6000 Instruction

Instruction

Priority of Instructional Program 6000
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The Board of Education believes the instructional program to be its highest priority.

The Board recognizes that the key work of school boards is to establish and promote a clear vision of student achievement as the top priority of the District. The Superintendent will ensure development and implementation of a district-wide program for student achievement improvement that engages District stakeholders in a continuous improvement planning process that provides for annual review, revisions as needed and reports to the community. The District’s program will be reflected in school and district improvement plans and will include, but not be limited to, the following:

●    Self-evaluation of current and prior disaggregate student achievement and behavioral data, including student and community demographics, student access to and utilization of educational opportunities to meet standards, district progress toward development and implementation of improvement programs and community satisfaction.
●    Data-driven goal setting utilizing methods recommended by the State Department of Education.
●    Action planning including provisions for accountability, professional staff development, steps to assure a safe educational environment conducive to learning, identification of local efficiencies and resources, steps to assure all students have access to the educational opportunities needed to meet the high standards of the State and District, resource allocation and realignment strategies needed to support improvement efforts.

The District’s program will be consistent with the requirements of the Connecticut Department of Education and reflected in school and district improvement plans.

The Board will, in striving for continuous improvement of student achievement, annually review District and individual school data on student achievement. In addition, the Board will prioritize, allocate and realign resources as necessary.

School Accountability

The primary purpose of schooling is the transmission of knowledge and culture through which students learn in areas necessary to their continuing development and entry into the world of work. To fulfill that purpose, the State Board of Education prepared Connecticut’s Common Core of Learning. The Board of Education gives priority in the allocation of resources, including funds, time, personnel, and facilities, to fulfilling this purpose.

Quality Assurance

The Board shall continuously monitor the quality of the District’s work. The Superintendent shall supervise each school’s process for continuous school improvement. Further, each District school shall establish school improvement plans that contain:

●    District student learning objectives;
●    Assessment systems for measuring students’ progress in the fundamental learning areas; and
●    Reporting systems for informing the community and the State of assessment results.

The Superintendent shall regularly report the District’s progress to the Board and seek Board approval for each School Improvement Plan.

REVIEWED:     May 8, 2023
                       
                         May 28, 2019

REVISED:         May 14, 2012
 

Instruction

Goals and Objectives 6010
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The Board of Education believes that each student is unique and has the potential for making positive contributions to society. We recognize that in order to function in society, individuals need to master certain basic skills and need to continue learning throughout life. We believe that while learning the value of group dynamics, individuals will come to know and to appreciate their worth and that of others. We believe that by accepting and fulfilling appropriate responsibilities, individuals will come to value resultant privileges. Finally, we believe that each individual needs to develop an awareness of and sensitivity to creativity in all things whether they be functional or aesthetic. It is with this in mind that we commit ourselves in a cooperative effort with parents and the community to provide an atmosphere that will address the following goals of quality education:

1.    Help students develop and maintain good physical and mental health.
2.    Help students achieve command of the fundamental skills and knowledges which are basic to all other learning.
3.    Help students learn to receive and to express ideas effectively.
4.    Help students gain an understanding of our constitutional form of government and a knowledge of the traditions of a vital democracy, and to foster the desire to participate in and preserve the democratic ideals.
5.    Help students understand the scientific approach to the problems of life, recognizing the need for conservation of human and natural resources and the contributions made by science to the world in which we live.
6.    Help students to learn to recognize the ethical, aesthetic, and moral values as expressed in the arts, philosophy, and history.
7.    Provide students with information needed to make career selections, including the techniques of money, property, and resource management.
8.    Provide students with the opportunity to develop such personal characteristics as integrity, responsibility, morality, initiative, and leadership and to experience feelings of self-respect and self-worth.
9.    Provide a comprehensive program of evaluation of both curriculum and student achievement.

Legal Reference:

Connecticut General Statutes

10-4a Educational interests of state defined, as amended by PA 97-290 PA 97-290, An Act Enhancing

Educational Choices and Opportunities.

10-220 Duties of Boards of Education.

REVISED:        May 8, 2023
        
                        May 14, 2012

                        December 12, 2001

REVIEWED:     May 28, 2019

Instruction

School Calendar 6111
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The school calendar shall show the beginning and ending dates of school, legal and local holidays, meeting days, number of teaching days, vacation periods and other pertinent dates.

The Board of Education may operate schools on state holidays providing a suitable nonsectarian educational program is held to observe the holiday, except for those holidays that occur in December and January.

The Superintendent shall recommend to the Board of Education a school calendar that will meet all requirements of the law as well as the needs of the community, students and personnel.  

The Board of Education may declare a holiday in the schools under its jurisdiction when good reason exists.

A Board of Education for a school that has been designated as a low achieving school pursuant to subdivision (1) of subsection (c) of C.G.S. 10-223e may increase the number of actual school sessions during each year, and may increase the number of hours of actual school work per session in order to improve student performance and remove the school from the list of schools designated as a low achieving school maintained by the State Board of Education.
 
The Board of Education may develop and adopt its own school calendar to begin school on any day before or after Labor Day.

The Board of Education may establish, for any school year, a firm graduation date which is no earlier than the one-hundred eightieth day in the school calendar originally adopted by the Board for that school year.  

Legal Reference: 

Connecticut General Statutes 
 I-4           Days designated as legal holidays.
10-15      Towns maintain schools.
10-16      Length of school day.
10-29a    Certain days to be proclaimed by governor. Distribution and number of proclamations.
10-161    Establishment of Graduation Date (as amended by PA 19-195)
10-261    Definitions.

10-66q  Development and adoption of uniform regional school calendar. Report. 
PA 22-47  An Act Concerning Children’s Mental Health
PA 22-128  An Act Establishing Juneteenth Independence Day as a Legal Holiday

Revised:      May 8, 2023
                     November 11, 2019
                     May 28, 2019
                     February 27, 2012
                     December 10, 2001

Instruction

School Day - Grades K – 12

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The Superintendent shall ensure that:

1. The school year provides at least 180 days of actual school sessions for all grades, full day kindergarten to grade twelve inclusive, as required by state statutes.
2. The school year provides a minimum of 900 hours of actual school work.  In meeting this requirement, no more than seven (7) hours of actual school work on a given day shall be credited toward meeting the 900-hour minimum.
3. In the event of early school closings or delayed openings because of weather, the district will still provide a minimum of 900 hours of actual school work by the conclusion of the school year.
4. Remote learning shall be considered an actual school session provided that such remote learning is conducted in compliance with the standards developed by the Connecticut State Department of Education.
5. Should it be necessary to consider alternative scheduling in any single school year, because of unusual circumstances which could interfere with fulfilling the 180-day school year requirement, the Superintendent shall recommend to the Board a plan for alternative scheduling to be transmitted to the State Board of Education for its consideration and possible approval.
6. In complying with statutory requirements for a minimum of four (4) hours per day and a minimum of 900 hours per year, the Superintendent shall exclude from the definition of actual school work that time provided for student lunch periods and non-instructional recesses at the elementary schools and student lunch periods and passing time in the middle school and the high school.

If any school in the Vernon Public School District is ever designated as a low achieving school pursuant to subdivision (1) of subsection © of C.G.S. 10-223e the Board of Education may increase the number of actual school sessions during each year, and may increase the number of hours of actual school work per session in order to improve student performance and remove the school from the list of schools designated as a low achieving school maintained by the State Board of Education.

Legal Reference:

Connecticut General Statutes

10-15 Towns to maintain schools.

10-16 Length of school day.

(As amended by PA 96-161. An Act Concerning Reduction of Education Mandates.)

10-16b Prescribed courses of study.

10-16(1) Graduation Exercises (as amended by PA 19-195)

10-220 Duties of boards of education.

10-223 Instructional time for low achieving schools.

Action of SBE on August 11, 2020, to authorize shortening of the school year.

 

Revised:        May 8, 2023

                       May 28, 2019

                       February 27, 2012

                       December 10, 2001

Instruction

Opening Exercises, Observations, Ceremonies, Programs 6112.1

Policy Deleted 5-8-2023

 

Instruction

Class Size 6113
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The Board of Education and the Vernon Education Association recognize that the pupil-teacher ratio is an important aspect of an effective educational program. Therefore, they agree that the present policy of the Board as administered by the Superintendent is to have class sizes which are reasonable and which permit effective instruction of students. In an effort to clarify this position, the following policy guidelines are established:

Elementary Schools:

1. The recommended pupil-teacher ratio shall be as follows:
            Grades K and 1:    18 students per class
            Grades 2 and 3:     20 students per class
            Grades 4 and 5:     22 students per class

2. Should class size exceed these ratios by 10%, the Superintendent, in conjunction with the principal and staff of the affected school, will arrange additional support for the affected class.

3. Should enrollments at any grade level continue to increase, a committee of the principal and staff of the affected school will make recommendations to the Superintendent to bring class sizes within the guidelines set by the Board of Education.

4. Additional support which may be considered includes, but are not limited to:
       a. providing additional hours of paraprofessional assistance;
       b. redistribution of students;
       c. transfer of staff;
       d. other alternatives recommended by the Superintendent and approved by
           the Board.

5. Should classes decrease by 25% or more from the minimum levels, attempts will be made to consolidate classes through the transfer of staff and/or students and/or other alternatives as proposed by the Superintendent and approved by the Board of Education.

6. The above policies do not apply to Student Development Services programs.

The Secondary  Schools:

The overall basic recommendation may be summarized as follows:

1. Classes:     Minimum of 10
                        Maximum of 25

2. Remedial/Practical Classes:     Minimum of 10
                                                          Maximum of 15

3. A 10% flexibility factor should be considered with both the minimum and maximum figures.

4. Exceptions may occur due to the number of stations in labs or based on safety and space considerations. Some of the areas involved are science, family and consumer science, technology education, art, music, business and vocational agriculture.

5. The above policies do not apply to Student Development Services programs.

Revised:    May 8, 2023
                       
                   December 12, 2011

                   February 11, 2008

                   December 10, 2001
 

Instruction

Emergency and Disaster Preparedness 6114
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The Board of Education recognizes its obligation to students, staff and the community to be prepared to deal with various emergencies as they arise, ensuring to the greatest extent possible the safety of District students, staff and visitors.  In addition, all employees of the school system are responsible for promoting student and employee safety, including fire prevention measures and development of a sensitivity among students and employees about the importance of effective emergency procedures.

District staff shall be prepared to respond immediately and responsibly to any combination of events which threaten to result in a disaster as well as to a disaster when it occurs.

The Superintendent shall develop system wide emergency procedures, and principals shall maintain specific building regulations and procedures for fire, bomb threats, civil defense, and other emergencies.

Fire alarm systems, and regular and emergency school exits shall be maintained in good working order.

The Superintendent or his/her designee shall use state-approved School Security and Safety Plan Standards and the accompanying School Security and Safety Plan Template to be compliant with the National Incident Management System (NIMS), and incorporate the National Incident Command System when updating District and site-level emergency and disaster preparedness plans. Each school in the District, each school year, will develop and implement a school security and safety plan. Such plan shall be based upon the standards issued by the Department of Emergency Services and Public Protection/Division of Emergency Management and Homeland Security (DESPP/DEMHS) and the accompanying School Security and Safety Plan Template. In addition to preparedness and response, the plan shall provide guidance on recovery from any emergency incident.

First Aid: The Superintendent shall ensure that at least one person at each school site holds current first aid and/or CPR certification.

Fire Emergencies: In such emergencies, the primary concern of the Vernon Board of Education is the safe, orderly evacuation of all individuals and secondarily, the building and contents. If a fire or indications of a fire such as smoke, unusual heat, smoldering wires, etc., are discovered in any school, following the sounding of the alarm signal to evacuate the building, the fire department shall be called immediately. The State of Connecticut requires a minimum of ten (10) regular fire drills per school year - one per month. All students and employees shall be required to leave the building during such drills.

A Crisis Response Drill shall be substituted for one of the required monthly school fire drills every three months. The format of the crisis response drill shall be developed in consultation with the appropriate local law enforcement agency. Further, a representative of the law enforcement agency may supervise and participate in any of the required crisis response drills.

The Superintendent shall, in August of each school year, request each principal to review and assess all fire safety procedures with staff. The fire chiefs will be invited to provide additional information if necessary. In addition, the Superintendent shall receive the written plan from each principal for the respective school. These plans will be reviewed and discussed as appropriate.

The essential element in any emergency is prevention of panic.  Principals and teachers need to provide clear direction and supervision to maintain appropriate staff and student behavior in emergency circumstances.

(cf 5141.6 Crisis Response)

(cf 6114.3 Bomb Threats)

Legal References:

Connecticut General Statutes

10-221 Board of Education to prescribe rules

10-231 Fire drills (as amended by PA 00-220 and PA 09-131)

52-557b "Good Samaritan law". Immunity from liability for emergency medication assistance, first aid or medication by injection. School personnel not required to administer or render.

10-222m School Security and Safety Plans.  school Security and Safety Committees

10-222n-School security and safety plan standards

P.A. 13-3 An act Concerning Gun Violence Prevention and Children’s Safety (Sections 86,87,88)

18 U.S.C. §921; 8921

REVISED:     May 8, 2023
                        
                     May 28, 2019
         
                      June 25, 2012

Instruction

Bomb and Toxic Substances Threats 6114.3
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The Board recognizes that bomb threats are a significant concern to the schools. Whether real and carried out or intended as a prank or for some other purpose, a bomb threat represents a potential danger to the safety and welfare of students and staff and to the integrity of school property. Bomb threats disrupt the instructional program and learning environment and also place significant demands on school financial resources and public safety services.

Any bomb threat will be regarded as an extremely serious matter and treated accordingly. The Board directs the Superintendent to react promptly and appropriately to information concerning bomb threats and to initiate or recommend suitable disciplinary action.

Definitions

A “bomb” means an explosive, incendiary or poison gas bomb, grenade, rocket, missile, mine or other destructive device.

A “look-alike bomb” means any apparatus or object that conveys the appearance of a bomb or other destructive device.

A “bomb threat” is the communication, by any means, whether verbal or non-verbal, that a bomb has been, or will be, placed on school premises, including possession of a bomb or look-alike bomb on school premises.

“School premises” means any school property, school buses and any location where any school activities may take place.

“Toxic or hazardous substance or material” means any material or substance, including biomedical materials or organisms that, when placed as threatened, could be harmful to humans.

Prohibited Conduct

No person shall make, or communicate by any means, whether verbal or non-verbal, a threat that a bomb has been, or will be placed on school premises. Because of the potential for evacuation of the school and other disruption of school operations, placement of a bomb or of a look-alike bomb on school premises will be considered a threat.

It is also a violation of Board policy to communicate by any means that any toxic or hazardous substance or material has been placed, or will be placed, on school premises with the intent to endanger the safety and welfare of students and staff and/or to disrupt the operations of the schools.

Bomb Threats

The Superintendent or his/her designee shall be responsible for developing and implementing procedures specific to bomb threats as part of the District’s Crisis Response Plan. These procedures are intended to guide administrators and staff of appropriate protocols to follow in the event that a bomb threat is received.

(cf 5114 Suspension/Expulsion/Due Process)

(cf 5131.7 Weapons and Items used as Weapons)

(cf 5141.6 Crisis Response)

(cf 6114 Emergency and Disaster Preparedness)

Legal Reference:

18 U.S.C. §921; 8921

REVISED:       May 8, 2023
                       
                       May 28, 2019

ADOPTED:     June 25, 2012
 

Instruction                                        

Separation of Church and State/Observations and Ceremonies Separation of Church and State 6115 

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In accordance with the mandate of the Constitution of the United States prohibiting the establishment of religion, it is the policy of this Board that the public schools will, at all times and in all ways, be neutral in matters of religion.

This requirement of neutrality need not preclude nor hinder the public schools in fulfilling their responsibility to educate students to be tolerant and respectful of religious diversity. The district also recognizes that one of its educational responsibilities is to advance the students' knowledge and appreciation of the role that religion has played in the social, cultural, and historical development of civilization.

The district will approach religion from an objective, curriculum-related perspective, encouraging all students and staff members to be aware of the diversity of beliefs and respectful of each other's religious and/or non-religious views. In that spirit of respect, students and staff members should be excused from participating in activities that are contrary to religious beliefs unless there are clear issues of compelling public interest that would prevent it.

The Superintendent will ensure that the staff, parents/guardians and students are made aware of the parameters of acceptable religious speech and actions.  The Superintendent will also distribute guidelines to each school concerning religion in the schools.  

Holiday Celebration and Observances
The building Principal is responsible for monitoring compliance with this policy. Pertinent information will be included in the student, parent, and staff handbooks.

Absence for Religious Observation
Student absences for religious observances shall be excused. Furthermore, such absences should not prohibit receipt of attendance related awards nor impact student grades or participation in school events.

Recognition of Religious Holidays
The objective study of religious holidays provides a natural opportunity to promote an appreciation for and respect of diversity.  Learning opportunities should extend beyond Judeo-Christian beliefs; reflecting the diversity of global cultures.
       1.  Recognition of religious holidays will not dominate the educational program and must support curricular objectives.
       2.  All religions must be afforded equal dignity, but none advanced nor disparaged.
       3.  Decorations which are part of custom, that have no direct religious meaning (Christmas tree, Menorah) may be displayed. Christmas tree decorations should not promote religion nor require student participation.
       4.  Programs should focus on seasonal rather than religious themes' inclusive of concerts, enrichment programs and parent-teacher organization sales.
       5.  Performances which recognize holidays must be of an artistic nature, not religious.  Religious music must not dominate any school program.  Program selection should not, by its nature, exclude students from participation.
       6.  The Cafeteria staff will consider religious dietary restrictions when planning menus (non-meat meals, limiting pork to one menu choice).
       7.  Parents may exclude their children from programs involving the recognition of religious holidays or if celebrations are in conflict with family beliefs. A written request for exclusion should be sent to the principal.

Silent Meditation
The Board directs that the administration shall provide for students and teachers the opportunity to observe an appropriate period of time for silent meditation at the beginning of each school day.

Pledge of Allegiance
The Board further directs that students will be offered the opportunity to recite the Pledge of Allegiance at least once during each school day. Participation in the recitation of the Pledge is voluntary.  Non-participants are expected to maintain order and decorum appropriate to the school environment.

Observances, Ceremonies and Programs
In observances of legal, state, and national holidays, recognition may be made as appropriate to the historical and cultural value of such holidays.
Ceremonial events shall be conducted as appropriate to the occasion, with sensitivity and respect toward pupils whose cultural backgrounds may differ from that of the event being observed.
Special school programs are valuable components of the total education program, and teachers shall be free to use music, literature, drama, poetry, art and dance, with origins in any faith, based upon the artistic merit and/or performance suitability of the available materials and the interests and capabilities of the teachers and pupils producing the program. Similar academic criteria shall apply to any aspect of the curriculum.
Students and teachers shall have the right to refuse, for reasons of conscience (religious, political or philosophical) to participate in or attend any of the above-mentioned activity or program which they deem contrary to personal beliefs. Such students shall remain quiet and non-disruptive during such exercises.

Legal Reference:   First Amendment, The United States Constitution
                                 Engel v. Vitale, 370 U.S. 421 (1962)
                                 Lenon v. Kurtzman, 403 U.S. 602 (1971)
                                 Lee v. Weisman, 505 U.S. 577 (1992)
                                 Lamb's Chapel v. Center Moriches Union Free School District, 508 U.S. 384 (1993)
                                 West Virginia State Board of Education v Barenette, 319 U.S. 264
    
 Connecticut General Statutes: 
                                10-16a Silent Meditation
                                10-230 Flags in schoolrooms and schools. Policy on the reciting of the Pledge of Allegiance 
                                 PA 02-119 An act concerning bullying behavior in schools and concerning the Pledge of Allegiance
            

Policy Revised:        May 22, 2023
                                  May 28, 2019

Instruction

Nondiscrimination in the Instructional Program 6121
______________________________________________________________________________________________________________________________________________________
The school system pledges to avoid discriminatory actions and seeks to foster good human and educational relations which will help to attain:

1)    equal rights and opportunities for students and staff members in the school community;
2)    equal opportunity for all students to participate in the total school program of the schools;
3)    continual study and development of curricula toward improving human relations and understanding and appreciating cultural differences;
4)    training opportunities for improving staff ability and responsiveness to educational and social/emotional needs;
5)    opportunities in educational programs which are broadly available to all students;
6)    an appropriate learning environment for students which includes (1) adequate instructional books, supplies, materials, equipment, staffing, facilities and technology, (2) equitable allocation of resources among district schools, and (3) a safe school setting.

Each student, at the time they become eligible for participation, will be advised of their right to an equal opportunity to participate in school programs without discrimination of any kind.

Legal Reference: Connecticut General Statutes
10-15 Towns to maintain schools.
10-15c Discrimination in public schools prohibited.
10-18a Contents of textbooks and other general instructional materials.
10-226a Pupils of racial minorities.
10-145a(b) Certificates of qualification for teachers; intergroup relations programs.
10-220 Duties of boards of education.
Title IX of the Education Amendments of 1972, 20 U.S.C.,1681 et seq. Section 504, U.S. Rehabilitation Act, 1973, 29 U.S.C. 791

Policy Reviewed:      May 22, 2023
Policy Revised:         May 28, 2019
Policy Reviewed:      December 12, 2011
Policy Revised:         December 10, 2001
                                   October 25, 2010
 

INSTRUCTION

Curriculum Design and Development 6141
______________________________________________________________________________________________________________________________________________________
Curriculum development shall be guided by:

1)    Needs assessments and information concerning the education of district students;
2)    Range of student abilities, aptitudes, and interests;
3)    Aspirations of school district residents for students;
4)    Mobility of district population;
5)    Avoidance of discrimination;
6)    Reduction of duplication of effort and repetitive curricula among various school levels and coordination of courses of study and syllabi;
7)    Provisions of negotiated agreements.

The curriculum development/revision process will be conducted by a District Curriculum Committee that has the responsibility to recommend, develop, review, and approve all curricula for the District, as outlined in our Curriculum Development Handbook. Said curricula shall be subject to the approval of the Board of Education. Teachers shall teach within the approved curricula.

The Board of Education has the responsibility and authority for the district’s curriculum development and is subject to any limits specified by the state.

Legal Reference: Connecticut General Statutes
10-16b Prescribed courses of study
10-16c et seq. re family life education
10-17 English language to be medium of instruction
10-17 et seq. re Bilingual instruction
10-18 Courses in United States history, government and duties and responsibilities of Citizenship
10-18a Contents of textbooks and other general instructional materials
10-18b et seq. re Firearms safety programs
10-19 Effect of alcohol, nicotine or tobacco and drugs to be taught. Training of personnel. Evaluation of programs by Alcohol and Drug Abuse Commission and Department of Education.
10-19a et seq. re Substance Abuse Prevention Team
10-21 et. seq re Vocational education and cooperation with business
10-220 Duties of Boards of Education as amended by PA 08-153
10-221a High School Graduation requirements
cf 6121 Nondiscrimination: Instructional Program
cf 6140 Curriculum

Revised:     May 22, 2023
                    May 28, 2019
Revised:     February 13, 2012
Revised:     December 10, 2001

Instruction

Challenged Instructional Materials 6141.1
______________________________________________________________________________________________________________________________________________________

Despite care taken to select materials that are needed and appropriate, objections to a selection may be made by the resident public. The responsibility of the staff must be defended when materials are selected within the guidelines established by this educational materials policy.

Any resident citizen or parent/guardian of a student may make a complaint regarding materials used in the schools. When a citizen disagrees with the content of a particular media in the schools, the complainant should arrange for a meeting with the principal of the school to seek resolution of the matter in an amicable manner. All objections to materials should be settled informally, if possible. Challenged materials will remain in use throughout the challenge process.

If at the conclusion of this informal meeting, the complainant is not satisfied, and still believes that a particular work should be removed because of content, and the principal believes that the material should remain in the school, then the complainant should be given the form obtainable from the Office of the Superintendent and which is drawn from the National Council of the Teachers of English. The form should be completed and returned by the complainant to the principal of the school.

Initial action at the school level, following the submission of the complaint on the form identified, shall be taken no later than fifteen school days after receipt on the form.

If, upon return of the form, the complainant still believes the cited material should be removed from the school, then the principal should be notified and a meeting should be arranged. If the matter is still not resolved to the satisfaction of the complainant, then the process outlined below should be followed:

1)    The Superintendent shall establish an ad hoc review committee which may include some of the following: a teacher competent in the area of the content covered by the material, Administrators, directors, and supervisors appropriate to the level and/or subject for which the material is used, a media specialist. Others who may be asked to serve on this committee include: a member of the Board of Education, a student representative, a member of the community.
2)    A written report from the review committee shall be submitted to the Superintendent. 
3)    Within 45 calendar days of the meeting of the committee, the decision of the Superintendent shall be provided to the complainant.
4)    Should the decision of the Superintendent not satisfy the person requesting the evaluation, the Board of Education may hold a special hearing to review the Superintendent’s decision.

Once instructional material has been challenged and evaluated, the material cannot be subject to further challenge without special approval by the Board of Education.

In all cases, the decision to retain or reject any challenged instructional materials shall be made on the basis of whether the material represents life in its true proportions, whether circumstances are realistically dealt with, and whether the material has literary or social value. Factual material shall be included in all instructional material collections.

Revised:         June 12, 2023
Reviewed:     May 28, 2019
Revised:         February 13, 2012
Revised:         December 10, 2001

Instruction

Acceptable Use of Technology 6141.3
______________________________________________________________________________________________________________________________________________________

The school district believes in the educational value of communications, the Internet, and electronic information services, and recognizes their potential to support its educational program, the curriculum and student learning. The Vernon School district will make every effort to protect students and teachers from any potential misuses or abuses resulting from experience with an electronic information service. Therefore, it is imperative that members of the school community conduct themselves in a lawful, responsible, decent, ethical, and polite manner while using any network resource.

Guidelines for General Use

It is important to recognize that with increased access to computers and to people all over the world also comes the availability of controversial material that may not be of educational value in the context of the school setting. Further, the school district recognizes the importance of each individual's judgment regarding appropriate conduct in maintaining a quality resource system. While this policy does not attempt to articulate all required or proscribed behavior, it does seek to assist in such judgment by providing the following guidelines:

1)    All use of the Internet, electronic services or network resources must be in support of educational objectives or research.
2)    Any electronic mail accounts shall be used only by the authorized owner of the account. Account owners are ultimately responsible for all activity under their account.
3)    All communication and information accessible via a network should not be assumed to be private.
4)    Any use of the district’s computing resources or networks for illegal or inappropriate purposes, accessing inappropriate materials in a public school environment, or supporting such activities is prohibited. Inappropriate is defined as materials that are identified as such by the rules and policies of the Vernon Board of Education. Language that is deemed to be vulgar is also prohibited. Illegal activity shall be defined as a violation of the intended use of the service or network.
5)    Any use of network resources for commercial purposes, financial gain, product advertisement, political lobbying, or any attempt to disrupt the use of the services by others, is prohibited.

The Board of Education has no control over the information available on the Internet. Sites accessible via the Internet may contain material that is illegal, defamatory, inaccurate, or potentially offensive to some people. The Vernon Public School District follows all Children’s Internet Protection ACT regulations in order to protect its students and staff from inappropriate material.

Violations of the provisions stated in this policy may result in suspension, dismissal, or revocation of access privileges to the Internet, electronic services or district networks.

The Superintendent shall identify one administrator who will have responsibility for implementing this policy, establishing procedures, and supervising access privileges.

Guidelines for Student Use

The use of district network resources is a privilege. Students at the elementary level may use the internet or other network resources only when supervised by a teacher or paraprofessional. Guidelines for the use of these network resources by elementary students will be developed by the person designated by the Superintendent.

Students in grades 6 - 12 who wish to use district network resources that are available to them may do so provided that they:

1)    Read and agree to the Acceptable Use Policy;
2)    Sign the Acceptable Use of Technology Agreement
3)    Obtain the signature of one parent/guardian (if under the age of 18) on the Acceptable Use of Technology Agreement;
4)    Sign the BYOD User Agreement if the student is using a personally owned device;
5)    Submit the signed agreement(s) to the designated person in each building.

Any parent or student who wishes to appeal any decision relative to Acceptable Use Policy should contact the Superintendent.

The Board of Education provides access to the Internet to students in the Vernon School System and believes the Internet offers vast, diverse, and unique resources to both students and teachers. Our goal is to promote educational excellence in schools by facilitating resource sharing, innovation, and communication.

The smooth operation of the network relies upon the proper conduct of the end users, who must adhere to strict guidelines. These guidelines are provided so that you are aware of the responsibilities you are about to assume. In general, this requires efficient, ethical and legal utilization of the network resources. If a district user violates any of these provisions, their privileges/account may be suspended and future access may be restricted or denied.

Internet - Terms and Conditions

Acceptable use of technology - Use of network resources and the Internet must be in support of education and research constant with education goals. Failure to adhere to the established guidelines may result in the loss of network access, disciplinary action and/or referral to legal authorities. Transmission of any material in violation of any United States or State regulation is prohibited. This includes, but is not limited to, copyrighted material, threatening material, or material protected by trade secret. Use for commercial activities, product advertisement or political lobbying is prohibited.

Network Etiquette – Network users are expected to abide by the generally accepted rules of network etiquette. These include, but are not limited to, the following:

a)    Be polite. Use appropriate language. Do not be abusive in your messages to others;
b)    Illegal activities are strictly forbidden;
c)    Do not reveal personal addresses or phone number;
d)    Note that electronic mail (e-mail) is not guaranteed to be private. All email activity at any time may be monitored to ensure proper educational use. Messages relating to or in support of illegal activities may be reported to law enforcement;
e)    Use of the network in such a way that disrupts others is prohibited;
f)    All communications and information accessible via the network should not be assumed to be private property;  
g)    The playing of local computer or online games without express permission from a classroom teacher or administrator is prohibited;
h)    Use of social media is not allowed unless approved by a classroom teacher or administrator, and then only for educational purposes;
i)    Use of streaming media resources is only permissible for approved educational purposes; and
j)    Use of network resources for the purposes of cyber bullying is strictly prohibited. Any individual discovered to be using network resources for bullying purposes will have their network account suspended and will be referred to administration and if appropriate, to law enforcement.

The School District makes no warranties of any kind, whether expressed or implied, for the service it is providing. The district will not be liable for any damages such as loss of data resulting from delays, non-delivery, mis-deliveries, or service interruptions caused by negligence, errors or omissions. The district specifically denies any responsibility for the accuracy or quality of information obtained from the Internet.

Security - Security on any computer system is a high priority, especially when the system involves many users.

Security problems discovered on a device, network or the Internet must be reported to an administrator immediately.

Demonstration of network problems to others is prohibited.

Unauthorized attempts to log on to the Internet as a system administrator will result in cancellation of user privileges. Use of software/hardware for the purposes of circumventing security, accessing restricted information, network monitoring, local network exploration, password discovery, spamming, creation/deployment of viruses or network disruption purposes is strictly forbidden. Anyone found to be using this type of software/hardware will have their network access revoked and such activity may be referred to law enforcement.

Passwords are not to be shared with others. Sharing or using passwords from others is prohibited. Users who feel their password may have been discovered or used by another are required to report this immediately to a teacher or administrator.

Vandalism - Vandalism will result in cancellation of privileges. Vandalism is defined as any malicious attempt to harm or destroy data of another user. This includes, but is not limited to, the uploading or creation of computer viruses. If there is any cost involved in repairing such vandalism, the cost will be assumed by the individual, the parent/guardian of a student, or the student if they are 18 years or older.

(c.f.) 6141.328

Revised:        June 12, 2023
Revised:       May 28, 2019
Revised:       October 27, 2014
Reviewed:    February 13, 2012
Revised:       December 10, 2001

Instruction

Migrant Students 6141.312
______________________________________________________________________________________________________________________________________________________

The Superintendent will develop and implement a program to address the needs of migrant children in the District.

This program will include a means to:

a)    Identify migrant students and assess their educational and related health and social needs.
b)    Provide to the extent feasible a full range of services to migrant students.
c)    Provide migrant children with the opportunity to meet the same statewide assessment standards that all children are expected to meet.
d)    Provide advocacy and outreach programs to migrant children and their families and professional development for District Staff as needed.
e)    Provide parents/guardians an opportunity for meaningful participation in the program.

Migrant Education Program for Parent(s)/Guardian(s) Involvement

●    Parent(s)/guardian(s) of migrant students will be involved in and regularly consulted about the development, implementation, operation, and evaluation of the migrant program.
●    Parent(s)/guardian(s) of migrant students will receive instruction regarding their role in improving the academic achievement of their children.

Migrant Child/Student Definition

a)    A “migratory child” means a child who is migratory agricultural worker or a migratory fisher; or
b)    in the preceding 36 months, in order to accompany a parent, spouse, or guardian who is a migratory agricultural fisher has moved from one school district to another;
c)    As the child of a migratory fisher, resides in a school district of more than 15,000 square miles and migrates a distance of 20 miles or more to a temporary residence.

Move or Moved means a change from one residence to another residence that occurs due to economic necessity and from one school district to another school district.

Migratory Agricultural Worker means a person has moved from one school district to another in order to obtain temporary employment or seasonal employment in agricultural work, including dairy work.

Migratory Fisher means a person who, in the preceding 36 months has moved from one district or another in order to obtain temporary employment or seasonal employment in fishing work.

Legal Reference:
No Child Left Behind Act of 2001, §1301 et seq., 20 U.S.C. §6391 et seq., 34 C.F.R. §200.40 – 200.45
Federal Register – July 29, 2008 – Final Rule
34 C.F.R. Part 2000
PL 114-95, Every Student Succeeds Act 1301 et seq. USC 20 6391

Policy Reviewed      May 22, 2023
Policy Revised:        May 28, 2019
Policy Reviewed:     December 12, 2011
Policy adopted:       October 25, 2010

Instruction

Internet/Computer Networks Use 6141.326
______________________________________________________________________________________________________________________________________________________

Online Social Networking

The Internet and electronic communications have vast potential to support curriculum and student learning. The Vernon Board of Education (Board) believes internet and electronic communications should be used in school as a learning resource both in developing student literacy and providing on-going professional staff development activities. The Board realizes that existing and emerging smart technologies present new challenges to the educational community.

The purpose of this policy is to set forth policies and guidelines for access to the District’s computer system and acceptable and safe use of Internet social networking tools/sites.

Electronic information research skills are fundamental to preparation of citizens and future employees. Access to the District’s computer system and the Internet enables students and staff to explore global resources while exchanging messages with people around the world. The District’s computer system has a limited educational purpose, which includes its use for classroom activities, educational research and professional or career development activities. Users are expected to use Internet access through the District system to further educational and personal goals consistent with the District’s mission and school policies. The District’s computer network is considered a limited forum enabling the restriction of speech for valid educational reasons. For safety purposes, the District employs both Internet filters and firewalls.

Students may not access social media sites using District equipment while on District property or at District-sponsored activities unless the posting is approved by a District representative/teacher/staff member. Social media websites are websites such as, but not limited to, Facebook, Twitch, Twitter, TikTok, YouTube, Instagram, Snapchat, WhatsApp, Discord.

The District will not be liable for information/comments posted by students on social media websites when the student is not engaged in District activities.

The School District reserves the right to monitor, inspect, copy, review, and store at any time and without prior notice any and all usage of the computer network and Internet access and any and all information transmitted or received in connection with such usage. All such information files shall be and remain the property of the School District and no user shall have any expectation of privacy regarding such materials.

Among the uses that are considered unacceptable and which constitute a violation of this policy are the following:

a)    Uses that violate the law or encourage others to violate the law. This includes the transmittal of offensive or harassing messages; offering for sale or use any substance the possession or use of which is prohibited by District policy; viewing, transmitting or downloading pornographic materials or materials that encourage others to violate the law; intruding into the networks or computers of others; and downloading or transmitting confidential, trade secret information, or copyrighted materials.
b)    Uses that cause harm to others or damage to their property. This includes defamation (harming another’s reputation by lies); employment of another’s password or some other user identifier that misleads message recipients into believing that someone else is communicating or otherwise using their access to the network or the Internet; uploading a worm, virus, “trojan horse,” “time bomb” or other harmful form of programming or vandalism; participation in “hacking” activities or any form of unauthorized access to other computers, networks, or information systems.
c)    Uses that jeopardize the security of student access and of the computer network or other networks on the Internet, for example, disclosure or sharing personal passwords with others; impersonation of another user.
d)    Uses that are commercial transactions. Students may not sell or buy anything over the Internet. Private information shall not be shared.

(cf. 6141.3 – Computer Acceptable Use Policy)

Legal Reference: Connecticut General Statutes

119(b)(11) Access to public records. Exempt records.
1015b Access of parent or guardians to student's records.
10209 Records not to be public.
11-8a Retention, destruction and transfer of documents
11-8b Transfer or disposal of public records. State Library Board to adopt regulations.
46b56 (e) Access to Records of Minors.
Federal Family Educational Rights and Privacy Act of 1974 (section 438 of the General Education Provisions Act, as amended, added by section 513 of PL 93568, codified at 20 U.S.C. 1232g.).
Dept. of Education. 34 CFR. Part 99 (May 9, 1980 45 FR 30802) regs. implementing FERPA enacted as part of 438 of General Education Provisions Act (20 U.S.C. 1232g) parent and student privacy and other rights with respect to educational records, as amended 11/21/96.
Children's Internet Protection Act of 2000 (HR 4577, P.L.106554)
Communications Act of 1934, as amended (47 U.S.C. 254[h],[I])
Elementary and Secondary Education Act of 1965, as amended (20 U.S.C. 6801 et seq., Part F)
Public Law 94-553, The Copyright Act of 1976, 17 U.S.C. 101 et. seq.
Reno v. ACLU, 521 U.S. 844 (1997)
Ginsberg v. New York, 390 U.S. 629, at 642, n.10 (1968)
Board of Education v. Pico, 457 U.S. 868 (1988)
Hazelwood School District v. Kuhlmeier, 484 U.S. 620, 267 (1988)

Policy Revised:        May 22, 2023
                                  May 28, 2019
Policy Reviewed:     December 12, 2011
Policy Adopted:       October 25, 2010

Instruction

Bring Your Own Device (BYOD) and Protocol for the Use of Technology in the Schools 6141.328
______________________________________________________________________________________________________________________________________________________

The Board of Education is committed to aiding students and staff in creating a 21st century learning environment where they learn to become productive digital citizens. Therefore, students and staff will be permitted to access the District’s wireless network with their personal devices during the school day. With teacher approval, students may use their own devices to access the Internet and collaborate with other students. Access to the District’s wireless network, including the Internet, shall be made available to students for instructional purposes in accordance with school policies.

Definition of “Device”

For purposes of BYOD, a “device” means a privately-owned wireless and/or portable electronic piece of equipment that includes but is not limited to: laptops, netbooks, tablets/mp3/4 players, e-readers, and smart phones.

Internet

The only Internet gateway that may be accessed in the District Public Schools is the one provided by the District. Any device brought to the District will not be permitted to access outside Internet sources.

Security and Damages

Responsibility to keep the device secure rests with the individual owner. The Vernon Public School District is not liable for any device stolen or damaged on or off campus. If the device is stolen or damaged, it will be handled through the administrative office, as are other personal items that are stolen or damaged. 

The use of technology to provide educational material is not a necessity but a privilege. When abused, privileges will be taken away. When respected, they will benefit the learning environment as a whole.

Students and parents/guardians participating in the Bring Your Own Device/Technology program must adhere to a Student Code of Conduct, as well as all applicable board policies, particularly the Acceptable Use of Technology Policy (6141.3)

The use of technology devices, as with any personally owned device, is strictly up to the teacher. Students will not be permitted to play games, access social media, shop or conduct any other activity on BYOD devices that is not educationally approved by the classroom teacher.

Confiscation of Student BYOD Devices

Teachers/Administration may confiscate student BYOD devices at any time if it is determined a student is not using their device for approved educational purposes.

Violations of the BYOD policy may result in the student losing their BYOD classroom privileges for a duration to be determined by the teacher and/or administration. The classroom teacher, at their discretion, may refer violations to building administrators. Upon review by administrators, students may have their building-wide privilege to participate in the BYOD program suspended or terminated, based on the nature of the violation.

Use of Video, Photo or Audio Capabilities of Student BYOD Devices

Students may not film, take a picture or use the audio recording capabilities of their BYOD device without the express permission of the classroom teacher. Students are only permitted to post video, pictures or audio files to online resources when it is part of a classroom educational project and only then with teacher permission. Students who fail to follow this policy may permanently lose their right to participate in the BYOD program.

(cf. 6141.3 Acceptable Use of Technology)
(cf. 5114 – Suspension/Expulsion)
(cf. 5132.81 – Use of Electronic Devices)
(cf. 5131.911 – Bullying)
(cf. 5131.913 – Cyberbullying)
(cf. 5131 – Conduct)
(cf. 5144 – Discipline)
(cf. 6141.321 – Acceptable Computer Use Policy)
(cf. 6141.323 – Internet Acceptable Use: Filtering)
(cf. 6141.326 – Online Social Networking)

Legal Reference: Connecticut General Statutes
10-221 Boards of education to prescribe rules

Revised:       May 22, 2023
                      May 28, 2019
Adopted:     November 10, 2014

Instruction

School Readiness 6141.8
______________________________________________________________________________________________________________________________________________________

The Board of Education recognizes the critical importance of the early years in determining the educational development of children. Insofar as resources permit, programs designed to help meet the physical, emotional, social, and intellectual needs of preschool children ages three and four are encouraged. Such programs shall attempt to promote the health and safety of children and prepare them for formal schooling. In the utilization of resources, however, including available space, first priority is assigned to the regular school program for grades K through 12. A cooperative arrangement with another school district may be considered.

The Board directs the Superintendent, in cooperation with the chief elected official of the Town, to develop and submit a plan to the State Department of Education which fulfills the requirement of C.G.S. 17b-749a and enables the district to seek funding on a competitive grant basis established for this purpose.

In addition, recognizing the need to fulfill the statutory program requirements for school readiness programs, detailed in C.G.S. 10-169q, the Board directs that an emphasis shall be placed on a plan for the incorporation of appropriate pre-literacy practices and teacher training. In such practices, professional development for staff shall include, but is not limited to training in pre-literacy skills development and it shall be designed to assure respect for racial and ethnic diversity.

The Board regards parental involvement and community cooperation as an integral part of this program. A local school readiness council, its composition and duties specified by statute, shall be formed and convened by the Superintendent.

Legal Reference:

Connecticut General Statutes

10-169q School Readiness Program Requirements
17b-749a Establishment of school readiness program. Council as amended by PA 97-259 An Act Concerning School Readiness and Child Day Care.

Reviewed:     May 22, 2023
REVISED:       May 28, 2019
REVISED:       February 13, 2012

Instruction

Basic Instructional Program 6142
______________________________________________________________________________________________________________________________________________________

The basic instructional program shall be prescribed by the Board and be in accordance with the law.

Although learning experiences offered to students vary according to their individual needs and abilities, the program will be designed to give all students a common body of skills, understandings, attitudes, and knowledge needed for living in a democratic society.

An atmosphere fostering healthy growth shall prevail, encouraging excellence and providing a model of productive life.

As required by law the Board shall provide a program of instruction which shall include at least the following subject matters taught by legally qualified teachers:

a)    The Arts, meaning any form of visual and performing arts, including but not limited to: dance, music, art and theater
b)    Career Education
c)    Consumer Education
d)    Health and Safety Education, including but not limited to: human growth and development, nutrition, first aid, including CPR Training, disease prevention, physical, mental, and emotional health including youth suicide prevention, substance abuse prevention, and cancer awareness, safety, which may include, dangers of gang membership, accident prevention and instruction on AIDS (Acquired Immune Deficiency Syndrome)
e)    Language Arts, including reading, writing, grammar, speaking, and spelling
f)    Mathematics
g)    Physical Education
h)    Science
i)    Social Studies, including but not limited to, citizenship, economics, geography, government, history
j)     World Languages, at least at the secondary level. World Languages  may include American Sign Language provided it is taught by a qualified instructor under the supervision of a certified teacher
k)     Vocational Education, at least at the secondary level

The implementation of these programs shall be the responsibility of the building principals.

The Board may offer courses in addition to those required.

Legal reference:

Connecticut General Statutes
10-16b Prescribed courses of study. (as modified by PA 97-45 and PA 97-61, PA 08-103 and PA 11-136)
10-18 Courses in United States history, government and duties and responsibilities of citizenship.
10-19 Teaching about alcohol, nicotine or tobacco, drugs, and acquired immune deficiency syndrome.

Reviewed:       May 22, 2023
REVISED:         May 28, 2019
                         December 12, 2011
 

 

Instruction

Family Life Education 6142.1
______________________________________________________________________________________________________________________________________________________

The Board of Education recognizes that the purpose of family life education is to help students acquire factual knowledge, attitudes and values which will contribute to the well-being of the individual, the family and society. Among other things, family life education provides instruction directed toward enabling students to effectively discuss problems with family members. Such communication shall include the willingness and ability to listen, accept criticism and respond with openness, frankness and honesty, thus demonstrating a mutual respect and love for other members of the family.

Helping students attain a mature and responsible attitude toward human sexuality is a continuous task of every generation.  Parents have the primary responsibility to assist their children in developing moral values.  Schools will attempt to support and supplement parental efforts through offering factual information and student opportunities for discussion of concerns, issues, and attitudes in sexual behavior, including traditional values. 

The Superintendent will, in writing, notify the professional staff of the federal requirements concerning sex education and the prohibitions and restrictions concerning distribution of contraceptives or materials that encourage sexual activities.  The District will comply with federal guidelines concerning age appropriate sex education.
Students, parents/guardians shall be informed of their right to exempt the student from the Family Life program.

Legal Reference:   Connecticut General Statutes

                 10-16c    State Board to develop family life education curriculum guides
                 10-16d   Family Life Education programs not mandatory
                 10-16e   Students not required to participate in family life programs
                 10-16f   Family Life programs to supplement required curriculum
                 20 U.S.C.  7906 No Child Left Behind Act of 2001
      

Revised:     October 10, 2023
                    May 28, 2019
                    December 12, 2011

 

INSTRUCTION

DISTRICT WELLNESS POLICY                            6142.101

---

Introduction

The Vernon Board of Education recognizes that student health and success in school are interrelated. Schools cannot achieve their primary mission of education if students are not healthy and fit, physically, mentally and socially. Therefore, the Board promotes healthy schools by supporting wellness, good nutrition, and regular physical activity as part of the total learning environment. The District supports a healthy environment where children learn and participate in positive dietary and lifestyle practices. Schools contribute to the basic health status of children by facilitating learning through the support and promotion of good nutrition and physical activity. Improved health optimizes student performance potential and ensures that no child is left behind. It is the Board's policy to establish and maintain a District Wellness Committee with the purpose of promoting and advancing the implementation of this policy and evaluating its effectiveness.

District Wellness Committee 

Committee Role and Membership

The District will convene a representative district wellness committee (DWC) that meets at least four times per year to establish goals and oversee school health policies and programs, including development, implementation and periodic review and update of this district-level wellness policy. At the School level, the school wellness representative of each school shall be responsible for the implementation and evaluation of the effectiveness of this wellness policy. The designated officials for oversight and implementation of the District Wellness Committee are the Director of Athletics & Physical Education, Health, & Wellness and the Director of Food & Nutrition.  The DWC membership includes, but is not limited to, the District Food Service Director, the Physical Education and Health Program administrator, a district administrative representative, a school board member, a building level administrator, a school nurse, a teacher, a staff representative from each school building, a local community partner preferably a representative from the town’s Parks and Recreation Department, a parent/guardian, a student, and a healthcare professional. The members of this council serve at the discretion of the Board of Education.  

The goals of this policy are to:
Provide a comprehensive learning environment for developing and practicing lifelong wellness behaviors (nutrition education) 
Work collaboratively to support and promote proper dietary habits contributing to students’ wellness, academic performance, and demonstrating a commitment to improving student nutrition (nutrition promotion)
Provide opportunities for all students to engage in physical activity, develop the knowledge and skills for specific physical activities, and understand the short and long-term benefits of a physically active and healthful lifestyle (physical activity)
Provide opportunities to integrate wellness activities across the entire school setting so that all efforts are complementary (other wellness related school based activities)

Wellness Policy Implementation, Monitoring, Accountability, and Community Engagement

Implementation Plan

The Director of Athletics & Physical Education, Health, & Wellness and the Director of Food & Nutrition will be responsible for the oversight of the implementation of the DWP to ensure that the goals and guidelines of this policy are met at each school. At the school level, the school wellness representative will use a building level checklist to assess implementation, create an action plan, and generate an annual progress report. The school wellness representative will report findings to the DWC for further discussion and review. 

This wellness policy and the progress reports can be found on the district website: 
www.vernonpublicschools.org 
 

Record Keeping

The District will retain records to document compliance with the requirements of the DWP including documentation demonstrating that the policy has been made available to the public, documentation of efforts to review and update the DWP, and the most recent assessment on the implementation of the DWP.

Annual Notification of Policy

The District will actively inform families and the public each year of basic information about this policy, including its content, any updates to the policy and implementation status. The District will make this information available via the district website and/or district-wide communications. The District will provide as much information as possible about the school wellness environment in the annual progress report.  There shall be an annual report to the Board of the Education of the status of the District Wellness Committee initiatives.

Triennial Progress Assessments

At least once every three years, the District will evaluate compliance with the wellness policy and assess the implementation of the policy while including:
The extent to which schools under the jurisdiction of the District are in compliance with the wellness policy;
The extent to which the District’s wellness policy compares to the Alliance for a Healthier Generation’s model wellness policy; and
A description of the progress made in attaining the goals of the District’s wellness policy.
The wellness policy will be assessed and updated as indicated at least every three years, following the triennial assessment.

Community Involvement, Outreach, and Communications

The District is committed to being responsive to community input, which begins with awareness of the wellness policy. The District will actively communicate ways in which representatives of DWC and others can participate in the development, implementation and periodic review and update of the wellness policy through a variety of means appropriate for the District. The District will also inform parents of the improvements that have been made to school meals and compliance with school meal standards, availability of child nutrition programs and how to apply, and a description of and compliance with Connecticut Nutrition Standards. 
The District will actively notify the public about the content of or any updates to the wellness policy annually.  The District will also use these mechanisms to inform the community about the availability of the annual and triennial reports. 

Nutrition

The Board believes that every student should develop the knowledge that will promote lifelong habits for good health and the skills needed for healthy eating behaviors. Effective nutrition education and the types of food available to students greatly influence eating behaviors.

School Meals

All schools within the District are committed to offering school meals through the National School Lunch Program (NSLP) and School Breakfast Program (SBP), and other applicable Federal child nutrition programs, that meet federal regulations for school meal nutrition standards set forth by the Healthy Hunger Free Kids Act of 2010. 
In accordance with federal law and applicable regulations, meal prices will be reviewed each year by the Superintendent and the Food Service Director, and approved by the Board. 
Meal prices and menus will be clearly posted in each cafeteria or designated meal area and will be available on the District website.
Students will have adequate time to eat and enjoy their meals, from the time they sit down to eat.
Any student may eat in the school cafeteria or other designated place and shall be provided a pleasant environment in which to eat.
Students will have the opportunity to provide input on local, cultural, and ethnic favorites. School staff should consider the various cultural preferences in development of nutrition education programs and food options.
School food service staff shall make necessary food substitutions or modifications for students based on documented medical or other needs.
It is prohibited for students with unpaid balances to be treated differently from others.  Schools will reach out to the family of a child with an unpaid balance to assess whether the child is eligible for free or reduced price meals. 
Student privacy will be protected with regards to free or reduced price meals in the cafeteria. All students, regardless of the type of payment they make for school meals, are given a code to enter at the cash register. It is prohibited for school food service personnel to share a student’s eligibility status with anyone outside of Food & Nutrition without prior approval from the Director of Food & Nutrition. 
Applications for free or reduced price meals will be distributed to all families at the start of the school year. The application is also available on the District website.

Staff Qualifications & Professional Development

All school nutrition program directors, managers and staff will meet or exceed hiring and annual continuing education/training requirements in the USDA professional standards for child nutrition professionals. 

Water

Students and staff will have access to free, safe, fresh drinking water throughout the school day without restriction. Water fountains are available in each school cafeteria. Bottled water should be made available for purchase by staff and students in the cafeteria. 

Competitive Foods & Beverages

The District participates in the Healthy Food Certification through the State of Connecticut and follows the Connecticut Nutrition Standards for all foods sold to students separately from reimbursable meals.
For purposes of this policy, School Hours are defined as the period from midnight before the beginning of the school day to 30 minutes after the end of the official school day.
During the school day, food or beverages sold outside of the school meal program (“competitive” foods and beverages) shall meet the Connecticut Nutrition Standards as set forth by the Healthy Food Certification. These standards will apply in all locations and through all services where foods and beverages are sold which may include, but are not limited to, a la carte options in cafeterias, vending machines, school stores, snack carts and fundraising. Food and beverages meeting these requirements will be listed on the State Department of Education’s List of Acceptable Foods and Beverages and can be found on the district website. 
Food and beverage items that do not meet the Connecticut Nutrition Standards can only be sold at the location of an event that occurs after the school day or on the weekend, provided the sale is not from a school vending machine or the school store.
During the period of thirty (30) minutes before any meal program up until thirty (30) minutes after the end of the program, no competitive foods or beverages may be sold or served outside of the school meal program.

Fundraising

Foods and beverages that meet or exceed the Connecticut Nutrition Standards may be sold through fundraisers on the school campus during the school day. The District will make available to parents and teachers a list of healthy fundraising ideas.

Celebrations & Rewards

School staff shall encourage non-food alternatives, such as additional physical activity, as student celebrations and rewards. Non-food alternatives will be available on the District website and should be promoted. However, should the staff feel compelled to use food items for a celebration or as a reward, foods and beverages served at school during school hours or as classroom snacks should meet the Connecticut Nutrition Standards.

Neither food nor beverages are to be withheld from students as punishment.

Nutrition Promotion & Marketing in Schools

Nutrition promotion and education positively influence lifelong eating behaviors by using evidence-based techniques and nutrition messages, and by creating food environments that encourage healthy nutrition choices and encourage participation in school meal programs. Students and staff will receive consistent nutrition messages throughout schools, classrooms, gymnasiums, and cafeterias. 

Nutrition promotion also includes marketing and advertising nutritious foods and beverages to students. Any foods and beverages marketed or promoted to students on the school campus during the school day will meet or exceed the Connecticut Nutrition Standards such that only those foods that comply with or exceed those nutrition standards are permitted to be marketed or promoted to students.

The District will promote healthy food and beverage choices for all students throughout the school campus, as well as encourage participation in school meal programs. Faculty and staff are encouraged to serve as role models for students by demonstrating that healthy eating and physical activity are an important part of daily life.

Nutrition Education

The Vernon School District has a comprehensive curriculum approach to nutrition in Pre-Kindergarten through 12th grade. All Pre-K-12 instructional staff will be encouraged to integrate nutritional themes from the Connecticut Department of Education into daily lessons when appropriate.

 
Physical Activity

The Board believes every student should develop the knowledge and skills necessary to perform a variety of physical activities, maintain physical fitness, understand the short and long term benefits of physical activity, and value physical activity as an ongoing part of a healthy lifestyle. In addition, the staff is encouraged to participate in and model physical activity as a valuable part of daily life.

Physical Education

The Vernon Public School District’s comprehensive, standards-based physical education (PE) curriculum identifies the progression of skill development in grades K-12. PE curriculum revisions will follow a formally established periodic review cycle congruent to other academic subjects. The District shall provide physical activity and PE opportunities aligned with the Connecticut Healthy and Balanced Living Curriculum Framework that provides students with the knowledge and skills to lead a physically active lifestyle. The PE program shall provide adequate space and equipment as well as conform to all applicable safety standards. 

PE classes and physical activity opportunities will be available for all students. All PE classes aim to provide moderate to vigorous activity for all students. School staff consider the various cultural preferences in development of PE programs.
At the elementary level, PE classes will meet for a minimum of forty minutes per class period. Classes meet every three school days.
At the middle school level, PE classes will meet two times per week for a minimum of 100 minutes per week.
At the high school level, PE classes will meet a minimum of two times per week per semester for a minimum of 160 minutes per week.

As recommended by the Society of Health and Physical Educators (SHAPE), school leaders of physical activity and PE shall guide students through a process that will enable them to achieve and maintain a high level of personal fitness through the following:
Expose students to a wide variety of physical activities
Teach physical skills to help maintain a lifetime of health and fitness
Encourage self-monitoring so students can see how active they are and set their own goals
Individualize the intensity of activities
Focus feedback on development of fitness and athletic skills.
Be active role models

PE classes shall be based on a curriculum aligned to state and national PE standards.
The student-teacher ratio for physical education classes will comply with the Vernon Board of Education Class Size Policy.
PE teachers will prepare confidential individual fitness assessments for students based on Connecticut’s Fitness Standards. These assessments will be made available to parents upon request.
There may be no substitution of PE classes for other physical activities, such as after school athletics, etc. 
Schools may not allow students to be exempt for required PE class time or credit.
District will make appropriate accommodations to allow for equitable participation for all students and will adapt physical education classes and equipment as necessary.  

School staff members shall not order performance of physical activity as a form of discipline.

Access to school sites will be provided through permitting use of facilities to community youth sports groups consistent with the District's facilities use policy so additional opportunities are available for youth to participate in quality physical activity, fitness, sports and recreation programs.

Staff Qualifications & Professional Development

The PE staff will be provided with professional development opportunities on a yearly basis in the area of physical education. The school district will promote periodic and ongoing programs to increase nutritional knowledge and physical activity for all faculty and staff.

All PE staff must be certified/licensed to teach Physical Education and Health.

Recess (Elementary)

Recess provides opportunities for physical activity, which helps students stay alert and attentive in class and provides other educational and social benefits. School authorities shall develop schedules that provide time for supervised recess in every elementary school. 

Schools shall provide at least 20 minutes of active daily recess to all elementary school students.

Staff members shall not deny a student's participation in recess or other physical activity as a form of discipline, unless the safety of students is in question.

Classroom Physical Activity Breaks

Classrooms are encouraged to incorporate short breaks that include physical movement. Resources and ideas are made available through the Alliance for a Healthier Generation.

Active Transport

The school district promotes programs such as walking and biking to school.

Other Activities that Promote Student Wellness 

The District will integrate wellness activities across the entire school setting, not just in the cafeteria, other food and beverage venues and physical activity facilities. The District will coordinate and integrate other initiatives related to physical activity, physical education, nutrition and other wellness components so all efforts are complementary, not duplicative, and work towards the same set of goals and objectives promoting student well-being, optimal development and strong educational outcomes.
Community Partnerships
The District will continue to enhance relationships with community partners (e.g., hospitals, universities/colleges, local businesses, SNAP-Ed providers and coordinators, etc.) in support of this wellness policy’s implementation.  Existing and new community partnerships and sponsorships will be evaluated to ensure that they are consistent with the wellness policy and its goals.
Family Involvement

Parents/Guardians are encouraged to promote their child's participation in the school meal programs and physical education programs. Parents/Guardians are encouraged to promote healthy eating behaviors and physical activity opportunities at home.

Staff Wellness and Health Promotion

The DWC will have a staff wellness subcommittee that focuses on staff wellness issues, identifies and disseminates wellness resources and performs other functions that support staff wellness in coordination with human resources staff.  

Revised:    June 8, 2020
 

Instruction

Exemption from Instruction 6144.1
_____________________________________________________________________________________________________________________________________________________  Substance abuse education is required annually by state statutes for all students and students are not exempt.

Religious
If religious belief and/or teachings of a student or their parents/guardian are contrary to the content of a school subject or any part of a school activity, the student may be exempt from participation.  For an exemption, the parent/guardian must present to the principal a written request for exemption stating the conflict involved. In the event of religious exemption, an alternate assignment will be provided.

Medical 
If students are unable to participate in a physical education class, they must present to the principal or designee a statement from a physician stating the reason for his/her their inability to participate.

HIV/AIDS Instruction
"HIV/AIDS Instruction" is defined as ongoing and systematic instruction on Acquired Immune Deficiency Syndrome (AIDS) offered by the District pursuant to state law.  Currently there is no cure for those infected with Acquired Immune Deficiency Syndrome (AIDS), but the Board of Education believes that education is the best way to prevent the spread of AIDS. By learning the facts about AIDS, students will be able to make decisions that will keep them healthy and perhaps save their lives.

Students will be exempted from instruction on AIDS upon receipt of a written request for exemption from their parents/guardians.

Bilingual Education
A student will be exempted from the bilingual program upon receipt of a written request for exemption from their parent/guardian. Equivalent instruction, as determined by the teacher will be provided.

Dissection of Animals
“Dissection Instruction" is defined as instruction in which a student must participate in, or observe the dissection of any animal.

Students will be exempted from dissection of animals upon receipt of a written request for exemption from their parents/guardians. 

Any student excused from participating in, or observing the dissection of an animal as part of classroom instruction shall be required to complete an alternate assignment to be determined by the teacher.  Exemptions from required instruction do not excuse a student from the total semester hours required for graduation.

Family Life and Education Instruction
"Family Life Instruction" is defined as instruction pertaining to family planning, human sexuality, parenting, nutrition and the emotional, physical psychological, hygienic, economic and social aspects of family life.”  Students, parents or guardians shall be informed of their right to exempt the student from the family life program. The student will be exempted upon a written request for exemption from their parent or guardian. Any student excused from any aspect of the curriculum maybe required by the teacher to complete an alternate assignment.

Sexual Abuse and Assault Awareness and Prevention Program
"Sexual abuse and assault awareness and prevention program" is defined as the state-wide program identified or developed by the Department of Children, in collaboration with the Department of Education and Connecticut Sexual Assault Crisis Services, Inc. (or a similar entity) that includes age-appropriate educational materials designed for children in grades kindergarten to twelve, inclusive, regarding child sexual abuse and assault awareness and prevention that may include, but not be limited to, (A) the skills to recognize (i) child sexual abuse and assault, (ii) boundary violations and unwanted forms of touching and contact, and (iii) ways offenders groom or desensitize victims and (B) strategies to (i) promote disclosure, (ii) reduce self-blame, and (iii) mobilize bystanders.”

A student shall be excused from the sexual abuse and assault awareness and prevention program in its entirety or any part thereof, upon receipt by the Principal or designee, of a written request from the student’s parent/guardian.

Any student excused from any aspect of this curriculum may be required by the teacher to complete an alternative assignment.  Any student excused from participating in the sexual abuse and assault awareness and prevention program shall be provided, during the period of time in which the student would otherwise be participating in such program, an opportunity for other "Family Life Instruction" as defined as instruction pertaining to family planning, human sexuality, parenting, nutrition and the emotional, physical, psychological, hygienic, economic and social aspects of family life.

Exemptions from all required instruction do not excuse a student from the total semester hours required for graduation.

 
Legal Reference:
         Connecticut General Statutes

         10-16b Prescribed courses of study
         10-16c State board to develop family life education curriculum guides.
         10-16e Students not required to participate in the family life education program.
         10-17f Required bilingual program (as amended by PA 98-168)
         10-18d Animal dissection. Students to be excused from participation or observation.
         17a-101q Statewide sexual abuse and assault awareness and prevention program.
         10-19b AIDS Education
         10-19 Effect of Alcohol, Nicotine or Tobacco and Drugs to be taught

Revised:     October 10, 2023
                    May 28, 2019
                    February 13, 2012
                    December 10, 2001

 

Instruction

Extracurricular Activities/Equal Access 6145
_____________________________________________________________________________________________________________________________________________________                                                                                                                                   
The Board of Education believes that student organizations reinforce the instructional program, give students practice in democratic self-government and provide social and recreational activities.  Student organizations also enhance school spirit and student’s sense of belonging.

The Superintendent or designee shall establish criteria and a process for school sponsorship of student clubs. The school district shall provide, within budgetary limitations, opportunities for student participation in extracurricular activities, including clubs, music and drama organizations, and other student programs.

The Equal Access Act requires that public secondary schools grant access to student groups who wish to meet for religious, political, or philosophical purposes, if the school allows other types of non-curriculum related groups to meet. The law establishes the open forum be held during the lunch hour or as determined by the school Principal to ensure equal access to student groups wishing to meet.

The Principal may approve student groups use of facilities to conduct a meeting during the limited open forum provided that:

    1)    The meeting will take place during the open forum.  The open forum is defined as the lunch hour or non-instructional time as determined by the Principal.  

    2)    The meetings must be student initiated, voluntary, and only for students enrolled in the school.  The principal must be assured that students are promoting such activities and that they are participating of their own volition.

    3)    School does not sponsor the meetings (i.e. authorities or district employees do not promote, lead or participate in such meetings). Principals may assign personnel to supervise these meetings to ensure order and discipline.  This action does not constitute sponsorship by the district.

    4)    The presence of school authorities or district employees or personnel at any religious meeting is non-participatory in nature.  The presence of school authorities  is for the purpose of observation only.

    5)    The meetings must not in any way interfere with the conduct of regular instructional  activities of the schools.  Since education of the students is the prime responsibility of the school, any other activities are secondary.  The school may deny facilities to students on the basis that such activities or meetings interfere with the instructional program.

    6)    Student meetings are not controlled, conducted or directed by persons or  groups not affiliated with the schools.  Such persons may attend student meetings but not on a regular basis.  Visitors to the school must be approved by the principal, and  clearance must  be obtained prior to the meeting.

    7)    The meeting is open to all students without regard to an individual's race, color, religion, sex, sexual orientation, gender identity/expression, national origin, ancestry, disability, (including, but not limited to, intellectual disability, past or present history of mental disorder, pregnancy, physical disability or learning disability), genetic information, marital status, or age.

    8)    The school retains its authority to maintain order and discipline.

    9)    All non-curriculum related student groups that are not District sponsored receive substantially the same treatment.

    10)    The Superintendent or designee approves the meeting or series of meetings.

Legal References:
              Equal Access Act, 20 U.S.C. 4071 et.seq.
              Westside Community Board of Education v. Mergens

Revised:     October 10, 2023
                    September 23, 2019 
                    May 28, 2019
                    February 27, 2012

       

Instruction

Interscholastic/Intramural Athletics 6145.2
______________________________________________________________________________________________________________________________________________________

The Board of Education believes individual students will benefit from opportunities to grow physically and intellectually through experiences that provide the opportunity for self-discipline and team efforts made possible through competitive interschool and intramural team and individual sports activities.

District participation in interscholastic athletics and e-sports will be subject to approval by the Board. This shall include approval of membership in any leagues, associations, or conferences, of rules for student participation, and of annual sports schedules.

It is the Board's policy to provide students interscholastic athletic competition in a variety of sports. Students will be allowed to participate in individual sports on the basis of their physical condition and desire. Qualified personnel shall be provided for coaching and supervising individual sports. In addition, it is the policy of the Board to provide intramural athletic activities as an outgrowth of class instruction in physical education commensurate with the grade level of the students involved.

Students with disabilities, possessing the required level of skill or ability to participate in a competitive program or activity, shall be afforded an equal opportunity to participate in extracurricular activities, which include club, intramural or interscholastic athletics. The District shall make reasonable modifications and provide those aids and services that are necessary to afford a “qualified” disabled student the opportunity to participate in extracurricular athletics, unless it results in a fundamental alteration to the District’s program. The District will consider whether safe participation by a disabled student can be assured through reasonable modifications or the provision of aids and services.

The District shall create additional opportunities for students with disabilities who cannot participate in the existing extracurricular athletics program, even with reasonable modifications or aids and services, in order to afford such students an equal opportunity to receive the benefits of extracurricular athletics.

Each student who chooses to participate in an interscholastic athletic program is required to have on file, in the offices of the building administrator and the Athletic Director, a certificate of consent which is signed by the parent or legal guardian. No student may start practice for any athletic team until they have been examined and approved by a medical doctor. This certificate of consent will be in effect for each student for each sports season.

The purpose of school athletics is both educational and recreational. The athletic program should encourage participation by as many students as possible and should be carried on with the best interests of the participants as the primary consideration. Participation should be without unreasonable interference with other obligations in the school, community and home.

It is recognized that a well-organized and well conducted athletic program is a potent factor in the morale of a student body and an important phase of good community-school relations.

Every possible effort shall be made to offer equal opportunities for both sexes in sports and activities which shall include life sports that a student can carry through adulthood.

District participation in interscholastic athletics will be subject to approval by the Vernon Board of Education. This shall include approval of membership in any leagues, associations or conferences and of rules for student participation.

Within budgetary limitations, there shall be interscholastic athletic programs at the high and middle school levels which shall be conducted in accordance with Connecticut Interscholastic Athletic Conference (CIAC) rules and regulations.

Appropriately certified and qualified personnel shall be selected for coaching and supervisory positions. Voluntary student participation requires:

    1.    Parent or Guardian permission.
    2.    Medical clearance to participate.
    3.    Appropriate student behavior and conduct.
    4.    Student eligibility under CIAC regulations.

In order to participate on an interscholastic athletic team or extra-curricular/(co-curricular) activity, a student must have satisfied all the scholastic eligibility requirements prior to participation. All Rockville High School athletes are subject to eligibility standards set by the CIAC (Connecticut Interscholastic Athletic Conference) and the Vernon Board of Education.

Academic Eligibility: To be eligible for fall sports, clubs and activities, the student must have received credit towards graduation at the close of the previous school year in at least five (5) classes. In addition, the student must also be taking a minimum of five (5)  classes during the season and meet the Grade Requirements criteria (70 or above). Winter and spring eligibility are based on the quarterly report cards issued during the school year.

Good sportsmanship, good mental and physical health shall be the primary aims of extracurricular athletics programs.  Interscholastic athletic activities shall not be scheduled on Sunday unless necessary to comply with CIAC scheduling  exigencies.  The Vernon Board of Education supports an active intramural program at the elementary, middle, and high school levels.

(cf. 5141 – Student Health Services)
(cf. 5145 – Section 504: Civil and Legal Rights and Responsibilities)
(cf. 6141.1 – Co-Curricular Eligibility)
(cf. 6145 – Extra Curricular Activities)

Legal Reference:  Connecticut General Statutes

10-149 Qualifications for coaches of intramural and interscholastic athletics.
Stratton, PPA v. St. Joseph's High School, Bridgeport Superior Court, June 4, 1986 (12 CT 26)9/87.
U.S. Department of Education, Office for Civil Rights, “Dear Colleague Letter,” 113 LRP 3326 (OCR 1/25/13)

Revised:    October 10, 2023  
                   September 23, 2019
                   May 28, 2019
                   February 13, 2012
                   December 10, 2001

Instruction

Student Publications 6145.3                                      
______________________________________________________________________________________________________________________________________________________                                                                                                            
Student publications are important elements of the instructional program and contribute directly to the accomplishment of the school’s goals.  The Board of Education encourages the development of school student publications such as newspapers, annuals, and magazines because they offer an educational activity through which students gain experience in reporting, writing, editing, and understanding responsible journalism.  Such publications also provide an opportunity for students to express their views and a means of communicating both within and beyond the school community.

All student publications will comply with the rules of responsible journalism.  Libelous statements, unfounded charges and accusations, obscenity, false statements, materials advocating racial and religious prejudice, hatred, violence, the breaking of laws and school policies and/or regulations, or materials designed to disrupt the educational process will not be permitted.  Expressions of personal opinion must be clearly identified as such, and bear the name of the author.  Opportunity for the expression of opinions differing from those of the student publishers must be provided.

In addition, student newspapers and/or publications which are paid for by the District and/or produced under the direction of a teacher as part of the school curriculum are not considered a public forum.  In such cases, the Board reserves the right to edit or delete such student speech which is determined to be inconsistent with the District’s basic educational mission.

Student Newspapers
Student newspapers in whole or in part are produced through the authorized use of Board of Education resources and are recognized as official school newspapers.  Such school newspapers are an extension of the curriculum and are intended to promote student writing and journalism; provide a forum for information generated by, and opinions of, students; and serve as a medium to report school activities.  Every school wishing to publish a school newspaper must identify a faculty member from that school who would be willing to act as an advisor.

Rights of Student Journalists
    1)    To print factual articles dealing with topics of interest to the student writers;
    2)    To print on the editorial page, with the exception of materials not permitted in official school publications, opinions on any topic, whether school related or not, which students feel is of interest to themselves or to their readers.

Responsibilities of Student Journalists
    1)    To submit copy that conforms to good journalistic writing style;
    2)    To rewrite stories, as required by the school newspaper advisor, to improve journalistic structure, sentence structure, grammar, spelling and punctuation;
    3)    To check facts and verify quotes;
    4)    To provide space for rebuttals to editorials on controversial issues, in the same issue if possible, but otherwise no later than the following issue;
    5)    To determine the contents of official school newspapers, subject to the specific limitations of this policy.

Materials Not Permitted in School Newspapers
    1)    Material which is libelous or which violates the rights of privacy;
    2)    Profanity, hereby defined as language which would not be used in The Hartford Courant or The New York Times;
    3)    Material which demeans or discriminates against an individual or group of individuals based upon, but not limited to, race, religion, gender, gender identity or expression, national origin, sex, sexual orientation, age, physical or learning disability, veteran status, genetic information, marital status, ancestry, pregnancy;
    4)    Ads for cigarettes, liquor or any other product not conducive to good health;
    5)    Any material which would cause substantial disruption to the school.  Substantial disruption is hereby defined as the threat of physical violence in the school or nearby community and/or the disruption of the school’s educational program;
    6)    Endorsements of political candidates or ballot measures, whether such endorsements are made via editorials, articles, letters, photographs, or graphics.  The newspaper may, however, publish “fact sheet” types of   articles on candidates and ballot measures, provided such articles do not endorse any person or position, and provided equal space is  provided for all candidates for a particular office or to both sides of the ballot measure.

Determination of Appropriateness
The newspaper advisor shall review each article prior to publication to determine if it satisfies conditions of this policy.  The school principal or designee may also review copy prior to publication.  Such copy, however, must be returned to the student editors within 72 hours after it is submitted for review.  No copy may be censored except for reasons specifically listed herein.  Nothing in this policy is intended to allow censoring of any article merely because it is controversial or because it criticizes a particular school, a school procedure, or the school system itself.

Resolution of Differences for Printed/Published Materials
In the event of disagreement as to whether an article should be printed, each school shall have a publications board which shall meet within forty-eight (48) hours to submit its opinion.  The publications board shall consist of: the principal or designee; the journalism advisor; the editor-in-chief; representatives from student council; the PTO or Parent Advisory Council; and other members as mutually agreed upon.

If the publications board cannot solve the dispute, then an appeal shall be made to the Superintendent who shall seek advice from the board’s legal counsel in making a decision.  The Superintendent shall act on the appeal within forty-eight (48) hours.  There will be no appeal from the Superintendent’s decision.

Legal References:
          Eisner v Stamford Board of Education, 440 F.2d 803 (2nd Cir.1971)
          Trachtman v Anker, 563 F. 2d 512 (2nd Cir. 1977) cert. denied, 435 U.S. 925 (1978)
          Hazelwood School District v Ruhlmeir, 484 U.S. 260, 108 S Ct 562 (1988)
          Bethel School District v Fraser, 478 U.S. 675 (1986)
          Tinker v Des Moines Independent Community District, 393 U.S. 503 (1969)      

Reviewed:     October 10, 2023
                       September 23, 2019
Revised:        February 27, 2012

Instruction

School Activity Funds 6145.8

_____________________________________________________________________________________________________________________________________________________

School Activity Funds may be expended only for purposes which may benefit the student body of the school.  All rules, regulations, and procedures for the conduct, operation and maintenance of extra-curricular accounts, and for the safeguarding, accounting and auditing of all monies received and derived from those accounts are to contribute to that objective.

The accounting system for managing Student Activity Funds shall be designed to encourage the largest possible return to students without sacrificing the safety of funds or exposing students to undue responsibility or unnecessary routine.

(Cf. 3453 School Activity Funds) 

Legal References:

     10-222a Boards to have use of Funds from repayment and insurance proceeds for school materials
     10-237   School Activity Funds

Reviewed:     October 10, 2023
                       September 23, 2019
Revised:        February 13, 2012

 

Instruction

Graduation Requirements        6146

---

Graduation from Rockville High School implies that students have satisfactorily completed the prescribed courses of study and have satisfactorily demonstrated the district’s performance standards
established by the faculty and approved by the Board of Education. 

Students  are required to complete and pass, at a minimum, the following courses to be eligible for graduation from Rockville High School:  
                
Subject                           Credits
English                                 4.0
Mathematics                       4.0
Social Studies                    
    Civics                                 0.5
    United States History     1.0
    Elective                             1.5
Science    
    Biological Science           1.0
    Physical Science              1.0
    Elective                              1.0
World Language                   2.0
Vocational Education           1.0
Fine Arts                                 1.0
Microsoft Applications         1.0
Physical Education                1.5
Health                                     0.75
Electives                                  3.75
TOTAL                                     25.0 credits

Commencing with classes graduating in 2023, and for each graduating class thereafter, no local or regional board of education Substitute Senate Bill No. 1026 Public Act No. 17-42 3 of 8 shall permit any student to graduate from high school or grant a diploma to any student who has not satisfactorily completed a minimum of twenty-five credits, including not fewer than: (1) Nine credits in the humanities, including civics and the arts; (2) nine credits in science, technology, engineering and mathematics; (3) one credit in physical education and wellness; (4) one credit in health and safety education, as described in section 10-16b; (5) one credit in world languages, subject to the provisions of subsection (g) of this section; and (6) a one credit mastery-based diploma assessment.

Community Service Graduation Requirement

Community service is a way for our student body to give back to their community. As part of their civic expectation at Rockville High School, students will be required to donate their time to the service of others. This service must not be financially compensated in any way. Students may work with a specific non-profit organization or they may volunteer individually.  Students may complete community service hours through any school organization, (i.e. service club) if the appropriate club advisor verifies and documents the hours of service. Students already involved with community service for another requirement such as religious confirmation may count those hours as part of his/her graduation requirement.

The graduating class of 2020 must complete forty (40) hours of Community Service.  Beginning with the class of 2021, students must complete fifty (50) hours of Community Service.  Community Service hours for students who transfer to Rockville High School after their ninth grade year will be prorated. 

No Student will graduate without satisfactory completion of this requirement.  

(cf. 5121 – Examination/Grading/Rating)
(cf. 6111 – School Calendar)
(cf. 6146.2 – Statewide Proficiency/Mastery Examinations)
(cf. 6172.6 – Virtual/On-line Courses)

Legal Reference:  Connecticut General Statutes
10-5 State high school diploma "honors diploma." Payment of fees; exceptions. (as amended by PA 17-29)
10-5c Board examination series pilot program. Issuance of certificate (as amended by P.A. 13-247 and P.A. 15-215)
10-14n State-wide mastery examination. Conditions for reexamination. Limitation on use of test results. (as amended by Section 115 of PA 14-217)
10-16(l) Graduation exercises. (as amended by P.A. 96-108, An Act Concerning Student Use of Telecommunication Devices and the Establishment of Graduation Dates)
10-221a High school graduation requirements. (As amended by P.A. 00-124, An Act Concerning High School Diplomas and Veterans of World War II, P.A. 00-156, An Act Requiring A Civics Course for High School Graduation, P.A. 08-138, An Act Concerning High School Credit for Private World Language Courses and Other Subject Areas, P.A. 10-111, An Act Concerning Education Reform in Connecticut, P.A. 11-135, An Act Concerning Implementation Dates for Secondary School Reform, P.A. 13-57, An Act Concerning Honorary Diplomas for Vietnam Veterans, P.A. 13-122, An Act Concerning Minor Revisions to the Education Statutes, P.A. 13-247, Budget Implementer Bill, P.A. 15-237 An Act Concerning High School Graduation and P.A. 16-4(SS), section 310), PA 17-42, An Act Concerning Revisions to the High School Graduation Requirements and PA 17-29, An Act Concerning Connecticut's Seal of Biliteracy)
10-233(a) Promotion and graduation policies. (as amended by PA 01-166)
P.A. 13-108, An Act Unleashing Innovation in Connecticut Schools.
P.A. 13-247, An Act Implementing Provisions of the State Budget.
P.A. 15-237 An Act Concerning High School Graduation
P.A. 17-42 An Act Concerning Revisions to the High School Graduation Requirements

Policy Revised:    November 11, 2019
                                October 23, 2019
April 17, 2017
June 9, 2014
                            April 8, 2013
 

Instruction

Grading System 6146.1                                                                    
_____________________________________________________________________________________________________________________________________________________

The primary purpose of grading shall be to keep parents and students fully informed of student progress and to provide continuous and accurate records of each student’s achievement for use in instruction. 

It is the philosophy of this district that students respond more positively to the opportunity for success than to the threat of failure.  The district seeks, therefore, through learner objectives and its instructional program, to make achievement both recognizable and possible for students. Achievement will be emphasized in the process of evaluating student performance.

Evaluation of student progress is a primary responsibility of the teacher.  The highest possible level of student achievement is a common goal of both school and home.  A close working relationship between home and school is essential to the accomplishment of this goal.  Regular communication with parents/guardians, utilizing a variety of means, about the scholastic progress of their student is a basic component of this working relationship.  It is the responsibility of the school and individual staff members to keep parents/guardians well informed.

Report cards, combined with scheduled parent-teacher conferences, and other communication vehicles helps promote a process of continuous evaluation of student performance.

The Board of Education shall approve the grading and reporting systems as developed by the administration and faculty and upon the recommendation of the Superintendent of Schools.

Weighted Grades
A grade weighting/class ranking system shall be implemented for the high school in accordance with the guidelines set forth and published annually in the high school parent/student handbook.

(cf. 5124 - Reporting to Parents)

Legal Reference:   Connecticut General Statutes     
                                 10-220g Policy on weighted grading for honors and advanced placement class

Reviewed:     October 10, 2023
                       September 23, 2019
Revised:        May 14, 2012
 

Instruction

Statewide Proficiency/Mastery Examinations 6146.2
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Each student enrolled in grades three through eight inclusive shall take a statewide mastery examination (SBAC) measuring whether or not a student has mastered essential grade level skills in reading, language arts, and mathematics. Each student enrolled in grade five, eight and eleven shall take a statewide mastery examination (NGSS) that measures essential and grade appropriate skills in science.  The mastery examination shall be provided by and administered under the supervision of the State Board of Education during the time period specified. Students enrolled in Grade Eleven shall take a nationally recognized college readiness assessment approved by the State Board of Education measuring grade appropriate skills in reading, writing, and mathematics (SAT). 

Special Education Students
Special education students shall participate in mastery testing except in the rare case  when their Planning and Placement Team determines that participation would be inappropriate and recommends the use of an alternative assessment as specified by the State Board of Education.

Any alternate assessment, including the Connecticut Alternate Assessment, of students enrolled in special education, shall be available only to those students with significant cognitive disabilities.  Students with significant cognitive disabilities in grades three through eight and eleven shall be assessed with the Connecticut Alternative Assessment in English/Language Arts and Mathematics.  In science, eligible students with significant cognitive disabilities shall be assessed with the Connecticut Alternate Science Assessment in grades five, eight and eleven. 

In compliance with federal law,  out-of-level testing is not an option for students enrolled in special education
                                                                                                                  
English Learners
All English Learners (ELs) including recently arrived, defined as those students whose initial entry date in a U.S. school is less than two years  (24 months) prior to test administration are required to participate in all content areas of the state summative assessment.

All students identified as English Learners shall take the LAS Links  Assessment.  Scores on each component of the mastery examination for English Learners who have been enrolled in school in this state or another state for fewer than twenty (20) months shall not be used for the purposes of calculating the school accountability index as defined in C.G.S. 10-223e.

Scores from Year 1 will serve as a baseline for academic growth in Year 2.  In year 3, the scores of recently arrived ELs will be included toward academic achievement and academic growth indicators in Connecticut's  accountability system.

Participation
The Board of Education recognizes that federal law requires full participation of all students on the state summative assessments, with a minimum standard for the participation rate of at least 95 percent of all students and all student groups for each subject. Further, the Board realizes there are consequences for districts and schools not meeting this participation role threshold on these state summative assessments.

(cf. 5125 - Student Records; Confidentiality)
(cf. 6146 - Graduation Requirements)

Legal Reference:
                Connecticut General Statutes
                10-14n    Statewide mastery examination.  Conditions for reexamination.  Limitation on use of test results.  (as amended by PA 03-                      174 and PA 03-168)
                10-14o    Compensatory education grant.  Financial statement of expenditures.
                10-14p    Reports by local and regional boards re instructional improvement and student progress.
                10-14q    Exceptions (as amended by PA 01-205)
                10-223e Statewide education accountability plan
                Pa 15-238 An Act concerning student assessments
                PL 107-110 – Title I, 34 CFR Part 2000
                34 CFR Part 200 Regulations appearing in Federal Register, 9/13/06

Revised:      October 10, 2023
                     September 23, 2019
                     February 27, 2012
                     September 22, 2003    
 

Instruction

Grouping 6152
______________________________________________________________________________________________________________________________________________________

The placement of students in instructional groups, classrooms, and programs of study, has a significant impact on their educational and social development.  No one grouping or placement practice is best for all students under all circumstances, but some general principles are common to all proper grouping and placement decisions.  It is the policy of the Board that grouping and placement decisions be based on educational considerations and that their primary goal is to promote the best educational interests of the students.

The Board does not endorse any particular method of grouping students. However, in making grouping and placement decisions within individual schools, staff members must give due regard to the following general principles:

    •    Students can learn much from students whose skills and interests are different from their own in heterogeneous groups;     
    •    Different students have different skills and interests;     
    •    Students develop at different rates in different areas of learning; and
    •    Students learn from other students as well as from adults.

Grouping and placement decisions should also reflect the fact that changes in a student’s educational development may require changes in their placement. Consequently, grouping and placement decisions should be flexible, and they should be reviewed regularly to  assess their appropriateness.

Students may select their courses of study and classes when they are available. However, students shall be advised of courses 1) required for graduation, 2) necessary to  earn credit at the college level and 3) recommended to meet their career choices.

Secondary students may be grouped to meet individual needs in certain subjects, such as English or mathematics. Principals shall avoid scheduling or grouping arrangements that “lock” a student into a particular grouping or track for the entire school day.

The placement of a student in an instructional grouping or level or a subject shall be discussed with the parent and be cooperatively decided by the student, parent/guardian, guidance counselor and administrator. A student’s assignment to a group or level shall not be considered permanent.

Reviewed:    October 10, 2023
Revised:        June 24, 2019
                       February 27, 2012
                       December 10, 2001

Instruction

Field Trips 6153
______________________________________________________________________________________________________________________________________________________

Field trips are valuable educational activities which enhance classroom learning.

To the extent the budgetary resources permit, the Board encourages and promotes student trips or other out-of-district activities, including participation in interscholastic events, community civic projects and international travel which are of value in helping achieve each participating student’s educational objectives.

Guidelines for planning of field trips which are part of and directly related to classroom learning activities shall be:

1.      Field trips during the day must be approved by the building principal.

2.       Field trips which involve overnight accommodations for students must be approved by the Superintendent of Schools.  Any such approval shall be reported to the Board in advance of such trips. 

3.       All trips should be within budgetary allotments for such purpose.  Any trips for which there is no budgetary appropriation must have advance approval of the Board.  

4.       All students must have parent/guardian permission for all field trips.

5.       Students may be asked to pay for all or part of the expenses of field trips.  

6.       Bus transportation shall be used when practicable, but private vehicles may be used when appropriate within guidelines developed by the Superintendent or designee. 

7.       Parents or other adults may serve as chaperones. An online background check will need to be passed prior to the parent/adult being allowed to volunteer.

8.       Each trip should be evaluated after completed by students, teachers, and the administration.  

9.       No student shall be excluded from a field trip because of inability to pay.

10.     Superintendent and Principal approval of all field trips shall be conditional.  Approval for any field trip may be revoked at any time by the Superintendent or Principal if a change in circumstances, whether man-made or natural, would warrant cancellation in the interest of the safety of students and staff.

11.     The administration reserves the right to deny participation on a field trip for any student, based upon a record of inappropriate behavior and/or a poor attendance pattern.

(cf 5141.21 Administration of Medications)

Revised:      October 10, 2023
                     June 24, 2019
                     February 13, 2012

Homework Policy

Homework Purpose 6154

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Purposeful homework helps students learn. Examples of purposeful learning include 1) practicing a skill or process that a student is not yet fluent in, and 2) elaborating on information that has already been taught and will enrich student learning.

Thereby, purposeful homework improves student understanding of new material, and can be used by teachers to guide further instruction. Throughout the homework process, parents should support their children by monitoring progress and providing encouragement.

At the same time, effective homework practices must not place an undue burden on students. The Board recognizes the value of extracurricular activities and unstructured time as well as adequate sleep, for student success in school.

Homework Time Allocation

The Board recommends approximate nightly times per night to complete homework, as listed below. These time allocations are in addition to the 15 minutes of reading to and/or with an adult in grades K-5. below are times per night for homework for students by grade level:

Kindergarten: up to 15 minutes per night

Grade 1: up to 15 minutes per night

Grade 2: 15 - 20 minutes per

Grade 3 to 5: 20 -30 minutes per night

Grades 6 through 8: Up to 20 minutes of homework per night per class

Grades 9 through 12: 30 minutes per night per class*

*Special notes:

45 minutes per honors class

1 hour per Advanced Placement/ECE class

Weighting Grades

Departments at the middle school and high school will clearly define the homework expectations and practices for each course, and assign a consistent percentage of weight that is not to exceed 10% of the total grade.

Make Up Work

Assignments missed during an absence shall be completed in accordance with the Attendance/Excuses dismissal Policy #5113

Revised May 28, 2019

April 8, 2013

Instruction

Individualized Education Program/Special Education Program  6159
______________________________________________________________________________________________________________________________________________________
In accordance with the regulations of the State Board of Education, each local and regional Board of Education shall provide special education for school-age children requiring special education.  The obligation of the school district under this subsection shall terminate when such child has graduated from high school or at the end of the school year during which such child reaches age twenty-two (22), whichever occurs first.

All students remain eligible for special education services under the Individuals with Disabilities Education Act (IDEA) through the end of the school year during which the students turns age 22, or until the student graduates from high school with a regular high school diploma, whichever occurs first. Pursuant to the Connecticut General Statutes §10- 259, school year is defined as July 1 through June 30.

A parent of a child, the State Department of Education, or other state agencies available to the District may initiate a request for an initial evaluation to determine if the child has a disability.  Initial evaluations using a variety of assessment tools and measures to gather relevant functional, developmental, and academic information, must be completed within 60 calendar days or 45 school days of the receipt of parental consent, or per a timeline determined by the State. Exceptions to this timeframe include children moving between school districts and parental refusal to make a child available for evaluation, as provided by law.  Assessments for disabled children who are transfer students shall be coordinated between the sending or receiving district in an expeditious manner.

Planning and Placement Team (PPT) 

The PPT shall be comprised of:

(A)  the parents of a child with a disability;

(B)  not less than one regular education teacher of such child (if the child is, or may be, participating in the regular education environment);

(C)  not less than one special education teacher, or where appropriate, not less than one special education provider of such child;

(D)  a representative of the local educational agency who 

    (1)  is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities;
    
    (2)  is knowledgeable about the general education curriculum; 
    
    (3)  is knowledgeable about the availability of resources of the local educational agency;
    
    (4)  is an individual who can interpret the instructional implications of evaluation results and may be a member of the team described in clauses (B) through (D);
    
    (5)  is, at the discretion of the parent, another individual who has knowledge or special expertise regarding the child, including related services personnel as appropriate; and
    
    (6)  is, whenever appropriate, the child with the disability.

A PPT member is not required to attend all or part of a PPT meeting if the parents and District agree that the team member’s participation is not necessary because the member’s area of the curriculum or related services is not being modified or discussed at the meeting.  If the meeting does involve a modification or discussion of the member’s area of the curriculum or related services, parents and the District can agree to excuse the member from attending all or part of the meeting if the member submits written input to the parent and the Team prior to the meeting. Parental consent in writing is required in either case.

In addition to the above, the special education specialist, school psychologist, school nurse, school social worker, counselor, or other student service worker who has conducted an assessment of the student shall participate whenever the results or recommendations based on such assessment are significant to the development of the student's individualized education program and placement.  When the parent/guardian and/or student have limited English language abilities or are non-English speaking, a district representative who is fluent in the student's primary language, and who is knowledgeable about the process of second-language acquisition, and competent in the assessment of limited English and non-English speaking individuals should be included.

Parents/Guardians and the District may agree to conduct PPT meetings, and other meetings, through alternative means, such as including but not limited to, videoconferences or conference calls.

Individualized Educational Plan (IEP)

The IEP for each child must include:

    (A)  A statement of the child’s present levels of educational performance based upon parental provider information, current classroom-based, local, state assessments and classroom-based observations, including:

        (1)  the effect of the child’s disability on their involvement and progress in the general education curriculum; or

        (2)  For preschool children, the effects of the child’s disability on participation in appropriate activities. 

    (B)  A statement of measurable annual academic and functional goals, related to 

        (1)  Meeting the child’s needs that result from the child’s disability to enable the child to be involved in and progress in the general education curriculum; and

        (2)  Meeting each of the child’s other educational needs that result from the child’s disability.

        (3)  Providing, if required, benchmarks or short-term objectives is required only with respect to students with disabilities who take alternate assessments aligned with alternate achievement standards.

If a child will participate in alternate assessments based on either general or alternate achievement standards, the IEP must explain why the child cannot participate in the regular assessment and why the alternate assessment selected is appropriate for the child.

The PPT may only recommend appropriate accommodation or use of alternate assessment, but may not exempt students with disabilities from the state assessment.

             (C)  A statement of the special education/related services, and supplementary aids/services to be provided to the child, or on behalf of the child and a statement of the program modifications or supports for school personnel that will be provided for the child:
    
                           (1)  To advance appropriately toward attaining the annual goals;

        (2)  To be involved and progress in the general curriculum and to participate in extracurricular and other nonacademic activities; and

        (3)  To be educated and participate with other children with disabilities and non-    disabled children in the activities described in this paragraph;

    (D)  An explanation of the extent, if any, to which the child will not participate with non-disabled children in the regular class and in the activities; 

    (E)  A statement of any individual modifications in the administration of State or district-wide assessments of student achievement that are needed in order for the child to participate in the assessment; and

    (F)  The projected date for the beginning of the services and modifications and the anticipated frequency, location, and duration of those services and modifications; and

    (G)  A statement of:
    
                  (1)  How the child’s progress toward the annual goals will be measured; and

        (2)  How the child’s parents will be regularly informed (through such means as     periodic report cards), at least as often as parents are informed of their     non-disabled children’s progress, of 
        
               (a)  Their child’s progress toward the annual goals; and
        
               (b)  The extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year

    (H)  Reevaluation of a student’s progress may not occur more than once a year unless agreed to by the parents and the District.  Reevaluation must occur at least once every three years unless the parent and District agree that it is unnecessary.

Transition Services 

    (A)   The IEP must include: 

        (1)  appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills. This must begin not later than the first IEP to be in effect when the child is sixteen, (or younger if appropriate), and updated annually, thereafter; and

        (2)  a statement of needed transition services for the student, including courses of study needed to assist the child in reaching these goals. This must begin for each student beginning not later than the first IEP to be in effect when the child is sixteen, (or younger, if determined appropriate by the IEP Team);

        (3)  a summary of the student’s academic achievement and functional performance including recommendations on how to assist the student in meeting their postsecondary goals.  This summary is for a student no longer eligible for services due to graduation from high school with a regular diploma or for a student who exceeds the age of eligibility under State law, 

    (B)  If the IEP team determines that services are not needed in one or more of the areas specified in §300.27(c) (1) through (c) (4), the IEP must include a statement to that effect and the basis upon which the determination was made.

Transfer of Rights

Beginning not later than one year before a student reaches the age of majority under State law, the student’s IEP must include a statement that the student has been informed of their rights under this title if any, that will transfer to the student on reaching the age of majority, consistent with §615(m) 

Special rules concerning the content of IEP’s for students with disabilities convicted as adults and incarcerated in adult prisons are contained §612(a)(5)A.

When an individual has been on an IEP in another school district, the PPT shall make an evaluative study of the student and develop an IEP for the student as though the student were newly referred, but the PPT may use the previous IEP (if available) in developing the new one.  If the transfer involves districts within Connecticut, the District will provide services “comparable to those described in the previously held IEP,” until the District adopts the previously held IEP or develops, adopts, and implements a new IEP.  If the student has transferred from another state, the District will provide services “comparable to those described in the previously held IEP,” until the District conducts an evaluation, if deemed necessary, and if appropriate, develops a new IEP.  If a student who is on an IEP transfers from this district to another, or to a private school, the written IEP and any additional records relating to the student's program and achievement shall be forwarded to the receiving school on the request of the receiving school and the individual's parent or guardian.

Independent Educational Assessment

If an independent educational assessment is necessary, it shall be conducted by a Connecticut credentialed or licensed professional examiner who is not employed by and does not routinely provide assessment for the State Department of Education or this District.

Legal Reference:  Connecticut General Statutes
10-76a Definitions
10-76b State supervision of special education programs and services.  Regulations.
10-76d Duties and powers of Boards of Education to provide special education programs and services.
10-76ff Procedures for determining if a child requires special education
10-76g State aid for special education.
10-76h Special education hearing and review procedure.
State Board of Education Regulations
34 C.F.R. 300 et seq. Assistance to States for Education of Handicapped Children.
300.14 Special education definitions.
300.340-349 Individualized education programs.
300.503 Independent educational assessment.
300.533 Placement procedures.
300.550-556 Least restrictive environment.
P.L. 108-446 The Individuals with Disabilities Education Improvement Act of 2004
A.R. v. Connecticut State Board of Education, 3:16-CV-01197 (CSH D. Conn. June 10, 2020)
PA23-137 An Act Concerning Resources and Support for Persons with an Intellectual or Developmental Disability.

Revised:        October 23, 2023
                       April 26, 2021
                        June 24, 2019
                        June 25, 2012
 

Instruction

Equipment, Books and Materials 6161
______________________________________________________________________________________________________________________________________________________

The Board shall provide educational materials and equipment that support and enrich the curriculum and further the achievement of the school system’s instructional goals.

Basic textbooks and instructional materials and equipment shall be furnished by the Board for all district schools with the following exceptions:

    1.    individual project materials to be used in the Technology Education, Family and Consumer Sciences, and art courses;

    2.    materials to be used for special projects not required for credit in a course;

    3.    personal clothing items worn for physical education and other in-school athletic activities.

Adoption of new textbooks shall require a two-thirds vote of all members of the Board with notice of the new adoption being previously given at a meeting at least one week prior to the vote.  Textbooks shall be defined as the primary or basic reading for all students in a particular subject to be used during a semester or an entire school year; supplemental and reference books shall not be considered textbooks.

Selection of Textbooks
Textbooks will be continuously reviewed to keep up with the expansion of knowledge and rapid changes in the world and to present balanced views on international, national, and local issues and problems of the past, the present, and the future.  Textbooks should:
         
    1)    Stimulate growth in factual knowledge, literary appreciation, aesthetic and ethical value;
    2)    Help students develop abilities in critical reading and thinking;
    3)    Help develop and foster an appreciation of cultural diversity and development in the United States and throughout the world;
    4)    Provide all students an effective basic education that does not discriminate on the basis of race, age, color, religion, national origin, sex, sexual orientation, or disabilities;
    5)    Allow sufficient flexibility for meeting the special needs of individual students and groups of students.

The Administration will develop and maintain a procedure for selecting materials which meet the above criteria.  Such procedures shall include the opportunity for professional staff to analyze, evaluate, and recommend primary learning materials for adoption.

According to state law, the Board will make final textbook selections.

(cf 1220      Citizens’ Ad Hoc Advisory Committees)
(cf 1312      Public Complaints)
(cf 4118.21 Academic Freedom)
(cf 5145.2   Freedom of Speech/Expression)

Legal References:  Connecticut General Statutes

10-221 Boards of Education to prescribe rules, policies and procedures
10-222a Boards to have use of funds derived from repayment for school materials
10-228 Free textbooks, supplies, material and equipment
10-229 Change of textbooks

President's Council, District 25 v Community School Board no. 25,457   
F.2d 289 (1972), cert. denied 409 U.S.C. 998 (Nov 1972)
Minarcini v. Strongsville City School District, 541 F.2d 577 (6th Cir. 1976)
Island Trees Union Free School District Board of Education v. Pico, 457 US 853 (1982)
Academic Freedom Policy (adopted by the Connecticut State Board of Education, 9/9/81)

Reviewed:     October 23, 2023
Revised:         June 24, 2019
                       May 14, 2012

Instruction

Evaluation of Instructional Materials 6161.1
_____________________________________________________________________________________________________________________________________________________

General
Instructional materials shall be evaluated consistently and systematically to ensure high instructional standards in compliance with Connecticut General Statutes, regulations of the State Board of Education, and Board of Education policy and regulations.

These guidelines are not intended to supplant the professional judgement of staff who evaluate instructional materials - both student and teacher materials.  Instead, they establish minimum standards for acceptability and provide criteria on which to judge instructional quality.

To accurately portray American cultural and racial diversity as well and the gender roles in our society, instructional materials should encourage students to understand the historical roles and contributions of all genders and minorities, the forces which shaped those roles and contributions, and how and why the contemporary roles and contributions of all genders and minorities are different.

Limitations
It may be inappropriate to require a pictorial or textual item to conform to these guidelines; for example, in reprinting a story by a well-known author or in a painting by an artist which make an important contribution to a particular instructional material.  In such situations, discussion material should have been included which explains why a particular attitude was prevalent during a certain period in history, and how and why that attitude has changed.

When examining instructional materials for adverse reflection on race, creed, sex, etc., the evaluator should make a qualitative judgement with respect to stories or articles having historical perspective.  Any description, depiction, inference, label, or retort found to be, by itself, an adverse reflection should not be judged out of context.  Rather, the story or article should be examined for appropriate explanations, discussions, or other comments included or immediately attached which may overcome the impact of such offending words or pictures.  The instructional material should be rejected only if, on a total basis, the story or article would, in the mind of an average student for whom the material is intended, reflect adversely upon a person because of their race, color, creed, national origin, ancestry, sex or occupation.

Legal Reference: Connecticut General Statutes  
10-18a Contents of textbooks and other general instructional materials  

Reviewed:     October 23, 2023
Revised:         June 24, 2019
                        June 25, 2012

Instruction

Care of Instructional Materials 6161.2
______________________________________________________________________________________________________________________________________________________
The Board has the responsibility to provide its students with textbooks, library books, computers, and other educational materials at no cost. Students must pay the current value of any book or educational material lost or damaged beyond ordinary wear. The student and/or parents/guardians have an equal responsibility to care for these textbooks, library books, and other educational materials.  Library books, textbooks, and other educational materials shall be returned when requested by school authorities. 

Overdue, Damaged or Lost Instructional Materials 
In the event these materials are damaged or lost, regardless of the reason, the student and/or parents/guardians must pay for the materials at their replacement cost.  Failure to do so may result in the withholding of grades, report cards, and transcripts; and/or non-participation in promotion or graduation exercises, extra-curricular activities, and interscholastic athletics.  

The Superintendent is authorized by the Board to set regulations and adopt any guidelines necessary to minimize such losses.

Legal Reference: Connecticut General Statutes
                             10-221 © Board of Education to prescribe rules
                             10-228 Free textbooks, supplies, materials and equipment.

Revised:       October 23, 2023
                      June 24, 2019
Reviewed:    May 14, 2012

Instruction

Comparability of Services 6161.3

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The Superintendent or his/her designee shall pursue funding under Title I of the Federal Strengthening and Improving of Elementary and Secondary Schools Act to supplement instructional services and activities in order to improve the educational opportunities of educationally disadvantaged or deprived children.

All District schools, regardless of whether they receive Title I funds, shall provide services that, taken as a whole, are substantially comparable. Teachers, administrators and other staff shall be assigned to schools in a manner that ensures equity among the District’s schools. Curriculum materials and instructional supplies shall be provided in a manner that ensures equity among the District’s schools.

The Board believes that at all times its schools should be comparably equipped and maintained as may be possible within existing financial limitations.

It shall be the policy of the Board to insure comparability of services funded by state and local sources in both Title I project schools and non-project schools. The Board of Education will therefore:

Maintain a district-wide salary schedule.

Provide services with federal, state and local funds in schools serving Title I project areas that are at least comparable to services in non-project areas.

Use federal, state and local funds to provide comparability of services among all schools in all schools with the same grade levels in teachers, administrators, auxiliary personnel.

Use federal, state and local funds to provide comparability of services among all schools with the same grade levels in the provision of curriculum and instructional materials, books and supplies.

Nothing in this policy will prohibit the administration from addressing identified problems at individual schools.

Legal Reference:

Title I Improving Basic Programs Operated by State and Local Educational Agencies, Improving Every Student Succeeds Act, P.L. 114-95

Agostini v. Felton 521 U.S. 103 (1997)

20 U.S.C. Section 6321 ©

REVISED: June 24, 2019

REVIEWED:May 14, 2012

ADOPTED:October 25, 2010

Instruction

Use of Proprietary Software Products 6161.7

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It is the intent of the Board of Education to adhere to the provisions of copyright law (Title 17, U. S. Code) and publishers’ license agreements, including trade secret provisions, in the area of proprietary software products. Therefore, persons may use or cause to be used on school system computing equipment ONLY software that is included in one of the following categories:

1. public domain (i.e., uncopyrighted) software;

2. software covered by a licensing agreement with the software author(s), vendor or developer, whichever is applicable (a licensing agreement is a legal contract authorizing use of the software);

3. software purchased by a school or school system with a record of the purchase on file;

4. software evaluated by the IT (Information Technology) Department regarding capacity to install;

5. software donated and officially accepted by the Board;

6. software being reviewed or demonstrated by the users in order to reach a decision about possible future purchase, license, or acceptance of a donation;

7. software written or developed by an employee for use by the schools or to assist in training school district personnel

8. software developed by a non-employee under contract to the school system for use by the school system, or to assist in training school district personnel.

In addition, none of the software in the categories listed above may be used or obtained in violation of copyright law or licensing agreements.

Licensing agreements or other forms of documentation covering software shall be kept on file at the location where the computer program is used, with an additional copy of the agreement on file with the office of the Director of Business and Finance.

The Information Technology Department is responsible for all software installation.

Policy Revised: June 24, 2019

Policy Revised: January 27, 2014

May 14, 2012

Instruction
    
Survey of Students (Student Privacy)  6162.51
______________________________________________________________________________________________________________________________________________________

Surveys can be a valuable resource for schools and communities in determining student needs for educational services. The Board of Education (Board) recognizes its responsibility to enact policies that protect student privacy in accordance with law. This is particularly relevant in the context of the administration of surveys that collect personal information, the disclosure of personal information for marketing purposes and in conducting physical exams. When a survey is used, every effort should be made to ask questions in a neutral manner to ensure the accuracy of the survey.

Administrators, teachers, other staff members and the Board of Education may use surveys for many purposes. Such purposes may include, but are not limited to, the need for student services, the determination of prevailing views pertaining to proposed policies and/or practices, or the determination of student knowledge and/or attitudes related to a specific subject or units. These are examples of surveys and not intended to be an all-inclusive listing. Administrative approval is required for surveys. Responses will not be used in any identifying manner.

Surveys used in any experimental program or research project will be subject to the requirements of Policy 6141.11.  Parents shall have the right to inspect all instructional  material  that will be used for a survey, analysis, or evaluation as part of a federal program.  The term “survey” includes an evaluation.

Prior to administering a survey, the Board of Education must approve all those that are received by the Superintendent that include reference to any of the factors listed below. In addition, no student may, without parental consent, take part in a survey, analysis, or evaluation that reveals information concerning:

1.    political affiliations or beliefs of the student or the student's parent;
2.    mental or psychological problems of the student or the student's family;
3.    sex behavior or attitudes;
4.    illegal, anti-social, self-incriminating and demeaning behavior;
5.    critical appraisals of other individuals with whom respondents have close  family relationships;
6.    legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers;
7.    income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program); or
8.    religious practices, affiliations, or beliefs of the student or the student's parent/guardian.

In the event the District plans to survey students to gather information included in the above list, the District will obtain written consent from the parent/guardian in advance of administering the survey. The notification/consent form will also apprise the parent/guardian of their right to inspect the survey prior to their child's participation.

Surveys conducted for other agencies, organizations or individuals must have the recommendation of the Superintendent of Schools and the approval of the Board of Education as to content and purpose. The results of such approved surveys must be shared with the Board of Education.

Parents/guardians shall have the right to inspect, upon their request, a survey created by a third party before the survey is administered or distributed by a school to a student. Such requests shall be made in writing with a response to be at least two weeks in advance of any survey to be given.

For surveys not funded in any part by the federal government, parents/guardians need not give written consent, but must instead be given prior notice of the survey with the opportunity to opt their child out of participation if the survey elicits information concerning any of the eight protected areas listed above.

Overall survey results following decisions must be shared with all parties who request such information.

Marketing

It is the Board's policy not to collect, disclose, or use personal information gathered from students for the purpose of marketing or selling that information or providing it to others for that purpose. This does not apply to the collection, disclosure, or use of personal information collected from students for the exclusive purpose of developing, evaluating, or providing educational products or services for, or to students, or educational institutions, such as:

    a.    College or other postsecondary education recruitment, or military recruitment;
    b.    Book clubs, magazines and programs providing access to low-cost literary products;
    c.    Curriculum and instructional materials used in schools;
    d.    Tests and assessments used by schools to provide cognitive, evaluative, diagnostic, clinical, aptitude or achievement information about students;
    e.    Student recognition programs; and
    f.    The sale by students of products or services to raise funds for school-related activities or education-related activities.
         
"Personal Information" means individually identifiable information including a student's or parent's first and last name, home address, telephone number or social security number.  20 U.S.C. §1232h(c)(6)(E).

Invasive Physical Examinations

Prior to the administration of any non-emergency, invasive physical examination or screening that is required as a condition of attendance, administered by the school not necessary to protect the immediate health or safety of the student or other students and not otherwise permitted or required by state law, a student's parent/guardian will be notified and given an opportunity to opt their child out of the exam. Hearing, vision and scoliosis screenings are not subject to prior notification.  The term "invasive physical examination" means any medical examination that involves the exposure of private body parts, or any act during such examination that includes incision, insertion, or injection into the body, but does not include a hearing, vision or scoliosis screening.

Inspection of Instructional Material

Parents/guardians of a student shall also have the right to inspect and review, upon written request to the Building Principal, any instructional material used as part of the educational curriculum. The District shall grant access to instructional material within a reasonable period of time, identified as within 30 calendar days, after a parental request is received. The term "instructional material" means instructional material that is provided to a student, regardless of format including printed or representational materials, audio-visual materials, and materials in electronic or digital formats (such as materials accessible through the Internet). It does not include academic tests or academic assessments.  

Notification

Parents/guardians shall be notified at least annually, at the beginning of the school year, of this policy and when enrolling students for the first time in District schools. The District shall also notify parents/guardians within a reasonable period of time after any substantive change to this policy.

(cf. 6141.11 - Curriculum Research/Experimental Projects)
(cf. 6161-Equipment, Books and Materials: Provision/Selection) (cf. 6161.1 - Evaluation/Selection of Instructional Materials)
(cf. 6161.12-Reconsideration of Materials)

Legal Reference:   Elementary  and  Secondary  Education  Act  of  1965,  20  U.S.C.  §1232h Protection of Pupil Rights Amendment, as                                                 amended by the Every Student Succeeds Act, Pub. L. 114-95

                                 Regulation 34 CFR Part 98 (PPRA Regulations)

Policy adopted:    October 23, 2023

Instruction

Copyright Law Compliance 6162.6

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Duplication of copyrighted materials without permission is illegal. Duplication of copyrighted materials by employees shall be done with the permission of the copyright holder or within the bounds of “fair use”.

The fair use of a copyrighted work for purposes of teaching, scholarship, or research is not an infringement of copyright. The following factors shall be considered in determining fair use:

The purpose and character of the use, including whether the use is of a commercial nature or for nonprofit educational purposes.

The nature of the copyrighted work.

The amount and importance of the portion used in relation to the copyrighted work as a whole.

The effect of the use upon the potential market for or value of the copyrighted work.

The Board, therefore, requires that all reproductions of copyrighted material be conducted in accordance with applicable provisions of law. Unless otherwise allowed as “fair use”under federal law, permission must be acquired from the copyright owner prior to reproduction of material in any form. Prior written permission must be obtained whenever copyrighted plays and musical numbers are performed in public.

The Board directs that unlawful copies of copyrighted material may not be produced or used with District owned equipment or other equipment on District property.

Any District employee who willingly and knowingly violates the copyright policy shall be held personally liable for infringement and may be subject to disciplinary action.In no circumstances shall it be necessary for District staff to violate copyright requirements in order to perform their duties properly. Copyrighted materials shall be treated as the property of the copyright holder, with all rights and limitations specified by law.

Legal Reference:

Public Law 94-553, The Copyright Act of 1976, 17 U. S. C 101 et seq.

REVISED: June 24, 2019

REVIEWED:May 14, 2012

Policy Deleted

Instruction

Instructional Materials for Students – 6163.3

Live Animals in the Classroom

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The Board of Education will adhere to the National Science Teachers Association (NSTA) position statement with regard to the use of live animals and dissection in the science classrooms.

REVISED: June 25, 2012

Instruction

Live Animals in the Classroom                                    

6163.32

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The Board of Education (“Board”) recognizes that there are medical and physical risks associated with the use of both wild and domestic live animals (hereinafter “animals”) in the classroom and/or on school property.  The Board acknowledges, however, that, under proper conditions and with appropriate supervision and restrictions, animals can be an effective teaching aids and that state and federal laws mandate service animals be allowed for eligible students. The following guidelines are adopted regarding animals (including service animals and support animals) used in the classroom or on school property.

A “service animal” per 28 C.F.R. 35.104, for purposes of this policy is any dog that is individually trained to do work or perform tasks for the benefit of an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability.  Other species of animals, whether wild or domestic, trained or untrained, are not service animals for the purposes of this definition.  The work or tasks performed by a service animal must be directly related to the individual's disability.  Examples of work or tasks include, but are not limited to, assisting individuals who are blind or have low vision with navigation and other tasks, alerting individuals who are deaf or hard of hearing to the presence of people or sounds, providing non-violent protection or rescue work, pulling a wheelchair, assisting an individual during a seizure, alerting individuals to the presence of allergens, retrieving items such as medicine or the telephone, providing physical support and assistance with balance and stability to individuals with mobility disabilities, and helping persons with psychiatric and neurological disabilities by preventing or interrupting impulsive or destructive behaviors.  The crime deterrent effects of an animal's presence and the provision of emotional support, well-being, comfort, or companionship do not constitute work or tasks for the purposes of this definition.

Service Animals in Schools The Board recognizes and supports the fact that individuals with disabilities are permitted, to the fullest appropriate extent, to participate in and benefit from all district programs, activities and services to ensure that the District does not discriminate on the basis of, among other protected categories recognized under state and federal law, disability.

Educational Program
Use of animals to achieve specific curriculum objectives may be allowed by the Principal, in consultation with the school nurse, provided: 
1.    student health and safety are appropriately protected; 
2.    the directions of the Department of Public Health publication “Guidelines for Animals in Schools or on School Grounds” are followed; and
3.    any other conditions established by the Principal to protect the health and well-being of staff and students in the pursuit of the curriculum objective are met.

The Board shall permit individuals with disabilities to use trained service animals in District buildings, on District property, and in vehicles that are owned, leased or controlled by the School District upon request and submission of appropriate documentation required by the Superintendent or his/her designated representative.

Student Health and Safety
The education, health and well-being of District students is the Board's highest priority.  If the Administration allows an animal to access a classroom and any student/staff assigned to that classroom suffers a reaction to the animal, the person having custody and control of the animal will be required to temporarily remove the animal to a different location designated by the Principal or his/her designee and an alternative plan will be developed to appropriately accommodate the needs of the disabled student and the affected student and staff.  If such animal is a service animal, an accommodation plan may include the reassignment of the person having custody and control of the service animal to a different classroom.  This will also apply if an individual on school transportation suffers a reaction to an animal allowed access to school transportation.  In the case of a transportation issue, an alternate plan will be developed in coordination with appropriate District and transportation staff, and the request for the involvement and/or participation of the parent/guardian of the student(s).

When a student will be accompanied by a service animal at school, at school-related activities and/or in other District facilities, the student’s parent/guardian will be required to meet with the Superintendent or his/her designated representatives and sign a document stating that they have read and understood this policy.

Reference: 
Connecticut General Statutes:
10-221 Boards of education to prescribe rule, policies and procedures.
46a-44 through 46a-64 Public accommodations and transportation, admittance to. (Access of guide and assistance dogs to modes of public transportation and in places of public accommodation). 
Federal Statutes:
Section 504 and the Rehabilitation Act of 1973, 20 U.S.C. 706(7)(b).
American Disability Act of 1989, 1990. 
46a-42 Mobility impaired person. 
28 C.F.R. Parts 35 &36 “Nondiscrimination on the Basis of Disabilities in State and local Governments Services; Final Rules.”

Revised:     November 11, 2019
Adopted:    April 27, 2015
 

Instruction
Drugs, Alcohol, Tobacco and Vaping/E-cigarettes 
6164.11

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Because use of these agents has a deleterious effect on the health and welfare of the users and far-reaching detrimental consequences to users, families, and society, efforts shall be made by staff to prevent student use of drugs, tobacco, alcohol and vaping/e-cigarettes.

The professional staff shall be provided with information and skills to acquaint them with the problems of drug, tobacco, alcohol and vaping/e-cigarette use and in the recognition of the symptoms of such use.  At least annually, and as other appropriate opportunities arise, teachers in each grade shall emphasize the effect of the use of drugs, tobacco, alcohol and vaping/e-cigarettes on health, character, citizenship and personality development  in both health education programs and in other contexts.

The Superintendent shall make use of in-service training sessions for both certified and non-certified staff to achieve the goals of this policy.  Full cooperation with community agencies shall be given wherever such cooperation is advantageous to students.

Legal Reference:
Connecticut General Statutes
10-16b Prescribed courses of study.
10-19 Effect of alcohol, nicotine or tobacco and drugs to be taught.
10-19a Superintendent to designate substance abuse prevention team.
10-19b Advisory councils on drug abuse prevention.
10-220 Duties of boards of education.
10-221(d) Boards of education to prescribe rules.

      REVISED:    November 11, 2019
                     June 25, 2012

Instruction

Acquired Immune Deficiency Syndrome (AIDS)    6164.12

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Education and awareness helps to prevent the spread of AIDS, and through learning the facts about AIDS, students are better able to make decisions which will keep them healthy and even save their lives.  Various school district curricula, including health curricula, science curricula, and social studies curricula among others shall include information on AIDS - both its cause and prevention.  

Students will be exempt from instruction on AIDS upon written request of the parent or guardian in accordance with state statutes.

Legal Reference:
Connecticut General Statutes
10-19(b) AIDS Education.

Revised:  September 23, 2019
Revised:  June 25, 2012

 

Instruction
Special Education                                    6171

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The district shall provide a free appropriate public education and necessary related services to all children with disabilities residing within the district, required under the Individuals With Disabilities Education Act ("IDEA"), Section 504 of the Rehabilitation Act of 1973, and the Americans With Disabilities Act.

It is the intent of the District to ensure that students who are disabled within the definition of Section 504 of the Rehabilitation Act of 1973 are identified, evaluated and provided with appropriate educational services.  Students may be disabled within the meaning of Section 504 of the Rehabilitation Act even though they do not require services pursuant to the IDEA.

For students eligible for services under IDEA, the District shall follow procedures for identification, evaluation, placement, and delivery of services to children with disabilities provided in state and federal statutes which govern special education.  For those students who are not eligible for services under IDEA, but, because of disability as defined by Section 504 of the Rehabilitation Act of 1973, need or are believed to need special instruction or related services, the District shall establish and implement a system of procedural safeguards.  The safeguards shall cover students' identification, evaluation, and educational placement.  This system shall include notice, an opportunity for the student's parent(s)/guardian(s)/surrogate parent to examine relevant records, an impartial hearing with opportunity for participation by the student's parent(s)/guardians(s), and representation by counsel, and a review procedure.

Students receiving special education services under the Individuals with Disabilities Act (IDEA) remain eligible for such services up until their 22nd birthday or until they graduate from high school with a regular high school diploma, whichever comes first.  The adult student or his/her parent/guardian will be asked by the District if the student wishes to receive the special education and related services outlined in their individualized education program (IEP) until they turn 22 years of age or they graduate with a regular high school diploma, whichever comes first.

The Board of Education in fulfilling its legal duties and responsibilities for providing special education programs for the students of the school district, shall be assisted through membership in the Regional Service Center and through cooperative associations with other school districts.

If necessary, students may also be placed in private school education facilities.

(cf. 3231 - Medicaid Reimbursement for Special Education Students)
Legal Reference:  Connecticut General Statutes
10 76a Definitions.
10 76b State supervision of special education programs and services. (as amended by PA 12-173)
10 76c Receipt and use of money and personal property.
10 76d Duties and powers of boards of education to provide special education programs and services. (as amended by PA 97-114, PA 0048, PA 06-18 and June Special Session PA 15-5, Section 277)
10 76e School construction grant for cooperative regional special education facilities.
10 76f Definition of terms used in formula for state aid for special education.
10 76g State aid for special education.
10 76h Special education hearing and review procedure.  Mediation of disputes.
10 76i Advisory council for special education.
10 76j Five year plan for special education.
10 76k Development of experimental educational programs.
10 76m Auditing claims for special education assistance.
10 76a 1 et seq. Definitions
10 76d 1 through 10 76d 19 Conditions of instruction
10 76h 1 through 10 76h 2 Due process
10 76l 1 Program Evaluation
10 145a 24 through 10 145a 31 Special Education (re teacher certification)
10-2641 Grants for the operation of interdistrict magnet school programs
34 C.F.R. 3000 Assistance to States for Education for Handicapped Children.
American with Disabilities Education Act, 20 U.S.C. §12101 et seq.
Individuals with Disabilities Education Act, 20 U.S.C. §1400 et seq.
Rehabilitation Act of 1973, Section 504, 29 U.S.C. §794
P.L. 108-446 The 2004 Reauthorization of the Individuals with Disabilities Act
20 U.S.C. §6368 (3) The No Child Left Behind Act
Bd of Ed of the City School District of the City of New York v. Tom F. 128S.Ct. 1, 76 U.S.L.W. 3197 (2008)
Rowley v. Board of Education, 485 U.S.-176 (1982)
Endrew F. v. Douglas County School District RE-1, 15-827 U.S. (2017)
A.M. v. N.Y. City Department of Education, 845F.3d 523, 541 (2d Cir.1997)
Mrs. B., v. Milford Board of Education 103 F. 3d 1114, 1121 (2d Cir. 1997)

Policy Revised:    April 26, 2021
November 11, 2019

Instruction

Alternative Education Program 6172

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The Board of Education recognizes the importance of alternative program options for some district students. Recognizing that some students may become successful if given the opportunity to learn in a different environment and/or through a different learning style, it is the policy of the Board that options shall be made available for students at risk of being unable to continue or complete their education. These students may select educational alternatives that will enable them to complete their education.

It shall be the responsibility of the Superintendent to identify alternative program opportunities to be made available to students at risk, to recommend such alternative programs to the Board for approval, and to familiarize students and parents/guardians with the availability of such alternative programs. The Superintendent shall, through cooperative efforts with other districts, schools, agencies, and organizations, periodically recommend additional or modified alternative educational programs to the Board.

(cf 6172.6 – Virtual/Online Courses)

Legal References: Connecticut General Statutes

10-4p(b) Implemention plan to achieve resource equity and equality of opportunity. Assessment. Reports. (as

amended by PA 15-133)

10-15 Towns to maintain schools.

10-16 Length of school year.

10-158a Cooperative arrangements among towns. School building projects. Student transportation.

10-220 Duties of Boards of Education (as amended by PA 15-133)

10-223h(c) Commissioner's Network of Schools. Turnaround committees. Operations and instructional audit. Report

(as amended by PA-15-133)

PA 15-133 An Act Concerning Alternative Education

Adopted: August 28, 2017

Instruction

Gifted and Talented Students    6172.1

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Gifted and talented students have extraordinary learning abilities in academics or outstanding talent in the creative arts.  Connecticut General Statute Section 10-76a(5) requires that all such students be identified.

Identification of gifted and talented students will be based upon relevant standardized measurements and student performance.  Though early identification of the gifted and talented is important, it is essential that the identification of these students be recognized as a continuing process in that special abilities and skills appear at different times in the lives of many children and new children are regularly being enrolled in the system.

Upon the identification of a student as gifted and talented, the District shall provide electronic notice of such identification to the parent/guardian of the student.  Such notice shall include, but not be limited to:

an explanation of how student was identified,
The contact information for the District’s employee in charge of the provision of services to gifted and talented students, or if there is no such employee, the District’s employee in charge of the provision of special education and related services;
The employee at the State Department of Education who has been designated as responsible for providing information and assistance to Boards of Education and parents/guardians of students related to gifted and talented students, pursuant to section 10-3e of the General Statutes;
Any associations in the state that provide support to gifted and talented students.

The school district shall provide educational opportunities for the gifted and talented including a broad spectrum of learning experiences which increase knowledge and develop skills necessary for students to function successfully in society while encouraging students to excel in areas of special competence and interest.

The school district shall utilize the guidelines, developed and promulgated by the State Department of Education, for providing services to those students.  The guidelines include best practices for the district to consider for (1) addressing the intellectual, social and emotional needs of gifted and talented students in schools and (2) providing. teacher training and professional development on gifted and talented students.

Legal reference:      Connecticut General Statutes
        10-76a-(e) Definitions.
                   10-76d(e) Duties and powers of Boards of Education to provide special education 
                                 programs and services.
                              PA 17-82 An Act concerning Services for Gifted and Talented Students
                              PA 19-184 An Act concerning the Provision of Special Education
                            

Revised:     September 23, 2019
                  June 25, 2012

Instruction

Parent Instruction of Children at Home    6172.3

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Parents wishing to educate children in the home may do so in compliance with Connecticut General Statutes and regulations of the Connecticut Board of Education.  When parents or guardians are willing to discuss their decision for equivalent education at home with school personnel, school district staff shall explain the advantages of a public school education to such parents or guardians without any criticism of parental choices.

If parents or guardians decide to return to local schools those children who for a time have been educated at home, school staff shall facilitate an appropriate return to the public schools.

Children educated at home are considered to be non-public school students and are not part of the system’s educational responsibility and are not part of the school system.

Legal Reference:
Connecticut General Statutes
10-184  Duties of Parents.
Regulations of the Connecticut State Board of Education

Revised:         September 23, 2019
        June 25, 2012
 

Instruction

Parent Involvement    

6172.4

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The goal of the Vernon Board of Education is to provide high quality academic programming and instructional opportunities to maximize the achievement of all students and to minimize the achievement disparities that exist among groups of students.  Vernon’s Title I Program is one means by which the Vernon Board of Education ensures that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency in meeting the State’s challenging academic achievement standards and state academic assessment goals.  Because research overwhelmingly demonstrates the positive effect that parent involvement has on a child’s academic achievement, the Vernon Board of Education expects the participation of parents/guardians in regular, two-way, and meaningful communication regarding student academic learning and other school activities.  

To facilitate active and effective district parent involvement, the Vernon Public Schools will:

A.     Involve parents in the joint development/revision of each individual school’s School Family Compact by convening an annual meeting at a convenient time, to which all parents shall be invited and encouraged to attend.  In addition, parents of students who are identified to participate in Title I programs shall receive an explanation of the reasons supporting each child’s selection for the program, a set of objectives to be addressed, and a description of the services to be provided.

B.     Provide coordination, technical assistance and other support necessary to assist all schools in planning and implementing effective parent involvement activities to improve student academic achievement and school performance by supporting school level participation (parents, teachers, and administrators) in professional workshops and conferences aimed at enhancing the school-family-community partnership.

C.     Build the schools’ and parents’ capacity for strong parental involvement by

providing materials and training to help parents understand what they can do to support their child’s motivation and readiness to learn
informing parents and parent organizations of the existence and purpose of the state’s Parent Information and Resource Center
educating teachers in how to reach out, communicate with, and work with parents as equal partners
ensuring, to the extent possible, that information related to school and parent programs, meetings, and other activities is sent to the parents/guardians of children in a format and in a language that parents can understand
coordinating with the schools to provide parents timely information about programs (i.e. Elementary Handbook); a description and explanation of the curriculum in use (i.e. Curriculum on the Wall); the academic assessment used to measure student progress; the proficient levels students are expected to meet
engaging the buildings’ PTOs to actively seek out and invite parents/guardians through regular communication updates and information sessions
publishing a master calendar of district meetings

D.     Coordinate and integrate parental involvement strategies with other programs and initiatives, such as: 

active participation in the monthly School Readiness Council meetings, which includes stakeholders from the Hockanum Valley Day Care Council, Head Start, the Rockville Public Library, Maple Street’s Family Resource Center, the Vernon Regional Adult Basic Education Program, Vernon Youth Services, and Vernon Town Council

collaboration with other organizations and agencies that serve the interests and needs of students and their families

E.    Conduct, with the involvement of parents, an annual evaluation (survey) of the 
     effectiveness of the School Family Compact in improving the academic quality of the 
     schools, which includes identifying barriers to greater participation, and using the 
     findings to design strategies for more effective involvement 

F.     Involve parents in the activities of the schools 

by communicating opportunities for parental involvement (which include volunteering, sharing expertise, leadership, home support, school decision-making, parent education, professional development, etc.) and by making personal connections to recruit them
by providing calendar information to parents/guardians of upcoming meetings, discussions, and events and encouraging their participation

Legal Reference:   Improving America's Schools Act, P.L. No. 103-382, Sec. 1112 Local                                                                            Educational Agency Plans.

Improving America's School Act (IASA), P.L. 103-82.

PL 107-110, "No Child Left Behind Act of 2001," Title I - Improving the Academic Achievement of the Disadvantaged, Sec. 1118

REVISED:    November 11, 2019 
                        July 16, 2012
ADOPTED:    January 12, 2004
 

Instruction

Distance Education

Virtual/Online Courses                                             6172.6

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The Board of Education believes that education through virtual/online courses or through university or college courses is an effective means of instruction for students.  Online courses enhance, supplement or enrich the existing curriculum and can also provide an alternative means of instruction.  Interactive distance learning does not require the student to be physically present in the same location as the instructor or other students.

Virtual/on-line courses will be part of this District’s educational program to increase accessibility and flexibility in the delivery of instruction.  In addition to regular classroom-based instruction, students in the District may earn credit through distance education provided by virtual/on-line courses.

In order to earn credits in meeting the requirements for high school graduation through the successful completion of on-line coursework, the Board, in compliance with C.G.S. 10-221a (17) shall ensure, at a minimum, that (a) the workload required by the on-line course is equivalent to that of a similar course taught in a traditional District classroom setting, (b) the content is rigorous and aligned with curriculum guidelines approved by the State Board of Education, (c) the course engages students and has interactive components, which may include, but are not limited to, required interactions between students and their teachers, participation in on-line demonstrations, discussion boards or virtual labs, (d) the program of instruction for such on-line coursework is planned, ongoing and systematic, and (e) the courses are (1) taught by teachers who are certified in the state or another state and have received training on teaching in an on-line environment, or (2) offered by institutions of higher education that are accredited by the Department of Higher Education or regionally accredited; or (3) meet the high school graduation requirement upon the successful completion of the board examination series which permits students in grades 9 through 12 to substitute achievement of a passing score on a series of examinations approved by the State of Connecticut.

If the drop-out rate of the District is determined to be 8% or higher in the previous school year, the Board of Education shall establish an on-line credit recovery program for those students who are identified as being in danger of failing to graduate.  These students, once identified by certified personnel, must be allowed to complete on-line District-approved coursework toward meeting high school graduation requirements.  The District shall designate, from among existing staff, an online learning coordinator to administer and coordinate the online credit recovery program.

The Board of Education recognizes students may benefit from on-line courses or post-secondary courses to assist students in obtaining credits necessary to earn a diploma, to maintain academic standings or to provide enrichment for those who might require special courses.  Students taking such courses must be enrolled in the District.  

Credit from an online or virtual course or a university/college course may be earned in the following circumstances:

    1.    A student has failed a course and wishes to recover credits in that course area.

    2.    The student’s PPT or Section 504 Team has determined it to be an appropriate means of instruction.
    
    3.    The administration, with agreement from the student’s teachers and parents/guardians, determines the student requires a differentiated or accelerated learning environment.

    4.    The district has expelled the student from the regular school setting, and the student has been offered an alternative educational opportunity.

    5.    The high school offers the course, but the student is unable to take it due to an unavoidable scheduling conflict.

           6.       The course will serve as an alternative or a supplement to extended homebound instruction.

 As determined by Board policy, students applying for permission to take a virtual/on-line course will do the following:

    1.    Complete prerequisites and provide teacher/counselor recommendations to confirm the student possesses the maturity level needed to function effectively in an online/college learning environment.

    2.    Obtain the written approval of the Principal or his/her designee before a student enrolls in a virtual course or a university/college course.

    3.    Adhere to the District code of conduct to include rules of behavior and consequences for violations.

    4.    Adhere to attendance requirements of the District.

The school must receive an official record of the final grade before awarding credit toward graduation.  Only courses approved by the Vernon Public Schools shall be posted on student transcripts.

Any and all fees imposed on the learner are the sole responsibility of the learner and not the Board of Education or its designee.  However, the Board of Education will cover the fees for virtual or online courses in these instances:

The student’s PPT or Section 504 Team has determined it to be an appropriate means of instruction.

The administration, with agreement from the student’s teachers and parents/guardians, determines the student requires a differentiated or accelerated learning environment.

The student has failed a course and wishes to recover credits in that course area through NovaNet during the school year. 

The district has expelled the student from the regular school setting, and the student has been offered an alternative educational opportunity.

Vernon Public Schools shall be responsible for providing appropriate supervision and monitoring of students taking virtual courses.

Students will have access to sufficient library media resources such as a “virtual library” available through the World Wide Web, laboratory facilities, technical assistance, and hands-on training and information.

The District will evaluate the educational effectiveness of the distance education courses and the teaching/learning process to include assessments based on state curriculum standards as well as student satisfaction.

(cf. 6141.321 – Computers:  Acceptable Use of the Internet)
(cf. 6146 Graduation Requirements)

Legal Reference:  Connecticut General Statutes

    10-221 Boards of education to prescribe rules, policies and procedures
    10-221a High school graduation requirements. (as amended by P.A. 00-124, An Act    
                            Concerning High School Diplomas and Veterans of World War II, P.A. 00-156, An Act
                            Requiring a Civics Course for High School Graduation and P.A. 08-138, An Act
                            Concerning High School Credit for private World Language Courses, Other Subject 
                            Areas) 
     P.A. 10-111, An Act Concerning Education Reform in Connecticut.

REVISED:     September 23, 2019
ADOPTED:    July 16, 2012
 

Instruction

Homebound Instruction    6173

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When students are able to benefit from homebound instruction, it shall be provided, at home or in a hospital or other health setting, as necessary, within two weeks of a student’s first absence.  This instruction shall be provided under one or more of the following conditions which are expected to cause student absence from regular instruction for a period of two or more school weeks:  

The Planning and Placement Team recommends homebound instruction either as the student’s entire program or as a supplement to his or her regular school program.

A physician indicates that the student is unable to attend school for medical reasons.

The student’s handicap prevents him/her from learning in a school setting, or his/her presence in school constitutes a hazard to his/her or other student’s safety and welfare.

A special education program is being planned.

A student is pregnant or in the postpartum period.  When a student is pregnant or has given birth, the Planning and Placement Team should consult her physician to determine when and for how long home instruction is in the best interest of the student.

The Planning and Placement Team recommends homebound instruction as a supplement to the student’s in-school program. 

Homebound and hospitalized instruction shall be provided for at least one hour per day or five hours per week for children in grades Kindergarten through six, and at least two hours per day or ten hours per week for children in grades seven through twelve.  

Students on home or hospital instruction shall be provided appropriate special education services in accordance with individual needs.

Legal Reference:  Connecticut General Statutes 
                      
                     10-76d Duties and Powers of Boards of Education to provide special education programs 
                                 And services
                      10-76d-15 of the regulations of Connecticut State Agencies as amended
                      10-233a et sec. Exclusion                        
           
Revised:         September 23, 2019
               June 25, 2012

Instruction

Summer School                                                                                    

6174

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General

The Board of Education may sponsor a summer school program providing remedial and enrichment courses.  

Admission:  Student attendance at summer school shall be voluntary, and transportation is the responsibility of parents/guardians, except for students enrolled in Special Education programs.  

Elementary:  Admission to  the Vernon Public Schools Summer Learning Program  will be limited to students who will be enrolled in grades K-8 in September following the summer school session and who are current  residents.  

Secondary:   Admission for a course for credit recovery will be permitted for        
students previously enrolled in the course and who received a minimum final     
grade of 60.  

Tuition:  Residents and Non-residents will be required to pay fees as established by the Board of Education.  Special Education students will not be required to pay fees if their IEP states that they require an extended school year.

Legal Reference: Connecticut General Statutes
        10-74a Summer Courses

REVISED:     November 11, 2019
    September 23, 2019
REVIEWED:    June 25, 2012
 

Instruction

Adult/Continuing Education    6200

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The district shall establish and maintain a program of adult education classes open to all residents of the district and region who are 17 years of age and older and who are not otherwise attending a public or private day school program (10-69).  The program shall offer a variety of subjects to serve the community’s civic, cultural, vocational and educational needs.  Course needs and interests shall determine offerings at various locations.  Provisions for students under the age of 17 (10-233d, expulsion and 10-73d, teen mothers) can be made with administrative approval.

Classes shall be made available at fees to be established by the Board of Education.  Tuition shall not be charged to adult residents for high school completion, Citizenship, and for English language learning.

Day Secondary School Programs:  

Adults who are residents of the school district may enroll free of charge in high school level Adult Education day classes as space is available.  Selection of classes available to adults will be determined by the Director of Adult Education in consultation with the Superintendent. A registration fee will be charged and applications will be processed through the Director of Adult Education or designee and by Adult Education guidance counselors.  Adults enrolled in day secondary classes will abide by student rules and regulations of the Vernon Public Schools.

Continuing Education 

The enrichment (Continuing Education) offerings shall be open to residents and non-residents who are 18 years of age or older.  Course offerings shall be determined by the response to courses previously given and by newly arising needs and interests, subject to the limitations of the locations, teaching personnel, and equipment.  Fees are determined yearly and based on the specific course.

Legal Reference:
Connecticut General Statutes
10-67 Adult education-definitions
10-69 Adult education (as amended by PA 03-100 and PA 11-126)
10-71 State grants for adult education programs.
10-73a Adult education
10-73b Grants for adult education services of programs conforming to state plan.
10-73c Basic adult education programs.
P.A. 96-244 An Act Concerning Technical Revision to the Education Statutes
P.A. 97-290 An Act Enhancing Choices and opportunities
P.A. 03-102 An Act Concerning Adult Education and Workforce Development
P.A. 13-121 An Act Concerning Adult Education and Transition to College
Title II- Workforce Investment Act (WIA), Public Law 105-220

REVISED:     September 23, 2019
                      February 9, 2015   
        June 25, 2012