all acquired knowledge together to form one cohesive story. By the end of eighth grade, students engage in meaningful conversations, provide and obtain information, express feelings and emotions, and discuss opinions. Students also understand and interpret written information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CHAPTER ORGANIZATION

 

CHAPTER BYLAWS: Hancock Day School Middle School National Junior Honor Society

 

ADOPTED:  May 1, 2015

 

ARTICLE I: NAME

The name of this chapter shall be the Hancock Day School Middle School Chapter of the National Junior Honor Society.

 

ARTICLE II: PURPOSE

The purpose of this chapter shall be to create an enthusiasm for scholarship, to stimulate a desire to render service, to promote worthy leadership and citizenship, and to encourage the development of character in students of Hancock Day School Middle School.

 

ARTICLE Ill: POWERS

Section 1.    This chapter operates under the direction of and in full compliance with the

NJHS National Constitution.

Section 2.     The chapter advisor is given the authority to supervise the administration of chapter activities, as delegated by the Head of School.

Section 3.     Final authority on all activities and decisions of the chapter resides with the Head of School.

Section 4.     Non-discrimination – Hancock Day School Middle School Chapter of NJHS    maintains policies and practices that are designed to prevent discrimination against any qualified candidate or member on the basis of race, color, religion, ancestry, national origin, sex (gender), and disability. This policy of nondiscrimination applies to all practices, including the chapter administration and the selection, discipline, and dismissal of members.

 

ARTICLE IV: MEMBERSHIP (Refer to Appendix A – Selection Procedures)

Section 1.      Membership in this chapter is an honor bestowed upon deserving students by the faculty and shall be based on the criteria of Scholarship, Service, Leadership, Citizenship, and Character.

Section 2.      Membership in this chapter shall be known as active, honorary, and alumni. Active members become alumni members at graduation. Honorary members are selected at the discretion of the Faculty Council. Alumni and honorary members have no voice or vote in chapter affairs.

 

Section 3.      Eligibility:

  1. Candidates eligible for selection to this chapter must be members of the seventh or eighth grade class.
  2. To be eligible for selection to membership in this chapter, the candidate must have been enrolled for a period equivalent to two trimesters at Hancock Day School.
  3. Candidates eligible for selection to the Chapter shall have a minimum cumulative average of 90 in the 5 core subjects (English/Language Arts, Social Studies, Mathematics, Science and Foreign Language) and an average of 3 in the 4 special subjects (Art, Computer, Music, and Physical Education).
  4. Upon meeting the grade level, enrollment, and academic standards, candidates shall then be considered based on their service, leadership, citizenship, and character.

 

ARTICLE V: SELECTION OF MEMBERS (Refer to Appendix A – Selection Procedures)

Section 1.      The selection of members to this chapter shall be by a majority vote of the Faculty Council which consists of five faculty members appointed by the Head of School. The chapter advisor shall be the sixth, non-voting member, of the Faculty Council.

Section 2.      The selection of active members shall be held once a year during the second Trimester of the school year.

Section 3.      Prior to the final selection, the following shall occur:

  1. Students’ academic records shall be reviewed to determine scholastic eligibility.
  2. All students (candidates) who are eligible scholastically shall be notified and invited to complete and submit a Candidate Review Portfolio.
  3. The faculty shall evaluate candidates determined to be scholastically eligible using the official evaluation form provided by the Chapter Advisor.
  4. The Faculty Council shall review the Candidate Forms, faculty evaluations and other relevant information to determine those who fully meet the selection criteria for membership.

Section 4.      Candidates become members when inducted at a special ceremony.

Section 5.      An active member of the National Junior Honor Society who transfers from this school will be given an official letter indicating the status of his/her membership.

 

Section 6.      An active member of the National Junior Honor Society who transfers to this school will be automatically accepted for membership in this chapter. The Faculty Council shall grant to the transferring member one semester to attain the membership requirements and, thereafter, this member must maintain those requirements for this chapter in order to retain his/her membership.

 

ARTICLE VI: OBLIGATIONS OF MEMBERS (Refer to Appendix B – Member Obligations)

Section 1.      Chapter member dues will be decided by the Chapter Members on an annual basis with the approval of the Chapter Advisor.

Section 2.     All members are expected to maintain the standards under which they were                    selected in academics, character, citizenship and leadership.

 

Section 3.      Members must attend all published meetings unless excused by the Chapter Advisor.  Requests for absence must be made in advance in writing.  Excused absence from school on the day of the meeting will be considered an approved absence.

Section 4.      Members must participate in the Chapter service project.

Section 5.      In addition to the Chapter service project, members are required to perform             additional service according to their talents and interests.  This service must be a minimum of 10 hours per year dedicated to a single cause.

Section 6.      Each member of this chapter who is in good standing with regard to the membership standards and member obligations shall be granted the privilege to wear the emblem adopted by the National Junior Honor Society.

Any member who withdraws, resigns, or is dismissed from the chapter shall have the privilege of wearing the emblem of the chapter revoked.

 

ARTICLE VII: OFFICERS

Section 1.     The officers of the chapter shall be president, vice-president, secretary, and

treasurer.

Section 2.      Student officers shall be elected at the last meeting of each school year. All returning members in good standing with the chapter are eligible to run for a position as an officer. Any active member can nominate an eligible member as a candidate for office.

Section 3.      Voting shall be by secret ballot. A majority vote shall be necessary to elect any officer of this chapter. If the first vote does not yield a majority, a second vote shall be taken of the two candidates receiving the highest number of votes.

Section 4.      It shall be the duty of the president to preside at the meetings of the chapter and serve as the official representative of the chapter at school and community functions.

Section 5.      The vice-president shall preside in the absence of the president and shall also keep a record of members’ contributions to leadership and service.

The secretary shall keep the minutes and attendance records for meetings and                                                be responsible for all official correspondence.

Section 7.    The treasurer shall keep the record of business expenses, dues, and all other

transactions of the chapter.

Section 8.      Officers and the faculty advisor shall collectively be known as the Chapter’s Executive Committee. The Executive Committee shall establish annual goals for the chapter and have general charge of the meetings and the business of the chapter. Any action by the Executive Committee is subject to the review of the chapter members.

 

ARTICLE VIII: MEETINGS

Section 1.      Annually the Executive Committee with approval from the Faculty Advisor shall establish and post a schedule of meetings.  Special meetings can be called by the president with approval of the Advisor.

Section 2.      This Chapter shall conduct its meetings according to Robert’s Rules of Order.

Section 3.      Members must attend all published meetings unless excused by the Chapter Advisor.  Requests for absence must be made in advance in writing.  Excused absence from school on the day of the meeting will be considered an approved absence.

 

ARTICLE IX: ACTIVITIES (Refer to Appendix B – Member Obligations)

Section 1.      The chapter shall determine one or more service projects each year

Section 2.      All members shall regularly participate in these projects.

Section 3.      These projects shall have the following characteristics: Fulfill a need within the school or community, have the support of the administration and the faculty, be appropriate and educationally defensible, and be well-planned, organized, and executed.

 

 

 

 

Section 4.      Each member shall have the responsibility for choosing and participating in an individual service project which reflects his or her particular talents and interests and is approved by the chapter advisor. This service must be a minimum of 10 hours per year dedicated to a single cause.  This is in addition to the chapter projects to which all members contribute.

Section 5.      The chapter shall publicize and promote its projects in a positive manner.

 

 

ARTICLE X: DISCIPLINE AND DISMISSAL OF MEMBERS (Refer to Appendix C – Discipline

                     And Dismissal)                                              

Section 1.      A member is expected to maintain his/her academic standing and take an active role in service and leadership in his/her school and community. Any member who falls below the standards of scholarship, leadership, character, citizenship, or service may be considered for discipline or dismissal from  Hancock Day School Middle School Chapter of the National Junior Honor Society.

Section 2.      lf a member’s cumulative average falls below the standard in effect when he/she was selected, he/she will be given a written warning and a reasonable time period for improvement. If the cumulative average remains below standard at the end of the warning period the student will be subject to further disciplinary action by the Faculty Council that may include consideration for dismissal from the chapter.

Section 3.      Violations of the law or school regulations can result in immediate consideration for the dismissal of a member.  These violations include, but are not limited to: stealing, destruction of property, cheating, truancy, or possession, selling, or being under the influence of drugs or alcohol at school or school-related activities in the community.

Section 4.      Offenders of the school conduct code (such as use of profanity, failure to comply, unexcused absences, excessive tardiness, etc.) will receive written warning notification. A conference may be requested by the Faculty Advisor, the student and/or his or her parents.  If the member is involved in another violation of the school conduct code, the member may be considered for dismissal.

Section 5.      Chapter officers, as representatives of the chapter, may be removed from their positions as a consequence of disciplinary action taken by the Faculty Council.

 

Section 6.      In all cases of pending dismissal:

  1. The member will receive written notification from the Faculty Council indicating the reason for consideration of dismissal.
  2. The member will be given the opportunity to respond to the charge(s) against him/her at a hearing before the Faculty Council prior to any vote on dismissal (in accordance with due process identified in Article X of the National Constitution).The member has the opportunity to present his/her defense either in person or via a written statement presented in lieu of the face-to-face hearing. Following the hearing, the Faculty Council will then vote on whether to dismiss any member. A majority vote of the Faculty Council is needed to dismiss any member.
  3. The results of the Faculty Council vote will be presented to the Head of School for review, and then stated in a letter sent to the student and parents. Dismissed members must surrender any membership emblems to the advisor
  4. The Faculty Council’s decision may be appealed to the Head of School.
  5. A member who is dismissed or resigns may never again be considered for membership in the National Junior Honor Society.

Section 7.      In lieu of dismissal, the Faculty Council may impose disciplinary sanctions upon a member as deemed appropriate.

 

ARTICLE XI: RATIFICATION, APPROVAL, AND REVIEW

Section 1.      These bylaws will be approved upon receiving a two-thirds affirmative vote of all active members of the chapter, a majority affirmative vote of the Faculty Council, and approval by the Head of School.

Section 2.      These bylaws may be reviewed and amended as necessary.  They shall be reviewed within five years from the date of approval noted on this document.

 

ARTICLE XII: AMENDMENTS

These bylaws may be amended by a two-thirds vote of the chapter, a majority affirmative vote of the Faculty Council and approval by the Head of School.  The proposed amendment shall be given to members at least one month prior to the vote. The exceptions are Articles V and X, which are developed by the Faculty Council with the approval of the Head of School.

 

ARTICLE XIII TRANSITION

After the adoption of these bylaws, the Hancock Day School Middle School Chapter of the NJHS will run a second review of its student body for the 2014-15 school year to ensure that all those eligible for consideration in the 2014-15 school year have been identified.  For this supplemental review only, the academic average for consideration will be 87. Article XIII will expire on June 5, 2015.

Click HERE to access the Community Service form.