Harborside Middle School

Tardy to School     

• We know sometimes things happen that cause us to be late, which is why we wanted to let families know Harborside’s practice on frequent tardiness.  

• Unexcused tardies (not being late due to an appointment accompanied with a doctor’s office note) are counted at the district level and reported.  At 5 unexcused tardies, an email will be sent to parents to make them aware of accumulating late arrivals.

• Students are considered tardy to school if they are not in their assigned classrooms by the school’s start time, which is 8:00 AM.  Please note that our bells are synchronized to cell phone and computer clocks.

  • Any student arriving late to school must report to the Lobby Greeter to check-in. All tardy arrivals are considered unexcused unless a doctor’s note is provided.

  • Tardies resulting from professional appointments (medical, legal, etc.) must be documented by an original note from that professional and submitted at the time the student signs in with the Greeter in the Lobby.  These notes must be on the professional’s original letterhead.  

  • Excessive tardiness will result in the following;

    • At five (5) tardies, students will receive notification that they have been tardy five (5) times and that additional tardies will result in consequences/intervention. For example,

      • At (ten) 10 tardies, a student will receive an after school detention for being tardy for ten (10) days. 

        • The time of detention will be 3:00-4:00 pm.  A late bus can be provided if the student is assigned a bus at the beginning of the year.

      • After the first detention, a student will receive an after school detention for every five (5) tardies after the original detention was given.

  • Students with chronic tardiness will receive additional interventions/consequences.

    • In person meetings with parents may be necessary if the pattern continues.

Building Community 

• Finding a place to sit at lunch can feel exciting for some students, but it can also be a source of stress and anxiety—especially in middle school, where social belonging plays such an important role in students’ well-being. 

  • Research shows that students who feel a stronger sense of belonging at school are more engaged, more confident, and more likely to build positive peer relationships.

• To foster that sense of community, we’ve decided to assign cafeteria seating by homeroom cohorts across grades 6–8, for the start of school. 

  • Students already meet in these cohorts during Advisory (twice a month) and in their daily ASA block, and now they’ll have lunch together as well. 

  • This consistency gives students a chance to strengthen connections, form friendships they might not otherwise make, and build a supportive community where everyone feels included.