0000 Purposes, Goals, and Objectives

Purposes, Goals, and Objectives

Philosophy of Education for Vernon Public Schools    0000

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Core Beliefs
Advocate a “whole child” approach to student learning
Maximize student performance and set high expectations
Integrate family and community with the education system

The Board of Education believes that the educational programs and services available in the school system are designed to provide opportunities for the academic, social, and emotional growth of our student population.    Among its high priorities, the Board accepts the national challenge that academic excellence and quality education must be achieved and maintained within the fiscal parameters of the community.  To that end, every effort will continue to be made to support the Superintendent, administrators, and staff, both professional and non-certified, in their recommendations to improve, expand, or change current programs and services.

The Board of Education also places a high premium on accountability:  in measurable achievement of student learning; in the evaluation of all staff performance including the Board; in commending individual student and staff performance; and in maintaining appropriate fiscal controls.  The Board recognizes that continuing improvement of the school system is facilitated by the support and interest of the community in which it serves and also rests on the professional abilities and commitment of its various staffs in the schools.    The leadership role of the Superintendent and the policy and decision-making roles of the Board will be successful concomitant with the efforts of all concerned with the educational progress to work together to achieve those common goals.  Incumbent with those roles is the high order need to communicate, to engage in constructive discussions when addressing identifiable change needs in the system, and to develop strong rationales with supportive data to support program or service recommendations.

Recognizing that within a school system there are diverse issues, strengths, and weaknesses, the overriding philosophy is to coalesce the positive energies of all involved personnel into a strong unit working together.  There always is to be the opportunity for the alternative or divergent opinion to be considered in any decision-making process. When a final decision is made, however, there is the expectation that everyone will work in concert with the intent of that decision. To do otherwise would be counter-productive to the system's ability to progress.

Students are the primary focus of the system's activities, processes, and procedures. They have been entrusted to us for the expertise we can and do provide. That is an enormous responsibility.  That responsibility is the staging upon which the Board accepts its roles as guardian and advocate.   This is the responsibility the Board of Education charges the system personnel to accept with total and unequivocal professionalism.

Revised:    March 8, 2021
        November 16, 2016
        September 23, 2013

Purposes, Goals, and Objectives

Mission Statement    0100

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The Vernon Public Schools, in partnership with family and community, is committed to provide a quality education, with high expectations, in a safe environment where all students become independent learners and productive contributors to society.

Reviewed:    March 8, 2021
Reviewed:    November 28, 2016
Revised:      September 26, 2011

Purposes, Goals, and Objectives

Goals    0200

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Build and improve relationships and partnerships with family and community.

Increase the achievement of every student through high quality curriculum, instruction and assessment.

Promote safe environments that are socially, emotionally, and physically conducive to learning.

Reviewed:    March 8, 2021
November 28, 2016
Revised:      September 26, 2011

 

Mission - Goals – Objectives                            0210

Vision of the Graduate 

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Goal for Student Performance in the Twenty-First Century

The goal of the Vernon Public Schools is to provide students with sufficient basic content information and skills from the various curriculum areas so that they will be knowledgeable and informed citizens who can utilize their public school education in the global economy of the twenty-first century.

System-Wide Skills Necessary to Achieve the Goals for Student Performance

1.    Learn the important information and make connections among and between big ideas, themes, and essential questions of the various disciplines.
2.    Use individual and cooperative group problem-solving skills such as brainstorming, experimentation, critical thinking, creative thinking, risk-taking, and decision-making.
3.    Find and use accurate and appropriate information through reading, listening, viewing, and hands-on activities.
4.    Communicate clearly through written, graphic, oral, and artistic formats to the intended audience.
5.    Use mathematics with accuracy and confidence.
6.    Use technology as a tool to support learning, problem-solving, and communication.
7.    Work collaboratively with people of various talents, skills, backgrounds and interests.
8.    Demonstrate global awareness through an understanding of political, economic, and environmental issues, and individual responsibility to these issues (e.g. community service).
9.    Develop and maintain a healthful lifestyle.
10.    Demonstrate responsibility and self-reliance in the areas of:

    Work habits
    Conflict resolution
    Leadership
    Effective self-assessment and self-evaluation
    Goal setting for improvement

Reviewed:    March 8, 2021
Reviewed:    November 28, 2016
Revised:    September 23, 2013

 

Purposes, Goals, and Objectives

Nondiscrimination    0521

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Page 1 of 2

In agreement with current federal and State of Connecticut law, the Board’s policy is to provide equal educational opportunity for all students and prohibits illegal discrimination against students, employees or applicants for employment by the Board.

The District shall promote nondiscrimination and an environment free of harassment based on 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, age, Veteran’s status or because of the race, color, religion, sex, sexual orientation, gender identity or expression, national origin, disability, genetic information, marital status or age of any other persons with whom the individual associates. 
In keeping with requirements of federal and state law, the District strives to remove any vestige of discrimination in employment, assignment and promotion of personnel; in educational opportunities and services offered to students; in student assignment to schools and classes; in student discipline; in location and use of facilities; in educational offerings and materials; in accommodating the public at public meetings; as well as the District website.
The Board encourages staff to improve human relationships within the schools and to establish channels through which citizens can communicate their concerns to the administration and the Board.
The Superintendent shall appoint and make known the individuals to contact on issues concerning the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, Title VI, Title VII, Title IX and other civil rights or discrimination issues.  The Board will adopt, and the District will publish, grievance procedures for prompt and equitable resolution of student and employee complaints concerning any area covered by this policy.
(cf 4000.1- Title IX)
(cf 4111- Recruitment and Selection)
(cf 4111.1/4211.1 - Affirmative Action)
(cf 4118.11/4218.11 - Nondiscrimination)
(cf 4118.112/4218.112 - Sex Discrimination and Sexual Harassment in the Workplace)
(cf  4118.113/4218.113 - Harassment
(cf 5145.4 - Nondiscrimination
(cf 5145.5 Sexual Harassment
(cf 5145.51 - Peer Sexual Harassment
(cf 5145.52 - Harassment)
(cf 5145.6 - Student Grievance Procedure)
(cf 6121 - Nondiscrimination)
(cf  6121.1 - Equal Educational Opportunity

Legal References:
Federal Law:
Title VII, Civil Rights Act, 42 U.S.C. 2000e, et seq.
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29 CFR 1604.11, EEOC Guidelines on Sex Discrimination
Title IX of the Educational Amendments of 1972, 20 U.S.C. 1681 et seq.
Title IX Final Rule, May 6, 2020
Age Discrimination in Education Act, 29 U.S.C. §621
Americans with Disabilities Act, 42 U.S.C. §12101
Section 504 of the Rehabilitation Act of 1973, 29 U.S.C. §794
Title II of the Genetic Information Act of 2008
Title VI of the Civil Rights Act of 1964, 42 U.S.C. §2000d et. Seq.

34 CFR Section 106.8 (b), OCR Guidelines for Title IX 
Definition, OCR Guidelines on Sexual Harassment, Fed. Reg. Vol 62, #49,29 CFR Sec. 1606.8, aO 62 Fed.Reg. 12033 (March 13, 1997) and 66 Fed. Reg. 5512 (January 19, 2001)
Meritor Savings Bank FSB v. Vinson, 477 U.S. 57 (1986)
Faragher v. City of Boca Raton, No.97-282 (U.S. Supreme Court, May 24, 1999)
Gebbser v. Lago Vista Indiana School District, No. 99-1866 (U.S. Supreme Court, June 26, 1998)
Davis v. Monro County Board of Education, No. 97-843 (U.S. Supreme Court, May 24, 1999)
The Vietnam Era Veteran's Readjustment Act of 1974, as amended, 38, U.S.C. §4212
Title II of the Genetic Information Nondiscrimination Act of 2008

Meachan v. Knolls Atomic Power Laboratory, 128 S. Ct. 2395, 76 U.S.L.W. 4488 (2008)
Federal Express Corporation v. Holowecki, 128 S. Ct. 1147, 76 U.S.L.W. 4110 (2008)
Kentucky Retirement Systems v. EEOC 128 S. Ct. 2361, 76 U.S.L.W. 4503 (2008)
Sprint/United Management Co. v. Mendolsohn, 128 S. Ct. 1140, 76 U.S.L.W. 4107 (2008)
20 U.S.C. 7905 (Boy Scouts of America Equal Access Act Contained in “No Child Left Behind Act” of 2001

Connecticut General Statutes:
46a-51 Definitions
46a-58 Deprivation of rights. Desecration of property. Placing of burning cross or noose on property. Penalty. (as amended by PA 17-127)
46a 60 Discriminatory employment practices prohibited.
46a-81a Discrimination on basis of sexual orientation: Definition

10-15c Discrimination in Public Schools prohibited. School attendance by five year olds (amended by P.A.97-247 to include "sexual orientation")
10-153 Discrimination on account of marital status
17a-101 Protection of Children from Abuse
46a-60 Discriminatory Employment Practices prohibited
P.A. 17-127, An Act Concerning Discriminatory Practices Against Veterans, leaves of Absence for National Guard Members

Public Law 111-256

Policy Revised:    March 8, 2021
                June 26, 2017
                June 9, 2014
                May 14, 2012

 

Purposes, Goals, and Objectives

Equity and Diversity Statement    0523

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Equity Stance

The Vernon Public School district recognizes and values the rich diversity of race, ethnicity, abilities, gender identity, sexual orientation, and economic background of our students.  

We also acknowledge the existence of a range of inequities that exist across our nation and within our local community that impact our students.  These inequities create disproportionate outcomes ranging from gaps in academic achievement to dropout rates.  The impact of these gaps extend well beyond school, correlating with indicators of physical health, emotional well-being, income, and civic participation.  

Equity in education is achieved when student outcomes are not predicted by gender, race, ethnicity, economic background, sexual orientation, language or abilities and where all students reach a level of efficacy and competence that supports a rewarding and productive life.  

This requires the elimination of inequitable policies, programs and practices that currently contribute to disproportionate learning and achievement among student groups.  In addition, it requires the identification and implementation of new strategies that promote equitable experiences and outcomes.  

In order to provide an equitable education for all students, the Vernon Public School district, in partnership with the community, will:  

• Focus on inclusive Pre-K education and other research-based practices known to reduce bias and discrimination while reducing gaps
• Provide access, experiences and opportunities through an inclusive, student-centered environment that values voice and choice resulting in equitable outcomes
• Develop systemic practices that allow all students to learn from others that represent a broad range of backgrounds and experiences
• Recruit and retain a faculty and staff more representative of the experiences and backgrounds of students
• Support a professional learning community where educators have an equity lens, self-awareness, and professional skills to support all students

 Our commitment to equity allows us to achieve our Mission, ensuring that every student can become an independent learner and a productive contributor to society.

Diversity Statement

The Vernon Board of Education reaffirms our commitment to continue the work being done and continues to look for new opportunities that promote equity and diversity in the Vernon Public Schools.  We embrace diversity and inclusion, and absolutely condemn racism and discrimination.

Adopted:    March 22, 2021