6000 Instruction

6000 Concepts and Roles in Instruction

Concepts and Roles in Instruction
Policy # 6000
Adopted:  1/11/96 
Supersedes / Amends:  New Policy

 

 

 

The board of education sees a major responsibility to provide equipment, materials or instruction and such other facilitating action as may be required to best meet the needs of the professional staff and this the community’s goals.

The board of education supports a continuing program of in-service education involving both the certified and non-certified staff, as well as members of the community at large, to keep them abreast of current needs of the students.                            

6001 Kindergarten Transition

Kindergarten Transition 
Policy # 6001 
Adopted:  6/9/2009
Supersedes / Amends:  New Policy 

 

 

 

Current research demonstrates that how well a child adapts to kindergarten requires attention to factors beyond just the child's characteristics. A child's skills and abilities are very limited predictors of early school success. A child's "readiness" for school is the result of a comprehensive, collaborative, intentional approach to incorporate family, school and community level participants in supporting the development of a child's competencies.

The Board of Education endorses a Kindergarten Transition Plan that follows a relationship-based, developmental model that considers the needs of the child, family, peers, sending and receiving teachers and the community The Kindergarten Transition Plan will incorporate the following guiding principles:

Foster relationships as resources

Promote continuity from preschool to kindergarten

Focus on family strengths

Tailor practices to individual needs

Utilize the resources of the collaborative relationships established by Cradle to Classroom, Winchester's Early Care & Education Council

The Board of Education also endorses the inclusion of the two hallmarks of a quality kindergarten transition plan:

Shared professional development

Opportunities for parents to meet individually with teachers before the start of school

The superintendent or his/her designee shall appoint a Kindergarten Transition Coordinator to chair a community-based planning team responsible for the development and delivery of the plan. The Kindergarten Transition Team will include the following representatives:

Building Principal

Designated Central Office Staff

Kindergarten Teacher

School Nurse

Representatives from two sending programs (one School Readiness  program)

Preschool Special Education Teacher

Parents ( minimum of two )

Head Start Representative

Community Librarian

Family Resource Center Staff

Following the Results Based Accountability model prescribed by CT State Department of Education, Winchester's Kindergarten Transition Plan will be evaluated yearly and results reported to the Board of Education.

Reference:  Successful Kindergarten Transition, Your Guide to Connecting Children, Families & Schools. Robert C. Pianta & Marcia Kraft-Sayre

6114.1 Fire Drills / Crisis Response Drills

Fire Drills / Crisis Response Drills 
Policy # 6114.1 
Revised:  10/8/2013
Supersedes / Amends:  6/12/12 

 

 

 

A fire drill shall be held at least once a month in each school building. The initial fire drill must be held not later than thirty days after the first day of each school year. A crisis response drill shall be substituted for one of the I required monthly school fire drills every three months. Each Building Principal shall prepare a definite fire emergency plan, and furnish to all teachers and students information as to route and manner of exit. Fire drills shall be planned in such a way as to accomplish the evacuation of school buildings in the shortest possible time and in the most efficient and orderly fashion.

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.

Principals shall keep a record of all fire and crisis response drills held in their schools, stating the date the drill was held and the time required for the response protocols utilized in the drill. They shall furnish such reports to the Superintendent or his designate as may from time to time be required.

  ( cf. - Crisis Management Plan)

  ( cf.  - Student Safety)

  ( cf - Emergencies and Disaster Preparedness)

Legal Reference: Connecticut General Statutes

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

6172.3 Home Schooling

Home Schooling
Policy # 6172.3
Adopted:  9/11/2007
Supersedes / Amends:  6173

 

 

 

Educational Instruction under Parental Direction

The Board of Education recognizes the right of parents to fulfill their obligation to ensure an education for their children by schooling them at home.  However, the Board believes that formal education in the public schools is highly beneficial both for the child and for the society, and it therefore instructs the school administration to work cooperatively with home-schooling parents.

Procedures Concerning Requests from Parents to Educate Their Child at Home

Parents shall file with the Superintendent of Schools a Notice of Intent, Instruction of Student at Home form.  A Notice of Intent will be effective for up to one school year.

Filing of a Notice of Intent must occur within ten days of the start of the home instructional program and parents shall be requested to file such Forms by July 31st of each year prior to the commencement of that public school year.

The school district will receive the Notice of Intent, check it for completeness, and retain it as part of the school’s permanent record.  A complete form will be one which provides basic program information including the names(s) of teacher(s), the subjects to be taught, the days of instruction, and the teacher’s methods of assessment.

A parent, by filing a Notice of Intent, acknowledges full responsibility for the education of their child in accordance with the requirements of state law.  Receipt of a Notice of Intent in no way constitutes approval by the school district of the content or effectiveness of a program of home instruction.

If a parent fails to file a Notice of Intent or files an incomplete form then a letter shall be sent to the parent requesting compliance.

Failure of a parent to file a Notice of Intent may cause the child to be considered truant. 

The school district shall not accept or require a Notice of Intent for any child younger than seven (7) years or older than sixteen (16) years.

The District suggests that a parent or guardian of home schooled students maintain a portfolio defining the schoolwork done by that student in the calendar year following submission of the Letter of Intent.  At the request of a parent or guardian this portfolio will be reviewed at a conference attended by one or more school officials and the parent, parents,  guardian or guardians solely for the purpose of offering guidance to the home schooling parents or guardians.

State and federal laws require that home schooled student receive an equivalent education.  Notification to the District that a child is being home-schooled will generally relieve the District of responsibility for the education of the student.  If the Superintendent has a reasonable concern over the welfare or education of a student, the Superintendent may request an investigation into the circumstances relating to the student and in appropriate cases may request an investigation by DCF.

Home-schooled students, whether partially enrolled or not, will not be eligible for special education status or programs.

Partial Enrollment of Home Schoolers

Home-schooled children who seek partial enrollment shall enroll in the Winchester Public Schools only for the purposes of participating in a designated curriculum program and shall provide reporting addresses and emergency contact information.  Enrollments shall not be reported to the State Department of Education unless and until participation exceeds four hours daily or its equivalent.

Prior to partial enrollment, all home-schooled students shall present evidence to the school nurse of compliance with all relevant state regulations and Board of Education policy regarding immunization and completion of physical examination.

Transportation to the school of home-schooled students who are accepted for partial enrollment shall be the responsibility of the parent or guardian who will adhere to a daily admission and dismissal procedure as established by the school’s administration.

Home-schooled students shall be assigned to classes for which they enroll on a space-available basis.  Teacher selection is the responsibility of the school’s administration.

Participation in academic field trips shall be permitted only when such trips are integral to completion of a course in which the student is enrolled.

It is the responsibility of the home-schooled student to adhere to the schedule of classes in which he/she is enrolled. 

Home-schooled students shall receive an assessment of their work while partially enrolled at the conclusion of each regularly-scheduled marking period.  A copy of this record will be made part of the school’s permanent record.

Home-schooled students who are accepted for partial enrollment are subject to the discipline and attendance regulations established and published by the school.

Home-schooled students who seek partial enrollment shall be covered for injury or liability under the existing coverage only during the period of their participation in a program supervised by the Winchester Public Schools.

Participation by Home-Schooled Students in Student Activities.

Home-schooled students may participate in extra-curricular activities sponsored by the Winchester Public Schools if the Superintendent or the Principal at the relevant school determines that such participation is appropriate considering the number of existing participants, the availability of instruments or equipment, the number of supervisory staff and similar factors. All athletic participation must adhere to the regulations established by the Connecticut Interscholastic Athletic Conference.  In the Superintendent’s discretion, based on budgetary constraints, the superintendent may impose reasonable fees as a condition of participation in an extra-curricular activity by a home-schooled student.

Home-schooled students who participate in extracurricular activities shall be covered for injury or liability under the existing coverage only during the period of their participation in a program supervised by the Winchester Public Schools.

Legal Reference:   Connecticut General Statutes

 10-184 Duties of Parents

 10-220 Duties of Board of Education

6114.8 Pandemic-Epidemic Emergencies

Pandemic-Epidemic Emergencies
Policy # 6114.8
Adopted:  9/8/2008
Supersedes / Amends:  4/3/07 

 

 

 

EMERGENCIES AND DISASTER PREPAREDNESS

Th.e Board of Education recognizes that a pandemic/epidemic outbreak is a serious threat that stands to affect students, staff, and the community as a whole.  With this consideration in mind, the Board establishes this policy in the event the town and/or school district is threatened by a reasonably likely pandemic/epidemic outbreak.  At all times the health, safety and welfare of the students shall be of foremost concern along with the health, safety and welfare of the district employees and mindful of the overall health and welfare of the community.

PLANNING AND COORDINATION

The Superintendent shall designate the Lead School Nurse or other appropriate staff members, who in conjunction with the school physicians, shall serve as liaison between the school district and local and state health officials.  This designee and the school physicians are jointly responsible for connecting with health officials to identify local hazards, determine what crisis plans exist in the school district and community, and to establish procedures to account for student and staff well-being and safety during such a crisis.  The designee  shall work with local health officials to coordinate their  pandemic/epidemic plans with that of the school district and  shall keep the Superintendent advised  when the risk of a pandemic or an epidemic of a serious illness has materially increased.  The Superintendent in turn shall advise the Board of Education.

The Principals and/or school nurse or other designee shall develop a curriculum component to health classes that is designed to teach students about preventing and limiting the spread of communicable diseases.

With fiscal concerns in mind, the District shall purchase and store supplies necessary for an epidemic/pandemic outbreak, including but not limited to disinfectant products, face masks, water, examination gloves, and other supplies as recommended by the school nursing service and/or medical advisors. The Superintendent shall advise the Board of Education as to what supplies are being recommended for purchase by knowledgeable health officials.     The Board of Education shall make the determination as to what supplies should be purchased.

The Superintendent shall develop procedures and plans for the transportation of students in the event of an evacuation.  Such procedures shall include provisions for students who cannot be transported to home at the time of the evacuation.

INFECTION CONTROL

In the event anyone within the school is discovered to have a communicable disease that may result in a pandemic or an epidemic of a serious illness, that person  will not be allowed to attend school until medical clearance is provided by that individual’s primary care physician or other medical personnel  indicating that the person does not bear the risk of transmitting the communicable disease.

Students with excessive absences due to a communicable disease shall be given a reprieve from other Board policies relative to excessive student absences.  Efforts will be made by the staff to determine what, if any, school work the student can complete while absent.

Staff members who are forced to miss excessive days of work shall first use any leave entitled to them through the Family and Medical Leave Act and/or accrued sick leave.  If a staff member still has not received medical clearance to resume his/her work duties, absences in excess of a staff member’s allotted leave will be managed through existing contract provisions.

CONTINUANCE OF EDUCATION

The Superintendent shall develop alternative means of educating students which may include, but are not limited to, assignments by email, use of local access television or school website in the event of prolonged school closings and/or extended absences. 

The Superintendent, in consultation with the Board of Education, may amend the traditional class schedule of days.  Such a plan may include extending the school day, having school days on Saturdays, the use of previously scheduled vacation days, and/or extending the school year beyond the previously established end of school year, within applicable statutory requirements.

The Superintendent shall develop administrative guidelines to carry out this policy (see attached).

(cf. 5141.22 – Communicable/Infectious Diseases)

(cf. 5141.6 – Crisis Management Plan)

(cf. 6114 – Emergencies and Disaster Preparedness)

(cf. 6114.6 – Emergency Closings)

Legal Reference:  Connecticut General Statutes

10-154a Professional communications between teacher or nurse or student.

10-207    Duties of medical advisors.

10-209    Records not to be public.

10-210    Notice of disease to be given parent or guardian.

10-221    Boards of education to prescribe rules.

19a-221  Quarantine of certain persons.

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

The Family Educational Rights and Privacy Act of 1974, (FERPA), 20 U.S.C. 1232g, 45 C.F.R. 99.

6115.1 Religious Observances & Display

Religious Observances & Display
Policy # 6115.1
Adopted: 4/11/2000
Supersedes / Amends: New Policy 

 

 

 

It is the policy of the Board of Education that no religious belief or non‑belief will be promoted by the District or its employees and none will be disparaged. The District will encourage all students and staff members to appreciate and be tolerant of each other's religious views. The District will use all opportunities to foster understanding and mutual respect among students and parents, whether it involves race, culture, economic background, or religious beliefs. Students and staff members shall be excused from participating in practices that are contrary to their religious beliefs unless there are clear issues of overriding concern that would prevent it. There will be no benedictions or invocations or other form of group prayer at any school functions or exercises.

The District recognizes that one of its educational goals is to advance the student's knowledge and appreciation of the role that our religious heritage has played in the social, cultural, and historical development of civilization.

Therefore, the practices of the District will be:

  • The several holidays throughout the year which have a religious and a secular basis may be observed in the schools.
  • The historical and contemporary values and the origin of religious holidays may be explained in an unbiased and objective manner without sectarian indoctrination.
  •  Music, art, literature and drama having religious themes or basis are permitted as part of the curriculum for school‑sponsored activities and programs if presented in a prudent and objective manner and as a traditional part of the cultural and religious heritage of the particular holiday.
  • The use of religious symbols such as a Cross, Menorah, Crescent, Star of David, creche, symbols of Native American religions or other symbols that are a part of a religious holiday is permitted as a teaching aid or resource provided such symbols are displayed as an example of the cultural and religious heritage of the holiday and are temporary in nature. Among these holidays are included Christmas, Easter, Passover, Hanukkah, St. Valentine's Day, St. Patrick's Day, Thanksgiving, and Halloween.
  • The District's calendar should be prepared to minimize conflicts with major religious holidays of all faiths.

It is also the policy of the Board that religious literature, music, drama, and the arts will be included in the curriculum and in school activities provided that it is intrinsic to the learning experience in the various fields of study and is presented objectively.

The emphasis on religious themes in the arts, literature, and history will only be as extensive as necessary for a balanced and comprehensive study of these areas. Such studies should never foster any particular religious tenets or demean any religious beliefs.

Student‑initiated expressions to questions or assignments which reflect their beliefs or non‑beliefs about a religious theme will be accommodated. For example, students are free to express religious belief or non‑belief in compositions, art forms, music, speech, and debate.

It is further the policy of the Board that dedication ceremonies shall recognize the religious pluralism of the community and be appropriate to those who use the facility.

The Board also believes that a baccalaureate service is traditionally religious in nature. Therefore such services must be sponsored by agencies separate from the district.

(cf. 6115 ‑ Separation of Church and State)

(cf. 9030.1 ‑ Religious Guidelines)

Legal Reference.   Connecticut General Statutes

10‑16a  Silent meditation

10‑29a  Certain days to be proclaimed by governor. Distribution and number of proclamations

10‑230  Flags for schoolrooms and schools

6115 Pledge Of Allegiance

Pledge Of Allegiances
Policy # 6115
Adopted:  11/12/02
Supersedes / Amends:  New Policy 

 

 

 

Students will be offered the opportunity to recite the Pledge of Allegiance to the United States flag at least once during each school day.  Participation in reciting the Pledge of Allegiance will be voluntary.  Students may refuse to participate in reciting the Pledge of Allegiance for any reason including, religious, political, philosophical, or personal reasons.  If a student chooses not to participate, he/she may stand or sit in silence.  The Superintendent of Schools is delegated the responsibility for ensuring the implementation of this policy.

Legal Authority:    P.A. 02-119 An Act concerning Bullying Behavior In Schools And Concerning The Pledge Of Allegiance.

6121 Nondiscrimination in the Instruction Program

Nondiscrimination in the Instruction Program
Policy # 6121
Adopted:  3/14/00
Supersedes / Amends: New Policy

 

 

 

The Board of Education believes that the right of a student to participate fully in classroom instruction shall not be abridged or impaired because of age, sex, sexual orientation, race, religion, national origin, handicap, pregnancy, parenthood, marriage, or for any other reason not related to individual capability. 

The right of a student to participate in extracurricular activities shall be dependent only upon the maintenance of appropriate academic standards established by the Board and the student’s individual ability in the extracurricular activity.

The administration shall insure that no student suffer discrimination by any school employee or any other student in the curricular, cocurricular, or extracurricular activities of the school district.

Legal Reference:  Connecticut General Statutes

10- 15 Towns to maintain schools.

10- 1 5c Discrimination in public school prohibited.

10- 1 8a 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.

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

6123 Non-Discrimination on Basis of Handicap

Non-Discrimination on Basis of Handicap (Section 504) 
Policy #6123
Adopted:  1/11/97
Supersedes / Amends:  3/15/1994

 

 

 

The board of education adheres to Section 504 of the Rehabilitation Act of 1973, described as “Non-discrimination of the basis of Handicap in Programs and Activities Receiving or Benefiting from Federal Financial Assistance.”

The Winchester Public School district complies with 504 regulations through the following:

An administrator is designated as the 504 Coordinator.  The administrator oversees the program and delegates responsibility.  All students who may require 504 services are referred through the Planning and Placement Team (PPT) process.  The 504 Coordinator designates a team which, annually and triennially, reviews all students meeting the requirements for 504 services.

If the Planning and Placement team determines that the student is eligible for 504 service, this will be so noted on the PPT minutes.  Following this, two forms will be completed:

  •  The first form includes identification data on the student and indication of the program modifications, support services and/or equipment required for the student.
     
  • The second form includes goals and objectives and will be completed and implemented by a classroom teacher or appropriate staff as noted on the form and designated by the building’s 504 coordinator.

The 504 Individualized Educational Program addresses non-discrimination, access to education and meeting the needs of students with handicaps to the same extent as students without handicaps.

Due process procedures described in P.L.94-142 (IDEA) regulations are used to ensure compliance with Grievance procedures as defined in 504 regulations, in respect to action regarding identification, evaluation for educational placement of students who, because of their handicap, need or believe to need special instruction or related services.

All Winchester Public School District contracts contain the statement that the school district does not discriminate on the basis of race, color, religion, national origin, ancestry, gender, age, marital or veteran status, or handicap.  The Winchester Public Schools shall provide notice in a prominent place that it does not discriminate on the basis of handicap and shall identify a grievance coordinator.

Legal Reference:   United  States Code:
20, Section 1400, et.seq.
29, Section 794
34 C.F.R., Part 104

6124 Program Accessibility

Program Accessibility 
Policy # 6124
Adopted:  1/20/2011
Supersedes / Amends:    New Policy

 

 

 

No otherwise qualified individual with a disability in the United States as defined by the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity of the Winchester Public School District.  Accordingly, all programs and student activities in the Winchester Public Schools are available without discrimination to individuals with disabilities as defined under the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act.  

Whenever a disabled individual selects a program or an activity for participation, that program or activity, if inaccessible, will be relocated to an accessible area or building without delay, consistent with federal law.  

The District shall ensure that adequate signage and notice is in place throughout its schools in order to ensure that individuals with disabilities have full access to District programs and activities.  In addition, such signage shall ensure that persons with disabilities are able to obtain full access and egress when entering each building within the District, including obtaining access to any elevators, if available.  

PROCEDURES

Whenever an individual with impaired vision seeks to obtain information under this policy and procedure (including but not limited to the existence and location of services, activities, and accessible facilities), such information shall be communicated by a meeting between the Section 504 coordinator and the individual with impaired vision.  Whenever an individual with impaired hearing seeks to obtain such information under this policy and procedure, such information shall be communicated either through a written explanation or through a meeting between the Section 504 coordinator and the individual with impaired hearing.  An interpreter shall be provided by the District for this meeting.

All individuals with disabilities who wish to participate in programs or activities that they believe are currently inaccessible should contact the Section 504 Coordinator.  If not satisfied, such individuals may utilize the District’s discrimination/grievance policies and procedures. 

These policy and procedures shall be communicated to all students and parents.  Notice of this policy and procedures will be disseminated to the students, parents, and staff on an annual basis. 

Legal References: ADA AMENDMENTS ACT OF 2008 - Public Law 110-325

AMERICANS WITH DISABILITIES ACT OF 1990 (ADA),  42 U.S.C. 12101 et seq

28 C.F.R. Part 35- Title II of ADA

34 C.F.R. Part 104- Section 504 of ADA

6141.2 Separation of Church and State

Separation of Church and State 
Policy # 6141.2
Adopted:  4/11/00
Supersedes / Amends:  New Policy 

 

 

 

Since religious institutions and diverse beliefs have been a force in shaping human experience, past and present, awareness of these significant forces is part of a complete education. It is essential that the teaching about -- not of -- religion be conducted in a factual, objective and respectful manner.

Therefore, the practice of the schools will be to:

  1. Emphasize that religious themes in the arts, literature, and history, both in curriculum and school activities, be only as extensive as necessary for a balanced and comprehensive study of these areas. The curriculum should address a diversity of religions, using materials reflecting secular educational values. Studies should never foster any particular religious tenets or demean any religious or non-religious beliefs.
  2. Recognize the age and developmental difference of students and accommodate these variances in instructional approach.
  3. Ensure that the expenditure of school time, money, and materials for this area of the curriculum be kept to a minimum.
  4. Provide training for teachers in both the substantive content to be taught and in methods of teaching to ensure the transmission of accurate information, a sensitive approach, and consistency throughout the district.
  5. Ensure that teachers preview any material presented in their classroom for compliance with these guidelines.
  6. Provide a process for students to be excused from this instruction if their parents so desire. Students of appropriate maturity should be able to excuse themselves. A student who is excused should be given reasonable alternative accommodations and materials to work on that are of educational benefit. To the degree possible, alternative studies should deal with the subject of pluralism and diversity. The curriculum, however, should be such as to minimize the need for such requests.
  7. Provide training for administration and teachers in dealing with excuses and absences for religious reasons.
  8. Provide an instructional atmosphere which would not require students to reveal their personal beliefs but which would allow them to express those beliefs of their own volition.

Since holiday recognition is an opportunity to expand learning opportunities about the diversity and variety of religious traditions, it will further be the practice of public schools to:

  1. Ensure that recognition of religious holidays be a valid objective educational experience and comply with curriculum guidelines.
  2. Ensure that classroom discussions and other activities concerning religious holidays are accurate in content, objectively presented to foster understanding and respect, and carefully limited so as to avoid the excessive or unproductive use of school time
  3. Ensure that religious holiday themes and symbols not be utilized as the instructional content in unrelated curriculum areas.
  4. Prepare the district's calendar so as to minimize conflicts with religious holidays of all faiths. Examinations or important school events will not be scheduled on days when students may be absent for religious observances.

6141.322 Instruction - Computers Web Site Pages

Instruction  - Computers Web Site Pages
Policy #6141.322
Approved:  10/8/2013
Supersedes / Amends:  4/11/2000   

 

 

 

The creation of the Winchester Public School's web site provides a means of two way communications for the purposes of sharing information including Face book pages with the school district and the world about school curriculum and instruction, school authorized activities, and other information relating to the District's schools and mission. Instructional resources for staff and students may also be provided.

Publishing privileges are provided to students and staff through the Webmaster authorized by the District Technology Committee. The Board establishes the following guidelines and responsibilities pertaining to the web site publishing.

CONTENT STANDARDS

Subject Matter - All subject matter on School District Web pages and their links must relate to curriculum and instruction, school-authorized activities, or information about the District or its mission. Staff or student work may be published only as it relates to a class project, course, or other school-related activity. Students, staff, or other individuals may not use the district's web pages to provide access to their personal pages on other servers or online services.

Pre-Approval - Prior to submission to the District Technology Committee, all building level material must have pre-approval of the appropriate building principal. All district level material must have pre-approval of the appropriate district administrator.

Quality - All work must be free of any spelling or grammatical errors. Documents may not contain objectionable material or point directly to objectionable material. Objectionable material is determined on a case by case basis by the District Technology Committee. The judgment of the classroom teachers, instructional technology teachers and, ultimately, the District Technology Committee will prevail.

Student Safeguards-Documents shall include only the first name of the student.

Documents shall not include a student's home phone number or address or the names of other family members or friends.

Published E-mail addresses shall be restricted to those of staff members.

Pictures of students will not be posted on any District sponsored web pages if the parent or guardian has so requested in the annual certification...Students work shall not be published without permission of the student and parent or guardian.

TECHNICAL STANDARDS

The Board, in the interest of maintaining a consistent identity, professional appearance and ease of use and maintenance established the following technical standards for all District web pages.

Each web page must have an authorized school district sponsor.

Each web page added to the district web site must contain certain common elements:

  • At the bottom of the page, there must be the date of the last update of the page and the name or initials of the person(s) responsible for the page or the update.
     
  • At the bottom of the page, there must be a link that returns the user to appropriate points in the district pages. This would normally be a return to the District home page.      
                                                       I
  • Standard formatting is used; Browser friendly HTML editors or word processor programs that save files as HTML may be used.
     
  • Backgrounds, graphics and color combinations must coordinate with the District format.

The authorized sponsor who is responsible for the final web page will edit, test the document for accurate links, and ensure that the page meets the content standards listed above. In addition, the sponsor will assume responsibility for updating the Information as needed.   ;

Pages may not contain links to other pages that are not yet completed. If further pages are anticipated but not yet developed, the text that will provide the link should be included but may not be made "hot" until the further page is actually in place.

Directory structure will be determined by the Webmaster. Staff members approved for access will be given access passwords by the Webmaster.

REVISION OF GUIDELINES

These guidelines will be evaluated and updated as needed in response to the changing nature of technology and its applications in the School District. Questions regarding this information may be directed to the District Technology Committee.

(cf. 1110 Communications with the Public)
(cf. 5125 Student Records)

(cf. 5145.2 Freedom of Speech/Expression)
(cf. 6145.3 Publications)

(cf. 6161.1 Guidelines for Evaluation/Selection of Instructional Materials)

 (cf. 6162.6 Use of Copying Device, Copyrights)
(cf 6163 Instructional/Resources for Students)

LEGAL REFERENCE: Connecticut General Statutes

1-19 (b) (11) Access to public record. Exempt records.

10-bp Access of parent or guardians to student's records.

10-209 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.                        

46b-56 (e) Access to Records of Minors.

Connecticut Public Records Administration Schedule V Disposition of Education Records (Revised 1983).

Federal Family Educational Rights and Privacy Act of 1974 (section 513 of the General Education Provisions Act, as
amended, added by section 513 of PL. 93-568, codified at 20 U.S.C.1232g.).

Dept. of Educ. 34 C.F.R. Part 99 (May 9, 1980 45 FR 30802) regs.implementing FERPA enacted as part of 438 of General Educ.provisions act (20 U.S.C. 1232g)-parent and student privacy and other rights with respect to educational records, as amended11/21/96.

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

6142.63 Physical Education Aquatic Safety

Physical Education Aquatic Safety (Pool Safety)
Policy #6142.63
New: 11/11/14
Supersedes / Amends:

 

 

 

6142.63(a)
Instruction
Physical Education
Aquatic Activity Safety (Pool Safety)

Swimming is an important life skill.  The Board of Education (Board) believes that we owe it to our students to give them the best chance to learn to swim, and as early as possible.

The Board believes it is fortunate to be able to have access to a pool for aquatic activities. Safety is of paramount importance. Students are not allowed to utilize the pool for any aquatic activity without staff supervision as required by P.A.13-161.

At the time this policy was established (11/11/2014), the only pool used by the District is located at the Northwest Y on Main Street in Winsted. Only one District program (the CHAMPS PROGRAM) currently has an aquatic component.  This policy and its attached regulations are intended to be applicable to this program and any other aquatic programs established by the Winchester School District (excluding The Gilbert School) in the future.

The swimming instructional program serves as a vital component of the health, physical education, and co-curricular activities within the District's public schools. The program's primary goal is to teach safety awareness, develop basic swimming skills, and enhance the proficiency level of all aquatic skills. The program also aims to improve personal and community safety skills and help students develop a commitment to lifetime fitness.

All District schools which are approved for aquatic activities and offer instruction in swimming and/or diving are covered by this policy. This policy is designed to promote safety for students, staff, and
community members by requiring appropriate staffing, a swimming pool safety plan, and appropriate water safety equipment at these pools while any aquatic activities are being conducted. All persons involved in the instruction, supervision, and coaching of such activities shall be appropriately certified and trained.

This policy applies to all aquatic activities. Aquatic activities include swimming, wading, diving, water polo and any other curricular and extracurricular activities the District conducts in or in any pool owned, leased, or used by the Board of Education, including those used by local District students during approved out-of-town field trips.

6142.63(b)

Definitions

School swimming pool means any swimming pool approved for use by a local or regional Board
of Education for student aquatic activities.

Student aquatic activities means any physical education class, interscholastic athletics or extracurricular activities offered to students by the Board of Education.

Qualified lifeguard means any person who (A) is sixteen years of age or older, (B) is certified as a lifeguard by the American Red Cross or another nationally-recognized organization that conducts aquatic training programs, (C) is certified in cardiopulmonary resuscitation, pursuant to section 19a-113a-l of the regulations of Connecticut state agencies, as amended from time to time, and (D) has completed a course in first aid offered by the American Red Cross, the American Heart Association, the Department of Public Health or any director of health.

Qualified educator means any person who (A) holds a valid certificate issued by the State Board of Education, pursuant to section 10-14Sb of the general statutes, with an endorsement in physical education, (B) (i) is certified as a lifeguard by the American Red Cross or another nationally-recognized organization that conducts aquatic training programs, (ii) has completed a safety training for swim coaches and instructors course offered by the American Red Cross or an organization approved by the State Board of Education, or (iii) was certified as a lifeguard for at least five years during the previous ten years and has at least five years' experience as a swimming coach or an instructor of a physical education course that makes use of a school swimming pool, (C) is certified in cardiopulmonary resuscitation, pursuant to section 19a-113a-l of the regulations of Connecticut state agencies, as amended from time to time, and (D) has completed a course in first aid offered by the American Red Cross, the American Heart Association, the Department of Public Health or any director of health.

Qualified instructor means any person with training and certification as a swimming instructor in addition to training and certification as a qualified lifeguard (see above).

6142.63(c)

Instruction

Physical Education

Aquatic Activity Safety (Pool Safety) (continued)

Minimum Staffing and Qualifications

Any aquatic activity sponsored by the District (such as the CHAMPS program) shall have a Board employee who is certified as a qualified lifeguard in the pool area directly overseeing the safety of district students. This district employee will serve in addition to a qualified lifeguard provided by the Y as required by Y regulation.  If this district employee has additional training and certification as a swimming instructor he/she may instruct district students.  Locker Rooms shall be supervised whenever students are present.

NOTE: P.A. 13-161: A-Ae  Pool Safety at Public Schools, requires, commencing July 1, 2013, in addition to the person responsible for conducting any student aquatic activity that makes use of a school swimming pool, there shall be at least one qualified educator, qualified swimming coach or qualified lifeguard who shall be solely responsible for monitoring such swimming pool during such student aquatic activities for swimmers who may be in distress and providing assistance to such swimmers when necessary.

For the school year commencing July 1, 2014, and each school year thereafter, no local or regional board of education shall offer a physical education course that makes use of a school swimming pool unless there is at least one qualified educator who shall serve as the instructor of such physical education course and be responsible for implementing the provisions of the school swimming pool safety plan and at least one qualified educator, qualified swimming coach or qualified lifeguard who shall be solely responsible for monitoring such school swimming pool for swimmers who may be in distress and provide assistance to such swimmers when necessary.

For the school year commencing July 1, 2014, and each school year thereafter, no local or regional board of education shall permit any student to participate in any interscholastic athletic activity that makes use of a school swimming pool unless there is at least one qualified swimming coach who shall serve as a coach of such participating students and be responsible for implementing the provisions of the school swimming pool safety plan, and at least one qualified educator, qualified swimming coach or qualified lifeguard whose primary responsibility is to monitor the school swimming pool for swimmers who may be in distress and provide assistance to such swimmers when necessary.

For the school year commencing July 1, 2014, and each school year thereafter, no local or regional board of education shall offer any extracurricular activity that makes use of a school swimming pool unless there is at least one qualified lifeguard who shall (1) monitor the school swimming pool for swimmers who may be in distress and provide assistance to such swimmers when necessary, and (2) be responsible for implementing the provisions of the school swimming pool safety plan.

Pool Safety Plan

The Board, offering a physical education course and aquatic programs that make use of a swimming pool, shall adopt a swimming pool safety plan, not later than July 1, 2014. Such swimming pool safety plan shall include, but is not limited to, required staffing patterns, best practices regarding swimming pool safety, the requirements of the Public Health Code, and any other provisions deemed necessary and appropriate for ensuring the safety of students who use such swimming pools for student aquatic activities. The swimming pool safety plan shall be reviewed and updated as necessary prior to the start of each school year.

Nonetheless, the Board recognizes that swimming (and related aquatic activities) is one of the few recreational or teaching activities which also carries with it the evident hazards of death through drowning or injury by brain damage through near drowning. The teaching and learning of swimming and water safety therefore requires the utmost care on the part of all concerned.

It is expected that the District will adhere to the regulations of the Connecticut Department of Public Health, 19-13-B33b, applicable to public pools.

Administrative Regulations

The Board directs the Superintendent of Schools to create and promulgate administrative regulations governing the use of pools in District schools. These regulations shall be approved by the Board prior to their use and when amended at any time. Nothing in this policy is intended or shall be construed to create a private right of action against the Board or any of its employees. No part of this policy shall be construed to create contractual or other rights or expectations.

Legal References:

Connecticut General Statutes

P A 13-161 an Act Concerning Public School Pool Safety

19a-36 Public Health Code. Fees. Swimming pools. Wells; Use,
replacement and mitigation.

6142.63(a)

Instruction

Physical Education

ADMINISTRATIVE REGULATIONS

Aquatic Activity Safety (Pool Safety)

The purpose of these administrative regulations is to provide guidance in safe practice in school swimming, aquatic activities and water safety. This document sets out the required procedures pertaining to the implementation of the Board of Education policy #6142.63, "Aquatic Activity Safety (Pool Safety)," in relation to swimming pool safety. The Board of Education (Board) recognizes its responsibility for ensuring safety in school swimming pools. As part of this responsibility the Board provides the safety policy, guidance and procedures for swimming and ensures that its employees receive any necessary training to carry out their assigned tasks.

The effective supervision of all involved in swimming and aquatic activities is essential to safety.

School Responsibility

The Board requires that a member of the staff be delegated the responsibility of "Swimming Coordinator" (Pool Coordinator, Pool Supervisor) and applying the swimming pool safety policy and procedures in the school. This will include the proper operation of the school's swimming facility.

Personnel Requirements

All personnel with responsibility for swimming instruction or supervision must possess a high level of skill in water safety and be committed to exemplary standards of safety. They must also meet state or local certification requirements including, first aid procedures.

1.  Qualifications

a.All certified staff members with an endorsement in physical education or substitute teachers serving as an instructor of a physical education course that makes use of a swimming pool must also fulfill the following statutory requirements:

 i. Is a certified lifeguard,

 ii. Is certified in cardiopulmonary resuscitation,

 iii. Has completed a course in first aid offered by the American Red Cross, or the American Heart Association, the Department of Public Health or any director of health, as certified by the agency or director of health offering the course.

 

6142.63(b)
Instruction
Physical Education
Aquatic Activity Safety (Pool Safety)

Personnel Requirements (continued)

c.Classes involving the use of a swimming pool must also have another instructor or lifeguard on duty to supervise the students for all physical education pool classes. Such individual must also meet the requirements listed above (la-i, ii, iii) pertaining to lifeguard certification, cardiopulmonary resuscitation certification and first aid training.

d.In the case of interscholastic activity, there must be at least one qualified swimming coach who coaches the participating students and is responsible for implementing the
school swimming pool safety plan. Additionally, at least one qualified educator, swimming coach, or lifeguard must be present whose primary responsibility is to monitor the pool for students in distress and provide help when necessary.

e.In the case of extracurricular activity, at least one qualified lifeguard must monitor the pool for swimmers who may be in distress and provide assistance to them when necessary. He or she must be responsible for implementing the provisions of the pool safety plan.

f.In the case of a physical education course, there must be at least one qualified educator who serves as the course instructor and at least one other educator, swimming coach, or lifeguard whose primary responsibility is to monitor the pool for swimmers in distress and provide assistance, if necessary. The course instructor is responsible for implementing the pool safety plan.

g.All pool personnel must be thoroughly trained in emergency procedures to include practice under simulated conditions (i.e. near drowning, diving injury, stoppage of breathing, pool evacuation, loss of power/lights) at least annually.

h.The individual hired to assist the certified physical education instructor supervise the swimming classes may be a qualified swimming coach or qualified lifeguard who is at least sixteen (16) years of age or older and meets the above criteria for an instructor. The lifeguard must be under the supervision of the certified instructor.

i.Teachers and swimming coaches must meet the minimum legal requirement of American Red Cross Lifeguard Training, American Red Cross Standard First Aid, and American Red Cross CPR! AED. (optional in light of ia-iii)

 2. General

a.One of the two required staff members shall be charged with responsibility for implementation and coordination of pool safety standards.

 

6142.63(c)

Instruction

Physical Education

Aquatic Activity Safety (Pool Safety)

Personnel Requirements (continued)

b.At least one additional appropriately certified individual, as previously described, shall be responsible for lifeguard duties whenever instruction is provided by the designated staff member or substitute.

c.The instructor to student ratio shall not exceed the American Red Cross standard of 1:25. (A 1:12 ratio is preferred)

Responsibilities of the Teaching Staff

Teachers have a duty of care that operates for any activity in which children are involved and that duty of care cannot be transferred to anyone else. The Board recognizes that this responsibility, described in law, is equivalent to the standards expected of a responsible and careful parent. This applies to all activities within the school curriculum and to extracurricular activities organized by the school during and outside school hours, whether on or off school site. Teachers are responsible for the safety of all students involved in any aspect of the swimming instructional program or extra-curricular aquatic.

In relation to swimming this means that:

·Children are appropriately supervised when changing;

·Students are under control at all times;

·Headcounts are taken before, during, and after sessions;

·Normal and emergency procedures are taught and enforced; and

·Teachers have an overview of the swimming ability of their children in the conduct of
their class.

Any individual who teaches or assists in teaching, coaches or assistant coaches, or supervises students participating in any aquatic activity must fulfill the statutory requirements previously detailed.

Alternate language: Teachers assigned as swimming instructors must hold a valid CPR certification issued by the American Red Cross, a valid lifeguard certificate issued by the Red Cross and a valid Red Cross water safety certificate (or YMCA).

The Principal of the school that engages in any aquatic activity shall be responsible for obtaining a copy of the water safety instructor certificate, and must provide a copy of each aquatic activity supervisor certificate to the Superintendent before allowing the aquatic activity instructor/supervisor to teach, coach, supervise, or assist in teaching, coaching, or supervising, any aquatic activity. 

6142.63 (d)

Instruction

Physical Education

Aquatic Activity Safety (Pool Safety)

Responsibilities of the Teaching Staff (continued)

Class Management (Pool Safety Plan)

It is considered good practice to establish safety procedures for swimming activities. The following guidelines for supervision and safety must be followed:

·Parental/guardian consent is secured in writing prior to allowing participation in any activities in the school pool.

·Students shall not be sent to the pool area until the instructor and lifeguard are present.

·During the first swimming session of a group, a swimming proficiency test must be given to determine each student's swimming ability.

The swimming instructor with a current certificate as a water safety instructor or acceptable equivalent must administer these tests using the standards of the American Red Cross or its equivalent. The standard to consider using is that the swimmer should have the ability to swim 50 yards using a minimum of two strokes, change direction while swimming and follow the directions of a lifeguard.

·Based upon the test, the students are to be divided into groups based upon swimming ability. (e.g. Group children as swimmers or non-swimmers) Non swimmers shall be confined to water less that chest deep or three and one-half feet.

·Students must be instructed not to run around, splash or shout in the pool area.

·Students must not be permitted to enter into the pool unsupervised.

·Emergency procedures shall be explained and practiced during lessons. If the teacher/instructor is the only qualified lifesaver, they must not attempt a rescue which involves entering the water until the safety of all of the students has been secured. This means that they are out of the pool or are holding onto the poolside.

·All students must be registered or counted both before and after the lesson and checked while in the water.

·A buddy system shall be used in which swimmers of similar ability are paired together at the start of the session to provide each student with a "personal protector." At intervals during the session a signal shall be given (at least every 15 minutes) in which students must find and join their assigned buddy. Whenever a student is suspected of being missing, as soon as a student notices that he/she cannot see his/her buddy, that fact shall be immediately reported to one of the adults in the pool area.

 

6142.63(e)

Instruction

Physical Education

Aquatic Activity Safety (Pool Safety)

Class Management (Pool Safety Plan) (continued)

·A "lost swimmer plan" is to be implemented when a child is missing. The swimming activity is to be discontinued, the water is to be cleared of all children sending them to a safe location and a search of the pool and pool area instituted immediately.

·Students must be encouraged to report any accidents to the teacher/instructor.

·The depth of the pool must be brought to the attention of students in addition to a suitable pool entry method.

·The instructor must be located in such a position that he/she is able to see all the students at all times.

·Students not in the pool are to be supervised by another adult.

·Where anti-chlorine goggles are to be used for a medical condition or for reasons of confidence, the students must be taught how to use them properly.

·The wearing of masks, snorkels and other equipment must be restricted to organized club events.

Optional: Adults other than Teachers (AOTTs)

Adults Other Than Teachers (AOTTs) can be extremely helpful and may be absolutely essential, to support the delivery of swimming instruction in school and in the extended aquatic activities curriculum whether on or off site. They can:

·support and work beside teachers,

·supervise changing,

·administer first aid (if trained),

·look after any unwell children or children who are not swimming.

Teachers cannot transfer their duty of care to adults other than teachers. Such individuals should also be vetted by a criminal background check.

Lifeguard Provision

The qualified instructor, in addition to a qualified swimming coach, or a qualified lifeguard must be present at aquatic activities and be certified as lifeguards. They, as required by statute, have the responsibility for lifeguarding/rescue and resuscitation, and must be suitably trained and qualified.

 

6142.63(f)

Instruction

Physical Education

Aquatic Activity Safety (Pool Safety)

Lifeguard Provision (continued)

A certified lifeguard must be present whenever a District school pool is in use by students. Lifeguards must be present for all District sponsored activities including any time the pool is used for swimming instruction. The lifeguard shall have the authority to order any person who does not comply with the rules of the Connecticut Department of Public Health or those of the Board to leave the pool and pool area.

The following provisions shall pertain to lifeguards working with District pool facilities:

1.All lifeguards must possess a current lifeguard's certificate or license issued by the American Red Cross or another nationally-recognized organization that conducts aquatic training programs or other entity acceptable to the Connecticut Department of Public Health. A copy of such certificate or license must be available for inspection in or near the pool area.

2.All lifeguards must wear approved swimming attire which can identify them as a lifeguard at all times while on duty.

3.No lifeguard, while assigned to supervise the pool, may be used as a teacher, teacher's aide, coach, or assistant coach, or be involved in any additional duties that would distract his/her attention from the proper observation of the pool area.

Students engaged in a swimming activity, must be monitored at all times by a fully certified lifeguard.

1.The designated lifeguard must be positioned and prepared to respond to an emergency in less than 30 seconds.

2.Personnel working in a life guarding role must have immediate access to a rescue tube.

3.Lifeguards must be properly attired, dressed in a manner that identifies them as lifeguards
and enables them to perform a rescue when needed, and have an emergency whistle at all times. This would generally require a swimsuit or shorts and a shirt.

4.Footwear is optional and a loose fitting style is recommended.

The location of an elevated lifeguard chair must be so located as to compensate for glare and blind spots, provide for a clear view of the pool bottom, and are in a position which provides complete surveillance coverage of the pool area. If more than one lifeguard is used, each must have designated areas of responsibility and be able to have total visual surveillance of that swimming area. Lifeguards should take frequent breaks to avoid fatigue, but there must be enough coverage during each of these times at the pool, or sections of it must be closed and posted as such

 

6142.63(g)

Instruction

Physical Education

Aquatic Activity Safety (Pool Safety)

Lifeguard Provision (continued)

Data pertaining to drowning incidents, found many have occurred directly before, during, and after a chair rotation because the lifeguards were distracted and did not provide constant surveillance during the rotation procedure.

Lifeguards need to take sufficient breaks because failure to do so has been identified as a contributing factor in drowning. Lifeguards shall take frequent breaks to avoid mental and physical fatigue. (Research indicates a lifeguard attentiveness declines after 30 minutes.) If another lifeguard is not available to cover during breaks, such as a single lifeguard facility, the pool must be closed during the break.

Investigations of student drowning that occurred during school swim physical education classes have determined that if the lifeguard is performing instructional activities it distracts from life guarding duties and has been a contributing factor in drowning as a result.

Aquatic Facility Requirements

Standard: All use of electricity within the pool facility or its related facilities (locker room, shower room, walkways, and storage room) must be free of all possible electrical hazards. Daily inspections of the facility are necessary to assure that adequate safety levels are maintained. Lifeguards/Pool coordinator / Pool Supervisor) are responsible for daily inspections of the pool area.

Daily inspections of the facilities are necessary to ensure that adequate safety levels are maintained. Any problems such as unsafe water conditions, broken equipment, loose ladders, electrical equipment malfunction, broken/loose main drain grates, etc., are to be reported and immediately corrected. Required supervision personnel shall be on premises at all times the pool is in use and will conduct at least one visual check daily, prior to operation. This visual check shall confirm the pool is in compliance with safety requirements, including inspection of safety equipment and water quality. A log shall be maintained recording the time of inspection and the number of persons using the pool.

Electrical - Electrical shock in areas where moisture is prevalent presents a severe threat to life. Electrical equipment, used as teaching or coaching aids, must be made safe for all users and checked regularly for deterioration.

a.Electrical wall outlets in the pool area or related areas must be equipped with ground fault interrupters, covered and easily rendered inoperable.

b.Plug-in appliances must be properly grounded.

c.Extension cords must be free of splices and of one continuous length.

 

6142.63 (b)

Instruction

Physical Education

Aquatic Activity Safety (Pool Safety)

Aquatic Facility Requirements (continued)

2.  Lighting - Pool rooms and related areas are often solely dependent on artificial lighting. Therefore, illumination levels must be carefully observed in order to avoid unsafe conditions.

a.Poolroom lighting and water clarity must provide adequate visibility such that a 6 inch disk placed in the deepest section of the pool is visible from the pool deck at a distance of 30 feet.

b.Natural and artificial lighting must not produce surface glare on the water or pool bottom that impedes the supervisory capability of a lifeguard, coach or teacher at any time.

c.All lighting in the pool area, related rooms and areas must be properly maintained and continuously operational.

d.Exits must be clearly marked and continuously functional.

e.A backup lighting system must be provided and tested monthly by the custodial staff and periodically by the instructional and/or coaching staff.

f.Light switches and all wet floor areas must be grounded and coated with nonconductive material.

3. General

a. Pool environments must reflect daily concern for orderliness and safety. This includes the deck free of clutter, instructional and safety equipment in good repair, properly stored and ready for use. Responsibility for this equipment rests with the individual user.

b.Sanitary procedures must be implemented on a daily basis on the pool deck, locker room and shower area.

c.Wet floor areas must be adequately maintained so as to provide a safe walking surface.

d.Only those personnel who are authorized by the school administration should have access to pool chemicals and service equipment.

e.Pool regulations must be posted in the pool room and locker area. These regulations must prohibit rough play, spitting or spouting of water, swimming without a lifeguard present, or use of the facility by personnel with broken skin or contagious disease.

4. Exits

a. Access to exit doors in walkways must be unimpeded, clearly recognizable and quickly accessible.

b.Two emergency exits must be maintained within the poolroom.

c. Emergency exits must be clearly marked, visible and continuously operational.

d.Kickboards, lane lines, baskets and other equipment must be properly stored so as to
maintain unimpeded exits.

e.Doors other than exits must be properly marked so as to avoid confusion during
emergency conditions.

f.Designated exits must have sufficient capacity for the occupant load.

 

6142.63(i)

Instruction

Physical Education

Aquatic Activity Safety (Pool Safety)

Aquatic Facility Requirements (continued)

Safety Equipment Requirements

All swimming pools must be equipped with the minimum safety equipment specified by the local health codes and the regulations of the Connecticut Department of Public Health. Persons responsible for swimming pool activities must be familiar with the location and competent in the use of this equipment. Suggested guidelines follow:                                                       

1.  Two rescue tubes, 48-52 inches in length must be available in the poolroom, ready for
immediate use from either side of the deep end of the pool.

2.  One rescue/reaching pole of 12 feet minimum length must be mounted on each side wall
of the poolroom near the deep end of the pool.

3.  One elevated lifeguard chair must be located on the pool deck so as to provide the observer with a clear unobstructed view of the pool bottom at its deepest point.

4.  A safety line equipped with colored floats must be available for recreation or instructional swimming to mark the changes in grade in the pool bottom.

5.  A fully stocked first aid kit shall be immediately available in the pool area and will include rubber gloves.

6.  A stretcher and two blankets shall be easily accessible to the pool area.

7.  A backboard (spine board) shall be located in close proximity to the stretcher.

8.  A conspicuously marked emergency telephone must be located on the wall outside of the pool office. The pool area emergency plan should be posted nearby in waterproof plastic. Emergency directions specific to the facility should be inscribed on the emergency plan so that the person making the call can "read a script" to the emergency rescue dispatcher.

9.  All personnel with supervisory responsibility for aquatic activity should be well-versed in the safety and emergency plans for the facility. An annual rehearsal of the emergency response plan shall be periodically completed.

 

6142.63(j)

Instruction

Physical Education

Aquatic Activity Safety (Pool Safety)

Safety Equipment Requirements (continued)

Aquatic activities shall not be conducted at any pool leased or used by the Board of Education, unless safety equipment complies with the Connecticut Department of Public Health Regulations.

Unauthorized Use of Pool

All designated emergency exit doors must be equipped with self-closing and self-locking hardware that facilitates exiting.

  1. All other pool entry doors must be lockable from both sides and equipped with self- closing and self-locking hardware.
  2. Pool office and storage room door shall be locked when not in immediate use.
  3. Following a school aquatics event, locking the pool doors is the direct responsibility of the school pool supervisor (pool coordinator). The custodian assumes responsibility for all other user groups.
  4. Computer-generated security keys are strongly suggested for use in pool areas.
  5. Keys should be limited in number, assigned to specific staff members, securely stored and never   loaned to unauthorized personnel.

Emergency Procedures

Careful planning is a prerequisite to any accident prevention or injury response program. A written plan of action that responds to all foreseeable emergency situations is essential in order to ensure efficient action during crisis situations.

  1. Specific plans must be developed in response to a potential drowning, stoppage of breathing or serious injury. In addition, written directions shall be conspicuously posted for contacting the emergency response system, providing information to expedite their arrival, managing other swimmers, notifying the Principal and releasing information to the media.
  2. Procedures for response to serious injuries and emergency should be conspicuously posted adjacent to the emergency telephone. These directions should include emergency telephone numbers, emergency script, pool phone number and other important numbers.
  3. Emergency alarms and public address systems must be audible throughout the poolroom and its related  facilities. Procedures for reacting to such alarms or announcements should be established and practiced periodically (at least annually).

 

6142.63(k)

Instruction

Physical Education

Aquatic Activity Safety (Pool Safety) (continued)

General Pool Health and Safety Rules

·Showers are required before entering the pool.

·Street shoes are not allowed on the pool deck.

·Food or drink is not allowed on the pool deck.

·Glass items or containers are not allowed in locker rooms are on the pool deck.

·No running, pushing or horseplay on the pool deck or in the locker rooms.

·Jump in feet first, facing forward, straight ahead.

        “Diving is permitted at a minimum safe diving depth of 9 feet.

·One person at a time on a diving board, no cartwheels or handstands.

·Go straight off the end of board. Back dives and back flips are allowed off of diving boards, but not on the side of the pool. Swimming under diving boards is not allowed when they are in use. Each diving board area must be roped off as a separate space and from swimming areas. Non-swimmers and weak swimmers are to stay in the shallow end of the pool. Persons under the influence of alcohol or drugs are to be prohibited from using the pool.

·People with communicable diseases are open or bleeding sores are prohibited from using the pool.

·Anyone who's been ill with vomiting or diarrhea within the last two weeks is prohibited from using the pool.

6142 Health and Wellness

Health and Wellness
Policy # 6142
Revised: 10/12/12
Supersedes / Amends: 6/13/06 

 

 

 

STUDENTS 

The Winchester Public Schools shall undertake the following actions to promote sound nutrition and health practices for students in school consistent with Board Policy.

The Health and Nutrition program will provide comprehensive and grade- appropriate nutrition education as part of the Wellness curriculum to:

Promote positive nutritional standards dealing with healthy lifestyle management, eating disorders, body image, adequate nutrient intake (such as carbohydrates, proteins, fats) and weight management practices.

To the extent that it is grade-appropriate, promote consumer education in developing skills such as label reading, evaluating influence of media on food selection and enabling students to evaluate food products.

Consider recommendations from the Connecticut State Department of Education in developing curriculum.

Encourage having nutritional snacks when snacks are served during meetings, workshops, and school functions.

Health Education classes at each level shall include nutritional education.

The Physical Education curriculum will be in compliance with State physical education and health requirements and, in addition, will promote:

The benefits of physical activity, good nutrition, and fitness.

Physical activity being incorporated into classroom routines where appropriate.

All Physical Education classes to include at least 50% of moderate to vigorous activity in all or most lessons.

Recess games and activities in the Kindergarten through Grade 5 curriculum shall be a minimum of thirty (30) minutes daily during full school day sessions. Grade 6 shall have an alternate plan for recess activity.

Opportunities to increase the physical activity and positive nutritional choices for faculty and staff.

School facilities that are available for after-school enrichment and physical activities as well as public recreation programs who provide appropriate supervision.

The Wellness Committee shall create and review school food practices in the following areas to support its mission statement:

The Food Service Program will:

Review and recommend to the Superintendent annually a price structure that encourages healthy choices and maintains the quality of the food service program.

Offer a School Lunch Program, a School Breakfast (USDA), and a Summer Food Service Program, all which follow the guidelines set forth by The National School Lunch Program of Healthy Schools.

Confirm that School Food Staff will be certified through Serve Safe Program guidelines.

Assure that all students have adequate time to eat lunch.  This should include allowing students to have twenty (20) minutes from the time seated.

Encourage menu choices linked with the nutrition education program:

Promote pre-cut raw fruit and vegetable offerings.

Limit high fat choices.

Eliminate oil-fried foods.

Increase vegetarian choices.

Provide drink choices to include water, 1% low fat milk, skim milk, and 100% juices in appropriate serving sizes.

A la Carte items will meet all Federal and State guidelines.

Maximize utilization of food service provider resources such as nutritional planning, healthy eating promotions, dietitian consultation, special events, etc.

Recognize and accommodate the individual student’s cultural and medical concerns.

Incorporate low sodium choices, whole wheat breads & grains, whole wheat cereals and pastas and, as well, coordinate participation with local farmers to promote serving locally grown fruits and vegetables.

Promote hand washing or hand sanitization prior to eating lunch and snacks.

Nutrition Practices in THE  Classroom will:

Maintain the use of healthy snacks in appropriate portion sizes.

Prohibit the use of food/candy as either an incentive or a reward for good behavior or academic performance.

Encourage and promote healthy holiday party menus and non-food alternatives for birthday celebrations to parents with the assistance of classroom helpers and other informational bulletins.

Maintain a safe environment for students identified with severe food allergies by utilizing Connecticut State Guidelines.

Fundraising Activities will:

Encourage Parent Teacher Organizations to research non-food promotional activities.

Parent/Guardian/Staff Information and Communication:

Nutritional information will be provided to parents and staff through newsletters, publications, and other activities focusing on, but not limited to:

Healthy snack suggestions.

Healthy lunch and breakfast ideas.

Non food birthday celebration suggestions.

Calcium needs of children.

Healthy portion sizes.

Food label reading guidelines.

PERSONNEL

Staff will be encouraged to become role models for healthy behaviors.

Students will be prohibited from accessing those vending machines located in faculty areas during school hours.     

PROGRAM EVALUATION 

At the District level, the following procedures shall be used to evaluate the effectiveness of the wellness policy:

The Wellness Committee shall monitor the implementation of the District’s Health and Wellness Policy and its nutrition and physical activity components, evaluating policy progress, serving as a resource to school sites, and for recommending revisions of the policy through the Superintendent and the Board of Education School Policy and ByLaws Committee.

The School Policy and ByLaws Committee shall review this policy and guidelines at least once annually to determine if it is meeting the State of Connecticut health and nutritional guidelines, and is workable in promoting the healthy eating and physical activity of all our students.

At the school level, in order to evaluate the effectiveness of the school wellness program in promoting healthy eating and physical activity and implement program changes as necessary to increase the program’s effectiveness, the building Principal or his/her designee is responsible for ensuring compliance with this regulation.

6145.23 Interscholastic /Intramural Athletics Gender Equity

Interscholastic / Intramural  Athletics  Gender Equity
Policy # 6145.23
Adopted:  3/14/00
Supersedes / Amends:  New Policy 

 

 

 

This policy is enacted by the Board of Education in compliance with Title IX of the Education Amendments of 1972, 20 U.S.C. Section 1681. Et seq. (Title IX) which prohibits discrimination on the basis of sex in education programs and activities.

It is the intent of the Board of Education to provide equal athletic opportunities for members of both sexes.  The Superintendent of Schools is directed to insure that similar athletic programs are offered to both sexes in proportion to the enrollment of the District.  In the event that participation in athletics is disproportionate (boys more active in sports than girls), the Superintendent will ensure that District policies, procedures or administrative regulations do not singly or in combination, act to discourage or prevent females from athletic participation.

(cf. 0521 – Nondiscrimination)

(cf. 0521.1 – Grievance Procedure)

(cf. 4000.1 – Title IX)

(cf. 6121 – Nondiscrimination in the Instructional Program)

(cf. 6145.2 – Interscholastic/Intramural Athletics)

Legal Reference:  Connecticut General Statutes

10- 15 Towns to maintain schools.

10- 15c Discrimination in public school prohibited.

10-226s Pupils of racial minorities.

10-220Duties of boards of education, as amended by PA 97-290, An Act Enhancing Educational Choices and Opportunities.

Title IX of the Education Amendments of 1972, U.S.C., 1681 et seq.

Section 504, U.S. Rehabilitation Act, 1973, 29 U.S.C. 791

6145.8 Activity Funds Management

Activity Funds Management
Policy # 6145.8 
Adopted:  12/18/1995
Supersedes / Amends:  

 

 

 

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 moneys received and derived from those accounts are to contribute to that objective.

The accounting systems for managing student activity funds shall be designed to encourage the largest possible educational return to students without sacrificing the safety of funds or exposing students to undue responsibility or unnecessary routine.

Legal Reference:   Connecticut General Statutes

10-237 School Activity Funds

6145.2 Interscholastic/Intramural Athletics/Evaluation and Management of Student Athletes with Head Injuries

Interscholastic/Intramural Athletics/Evaluation and Management of Student Athletes with Head Injuries
Policy #6145.2
Adopted: 9/14/10
Supersedes / Amends:  New Policy 



 

 

Public Act #10-62: An Act Concerning Student Athletes And Concussions became Connecticut State Law effective July 1, 2010.  Recognizing that head injuries sustained by student athletes are a significant and growing problem, the District enacts this policy designed to improve the recognition and management of such injuries.  Public Act No. 10-62 follows in its entirety.

PUBLIC ACT NO. 10-62

AS ENACTED BY THE SENATE AND HOUSE OF REPRESENTATIVES IN GENERAL ASSEMBLY CONVENED:

Section 1. (NEW) (Effective from passage)

(a) (1) For the school year commencing July I, 2010, and each school year thereafter, any person who holds or is issued a coaching permit by the State Board of Education and is a coach of intramural or interscholastic athletics shall complete an initial training course regarding concussions and head injuries, developed or approved pursuant to subdivision (1) of subsection (b) of this section, prior to commencing the coaching assignment for the season of such school athletics.

(2) For the school year commencing July 1, 2011, and each school year thereafter, and after completion of the initial training course described in subdivision (1) of this subsection, such coach shall annually review current and relevant information regarding concussions and head injuries, prepared or approved pursuant to subdivision (2) of subsection (b) of this section, prior to commencing the coaching assignment for the season of such school athletics. Such annual review shall not be required in any year when such coach is required to complete the refresher course, pursuant to subdivision (3) of this subsection, for reissuance of his or her coaching permit.

(3) For the school year commencing July 1, 2015, and each school year thereafter, a coach shall complete a refresher course, developed or approved pursuant to subdivision (3) of subsection (b) of this section, not later than five years after completion of the initial training course, as a condition of the reissuance of a coaching permit to such coach. Such coach shall thereafter retake such refresher course at least once every five years as a condition of the reissuance of a coaching permit to such coach.

(b) (1) On or before July 1, 2010, the State Board of Education, in consultation with

(A) the governing authority for intramural and interscholastic athletics,

(B)  an appropriate organization representing licensed athletic trainers, and

(C) an organization representing county medical associations, shall develop or approve a training course regarding concussions and head injuries. Such training course shall include, but not be limited to:

(i)   the recognition of the symptoms of a concussion or head injury,

(ii) the means of obtaining proper medical treatment for a person suspected of  having a concussion or head injury, and

(iii) the nature and risk of concussions and head injuries, including the danger of continuing to play after sustaining a concussion or head injury and the proper method of allowing a student athlete who has sustained a concussion or head injury to return to athletic activity.

(2) On or before July 1, 2011, and annually thereafter, the State Board of Education, in consultation with the organizations described in subdivision (1) of this subsection, shall prepare or approve annual review materials regarding current and relevant information about concussions and head injuries.

(3) On or before January 1, 2114, the State Board of Education, in consultation with the organizations described in subdivision (1) of this subsection, shall develop or approve a refresher course regarding concussions and head injuries. Such refresher course shall include, but not be limited to:

(A) an overview of key recognition and safety practices,

(B) an update on medical developments in the field of concussion research and prevention, and

(C) an update on new relevant federal, state, and local laws and regulations.

(c) The State Board of Education may revoke the coaching permit, in accordance with the provisions of subsection (j) of section 10-145b of the general statutes, of any coach found to be in violation of this section.

Section 2. (NEW) (Effective July 1, 2010)

(a) (1) The coach of any intramural or interscholastic athletics shall immediately remove a student athlete from participating in any intramural or interscholastic athletic activity who (A) is observed to exhibit signs, symptoms or behaviors consistent with a concussion following an observed or suspected blow to the head or body, or (B) is diagnosed with a concussion, regardless of when such concussion or head injury may have occurred.

(2) The coach shall not permit such student athlete to participate in any supervised team activities involving physical exertion, including, but not limited to, practices, games or competitions, until such student athlete receives written clearance to participate in such supervised team activities involving physical exertion from a licensed health care professional trained in the evaluation and management of concussions.

(3) Following clearance pursuant to subdivision (2) of this subsection, the coach shall not permit such student athlete to participate in any full, unrestricted supervised team activities without limitations on contact or physical exertion, including, but not limited to, practices, games or competitions, until such student athlete (A) no longer exhibits signs, symptoms or behaviors consistent with a concussion at rest or with exertion, and (B) receives written clearance to participate in such full, unrestricted supervised team activities from a licensed health care professional trained in the evaluation and management of concussions.

(b) The State Board of Education may revoke the coaching permit, in accordance with the provisions of subsection (j) of section 10-145b of the general statutes, of any coach found to be in violation of this section.

(c) For purposes of this section, "licensed health care professional" means a physician licensed pursuant to chapter 370 of the general statutes, a physician assistant licensed pursuant to chapter 370 of the general statutes, an advanced practice registered nurse licensed pursuant to chapter 378 of the general statutes or an athletic trainer licensed pursuant to chapter 375a of the general statutes.

Section 3. (Effective from passage) The Department of Education shall consider a coach of intramural or interscholastic athletics as having successfully completed the initial training course regarding concussions and head injuries required pursuant section 1 of this act if such coach completes a course that is offered by the governing authority for intramural and interscholastic athletics and is substantially similar, as determined by the department, to the training course required pursuant to section 1 of this act, provided such substantially similar course is completed on or after January 1, 2010, but prior to the date the State Board of Education approves the training course pursuant to Section 1 of this act.

Legal Reference:  Connecticut General Statutes 10-149

6145 Extra Class Activities

Extra Class Activities
Policy # 6145
Adopted:  1/11/96
Supersedes / Amends:  Organizations/Activities

 

 

 

Extra-curricular activities are an integral part of school life and often require as much careful planning and supervision as the academic subjects.  However, care must be taken that these activities do not take precedence in importance over the subject areas, but remain the position of supplementing the actual course of study.

ELIGIBILITY TO REPRESENT THE SCHOOL 

All students elected to student offices, or who represent their schools in extra-curricular activities, shall have and maintain good citizenship records.

SUPERVISION

Whenever or wherever held, when conducted under the name of the school or school district or any class or organization thereof, extra-curricular activities shall be under the general supervision of the school authorities.

NON-SECRET GROUPS

Extra-curricular groups shall not be secret in nature.

6146 Graduation Requirements

Graduation Requirements
Policy # 6146
Adopted:  2/7/2012
Supersedes / Amends:  New Policy                                                                                               
See Also:

 

 

 

 

The District recognizes that the State has adopted new graduation requirements and shall cooperate fully with the District’s designated high school to achieve those requirements.

In addition, beginning July 1, 2012, the Board, acting through the Superintendent, shall create a Student Success Plan for each enrolled student, beginning in Grade 6.  Such plan shall include a student’s career and academic choices.  Such plan shall be provided to the student’s high school so that it can be updated by the student’s high school to show the student’s career and academic choices through Grade 12.

Legal Reference:  Connecticut General Statutes

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 and P.A. 11-135, An Act Concerning Implementation Dates for Secondary School Reform).

10-233(a)  Promotion and graduation policies (as amended by P.A. 01-166).

6153 Field Trips

Field Trips 
Policy #6153
Adopted:  1/11/1996
Supersedes / Amends:  Field Trip Policy                                                                                         
See Also:  

 

 

 

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

The school staff, under the direction of the administration, shall take all reasonable and prudent steps to safeguard the physical and educational welfare of participating students.  Each student shall be given guidance in setting up educationally sound variations in his school program to enable him/her to participate and shall be counseled as to his/her obligations in fulfilling them.  The administration may place restriction upon a student’s participation when in the staff’s judgment his/her welfare requires it.

6154 Homework

Homework 
Policy #6154
Adopted:  1/11/1996
Supersedes / Amends:  Homework Policy  


 

 

The responsibility of the school district to educate the student is carried out by the teachers through effective classroom instruction and the careful delegation of independent study.  It is important for the student to be taught the concepts related to the subject area and how to study in school before he is given work to do at home.  There is, therefore, a steady increase in the amount of homework expected of students from the elementary grades through the middle school.  Teachers shall assign homework according to administrative regulation.

6156.2 Off-Site Computer Use

Off-Site Computer Use
Policy #6156.2
Adopted:  3/10/1998
Supersedes / Amends:  New Policy

 

 

 

To facilitate computer use by staff for instructional or administrative purposes, the Board of Education, through the Superintendent, will adopt and maintain procedures to authorize off-site computer uses.

The building principal must authorize the borrowing of microcomputers, assorted computer hardware, and software for use by staff members. This must relate directly to the instructional or administrative goals of the school system. Such loans of school equipment are subject to the following:

  1. Instructional use shall be defined as practice in the use of software related to instructional programs, preview of instructional software, curriculum development, or revision or development of instructional materials.
  2. Computers cannot be taken from lab or network setups where substantial dismantling of components is required. Computers cannot be borrowed from the media center.
  3. Computers, assorted hardware, and software may be borrowed over weekends, major school year vacation periods, and summer break. No item will be loaned if a disruption in educational programs result. Items must be returned so that they are available in working order for classroom use on the first day that classes resume.
  4. The school district's insurance coverage will be in effect only if proper authorization is granted when borrowing computers, assorted hardware, and software. The staff member will be held responsible and liable for damage, theft, or misuse of the borrowed equipment if such authorization is not obtained.

6159 Individualized Education Program / Special Education Program

Individualized Education Program / Special Education Program
Policy #6159
Amended:  10/14/2014
Supersedes / Amends:  11/12/2012

 

 

 

Any child, whether a student of the school district, of pre-school age, or between the ages of three and 21 years of age, inclusive, but not attending district schools, who is identified as being in need of a special program shall be referred to a "special education planning and placement team" (PPT) which shall make an evaluative study to determine whether the child is a child with a disability as defined in state and federal statutes and if special education is required and to establish the scope of the special education program.

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 is a child with 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 days of the receipt of parental consent, or per a timeline determined by the State. Exceptions to this time frame 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.

The District will provide parents/guardians with State Department of Education information and resources relating to IEPs as soon as a child is identified as requiring special education.

Planning and Placement Team or Individualized Education Program Team

The term "individualized education program team" or "IEP Team" means a group of individuals composed of:

               (i)        the parents of a child with a disability

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

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

 (iv)  a representative of the local educational agency who -

 (I)   is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of disabled children;

 (II)   is knowledgeable about the general education curriculum; and

 (III)  is knowledgeable about the availability of resources of the local educational agency;

 (v)   an individual who can interpret the instructional implications of evaluation results, who may be a member of the team described in clauses (ii) through (vi);

 (vi)  at the discretion of the parent,  the agency, or other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and

 (vii) whenever appropriate, the child with a disability.

NOTE:   An IEP Team member is not required to attend all or part of an IEP 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 IEP 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. Where the student is limited or 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.

The District shall offer to meet with the student’s parents/guardians, upon the request of the parents/guardians, after the student has been assessed for possible placement in special education and before the Planning and Placement Team (PPT) meets.  The sole purpose of such meeting is to discuss the PPT process and any concerns the parent/guardian has about the student.  The meeting will involve a member of the PPT designated by the District before the referral PPT meeting at which the student’s assessments and evaluations will be discussed for the first time. This applies to students under evaluation for possible placement in special education.

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

Upon request of a parent/guardian, the District will provide the results of the assessments and evaluations used in the determination of eligibility for special education of that student at least three (3) school days before the referral PPT meeting at which such results of the assessment and evaluations will be discussed for the first time.

Parents/Guardians and the District may agree to conduct IEP meetings, and other meetings, through

alternative means, such as including but not limited to, video conferences or conference calls.

(a)        General. The IEP for each child must include-

             (1)        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-

                        (i)        How the child's disability affects the child's involvement and progress in the general education curriculum; or

                        (ii)       For preschool children, as appropriate, how the disability affects the child's participation in appropriate activities;

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

                        (i)        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

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

                        (iii)      A statement of "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 IEP/PPT Team may only recommend appropriate accommodation or use of alternate assessment, but may not exempt students with disabilities from the state assessment.

            (3)       A statement of the special education and related services and supplementary aids and 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 -

                        (i)        To advance appropriately toward attaining the annual goals;

                        (ii)       To be involved and progress in the general curriculum in accordance with paragraph (a)(l) of this section and to participate in extracurricular and other nonacademic activities; and

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

 (4)   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 described in paragraph (a) (3) of this section;

 (5)   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

 (6)   The projected date for the beginning of the services and modifications described in paragraph (a) (3) of this section, and the anticipated frequency, location, and duration of those services and modifications; and

 (7)  A statement of:

        (i)  How the child's progress toward the annual goals described in paragraph (a) (2) of this section will be measured; and

        (ii)  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

 (8) 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.

(b)        Transition services.

       (I)  The IEP must include:

       (I)   For each student beginning not later than the first IEP to be in effect when the child is sixteen, and younger if appropriate, and updated annually, thereafter, appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and

      (ii)   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), a statement of needed transition services for the student, including courses of study, needed to assist the child in reaching these goals:

     (iii)  For a student no longer eligible for services due to graduation from  school with a regular diploma or for a student who exceeds the age of eligibility under State law, a summary of the student's academic
achievement and functional performance including recommendations on how to assist the student in meeting his/her postsecondary goals.

 (2)  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.

   (c) 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 his or her rights under this title if any, that will transfer to the student on reaching the age of majority, consistent with §615(m).

   (d)  Students with disabilities convicted as adults and incarcerated in adult prisons. 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.

  (e)  Students with disabilities identified as deaf or hearing impaired.  Tor a child identified as deaf or hearing impaired, the PPT shall develop and IEP which includes a language and communication plan which shall address:

        (I)  the child’s primary language or mode of communication;

        (ii)  opportunities for direct communication between the child and his/her peers and professional personnel in the primary child’s language or mode of communication;

        (iii)  educational options available to the child;

  (iv)  the qualifications of teachers and other professional personnel administering the plan for the child, including their proficiency in the child’s primary language or mode of communication;

  (v)  the accessibility of academic instruction, school services and extracurricular activities to the child;

  (vi)  Assistive devices and services for the child; and

 (vii)  Communication and physical environment accommodations for the child.

 Transfers

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.

6161.2 Care of Instructional Materials

Care of Instructional Materials
Policy # 6161.2
Adopted:  12/18/1995
Supersedes / Amends:  Book Replacement Policy                                                                          
See Also: 3260

 

 

 

 

Damaged or lost instructional materials; the board of education may impose sanctions against students who lose or damage textbooks and other educational materials. The superintendent is authorized by the board to set procedures and adopt any guidelines necessary to carry out the wishes of the board.

Legal Reference:   Connecticut General Statutes

                             10-221(c) Boards of education to prescribe rules

6161 Equipment, Books, and Materials

Equipment, Books and Materials
Policy # 6161
Adopted:  1/11/1996
Supersedes / Amends:  Library Bill of Rights
See Also:  3260 

 

 

 

 

The board of education recognizes that appropriate texts, library reference facilities, maps and globes, laboratory equipment, audiovisual equipment, art supplies, athletic equipment, current periodicals, tests and questionnaires, and similar materials are the tools of the teaching profession.  The teaching staff will serve on curriculum committees and consult with the administration for the purpose of recommending improvements in curriculum an materials.  The board of education believes that at all times the schools should be as well equipped and maintained as may be possible within existing financial limitations.

The disposition of old and obsolete textbooks shall be accomplished under the direction of the superintendent of schools in accordance with sate and district regulations.

Legal Reference:   Connecticut General Statutes

                             10-228 Free textbooks, supplies, material and equipment

                             10-229 Change of textbooks

6163.3 Live Animals In The Classroom

Live Animals In The Classroom 
Policy # 6163.3
Adopted:  10/12/1999
Supersedes / Amends:  New Policy 
See Also:

 

 

 

 

The Board of Education recognizes that there are medical and physical dangers associated with animals, both wild and domesticated, in the classroom and/or on school property. The Board also recognizes that under proper conditions, animals can be an effective teaching aid. The following guidelines are adopted regarding all animals (mammals, birds, reptiles/amphibians, fish, insects,) in the classroom or on school property.

  • All requests to have animals in the classroom or on school property must be submitted to the principal in writing and approved by the Superintendent of Schools. Included in the request should be a description of the activity, type of animal, educational purpose/benefit, length of activity, and a plan for the care of the animal. The principal has the discretion to permit or deny the presence of animals.
  • Students and teachers with allergies must receive special consideration before animals are brought into a school. Prior to any exposure to animals in school, the teacher should be aware of any condition such as allergies which could be exacerbated by exposure to animals. Appropriate and reasonable accommodations will be accorded to protect the health of such individuals.
  • All requests to take field trips involving animals must be submitted to the principal in writing. In determining whether to grant the request, the principal shall be guided by the district policy on field trips and shall also take into consideration any known allergies among the students and the possible side effects of the planned exposure to animals.
  • No domesticated animals, including dogs, cats, primates, or livestock, shall be allowed in schools unless proof of appropriate and/or current rabies vaccination is provided. Any domesticated mammal that is too young to be immunized for rabies will not be handled by students.
  • No wild animal (i.e., skunks, raccoons, bats, ground hogs, monkeys, or fox) shall be allowed unless under the control of an individual trained in the care and management of the animals (i.e., zookeepers, docents, veterinarians, etc.)
  • All animals brought for exhibit must be restrained by the owner/handler.
  • No poisonous animals are allowed unless brought in cages/containers that prevent contact with students and faculty.
  • Each teacher is responsible for the proper supervision and control of students under his/her direction whenever there is an exhibit or activity involving animals in the school.
  • Animals will be allowed to be housed in classrooms only for a specified and appropriate educational purpose for the time necessary to achieve the educational goal.
  • It is the responsibility of the teacher to provide a plan of care for classroom‑housed animals including care on weekends and during emergency closure. No animals shall be housed at school unless the teacher involved is familiar with the appropriate care, feeding, and handling of the animals. All waste products must be cleaned from cages on a daily basis by an adult such as a teacher, assistant, volunteer, etc. If cages are to be cleaned by students, it will be under the direct supervision of the teacher/supervisor.
  • Each teacher is responsible for the proper control of animals brought to the classroom for instructional purposes, including the effective protection of students. This includes keeping the animals in appropriate cages or containers for the protection of the animal and individuals.
  • No animals will be allowed free range in the facility.
  • Supervised handwashing for a minimum of twenty seconds with soap and water will be conducted by students after handling animals. Handwashing will be conducted immediately after the activity has ended and prior to any further school or classroom activity. Eating/drinking will not be allowed during the animal exhibition or during activities involving animals.
  • The principal and parent/guardian must be notified as soon as possible if an individual is bitten by an animal or any incident occurs which could have an adverse effect on physical or emotional health. The supervising teacher will complete a written report describing the incident, with copies sent to the family and the Superintendent of Schools,

6171.1 Special Education Inclusion

Special Education Inclusion
Policy # 6171.1
Adopted:  06/09/1998
Supersedes / Amends:  New Policy

 

 

 

The Board of Education recognizes that the Federal and State laws regarding special education for children with disabilities create special challenges in the care and education of those children. The following are general principles by which the Board will be guided:

A.   The school system will abide by all the laws and regulations that have been promulgated.

B.   All children with disabilities shall receive a free and appropriate educational experience in the regular education setting to the maximum extent possible.

C.   No persons shall be put at personal risk as a result of teaching children with special needs.

The Board of Education is committed to the following actions in carrying out the guidelines stated above:

A.   Knowledge - The administration will see to it that the classroom teacher, and all other teachers working with the child, will be informed in advance whenever possible of the special education student assigned to the classroom. The classroom teacher will be made aware of specific needs, specific problems and suggestions, and if appropriate, the learning techniques that may improve the child's experience.

B.   Technique - If special techniques or methods are required by the Board to enhance the educational experience for the child, the classroom teacher will receive appropriate training at the Board's expense.

C.   Protective equipment or clothing shall be provided by the Board as required.

D.   If action by the teacher is required that is outside the scope of what would be regarded as normal teaching duties, then that action must be guided by answering the following considerations with an appropriate answer:

1.   It is required for the maintenance of the child in the classroom?

2.   Is training required and is it available?

3.   Can the action be carried out by the education assistant or the medical staff in order to keep the teacher free for the classroom responsibilities of the teacher?

Legal Reference: Connecticut General Statutes

10-76a Definitions.

10-76b State supervision of special education programs and services.

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)

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.

State Board of Education Regulations.

10-76m Auditing claims for special education assistance. 10-76a-1 et seq. Definitions.

10-76b-1 through 10-76b-4 Supervision and administration.

10-76d-1 through 10-76d-19 Conditions of instruction.

10-76h-1 through 10-76h-2 Due process.

10-761-1 Program Evaluation.

10-145a-24 through 10-145a-31 Special Education (re: teacher certification)

34 C.F.R. 3000 Assistance to States for Education for Handicapped Children.

American with Disabilities Act, 42 U.S.C. SS12101 et seq.

Individuals with Disabilities Act, 20 U.S.C. SS1400 et seq.  as amended by P.L. 105-17.

Rehabilitation Act of 1973, Section 504, 29 U.S.C. SS794.

6171.2 Special Education / Pre-School

Special Education / Pre-School
Policy # 6171.2
Adopted:  10-14-14
Supersedes / Amends:  New Policy

 

 


The Board of Education recognizes the value of special education and its responsibility in ensuring that all resident preschool children with disabilities have the opportunity to participate in special programs and services from which they may benefit.   The Board authorizes the Superintendent of Schools to establish administrative practices and procedures to carry out this responsibility.   Such administrative practices and procedures shall include:

  1. Locating and identifying all preschool children with disabilities pursuant to the relevant provisions of the Individuals with Disabilities Act (IDEA).  The register of children eligible to receive preschool special education services is to be maintained and revised annually by the Director/Supervisor of Special Education;
  2.  Ensuring that the parents of preschool age children with disabilities have received and understand the request for consent for evaluation of their child;
  3. Developing an individualized education program (IEP) for each preschool age child with a disability requiring services;
  4. Appointing and training appropriately qualified personnel;
  5. Maintaining lists as required by the State Education Department pertaining to the number of children with disabilities who are being served, as well as those identified disabled students not served; and
  6. Reporting as required to the State Education Department; and
  7. Ensuring the smooth transition from infant to preschool programs.

The Planning and Placement Team’s responsibilities will include the evaluation and recommendation for placement in appropriate approved programs and the provision of appropriate special education programs and services for each preschool child with a disability.

It is ultimately the responsibility of the Board to provide the appropriate approved preschool program and services for the District children.   Should the PPT’s determination  and recommendations  differ from parent  or  guardian  preference,  placement  may  be  appealed  by  a  parent  or  guardian through  the procedures outlined in IDEA.

The  Board  directs  the  Superintendent  or  his/her  designee  to  ensure  that  the  District considers that adequate and appropriate space and personnel are made available for such programs and service.

6171 Special Education Program

Special Education Program
Policy # 6171
New:  10/14/14
Supersedes / Amends:
  

 

 

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.

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.

6176 Career and Vocational Education

Career and Vocational Education 
Policy # 6176
Adopted:  1/11/1996
Supersedes / Amends:  6180 Career Education                                                                            
See Also:  3260

 

 

 

 

The board of education believes that constructive attitudes and concepts involving the dignity of all kinds of work should be woven into existing curriculum, commencing with the beginning grades.  Educational programs shall continuously expose students to the nature of the wide variety of careers in the world of work.  Occupational education shall take into account technical and economic conditions and changes and, as a core component of comprehensive education, shall share with other aspects of the curriculum the purpose of development of character and attitudes as well as skills.  Guidance and counseling services shall be provided to each student throughout his or her academic program.

The board of education directs the administration to offer a planned, ongoing, and systematic program of instruction in career education.

Legal Reference:   Connecticut General Statutes

                             10-221 Board of education to prescribe rules

6181 Evaluation of Special Education Program

Evaluation of Special Education Program 
Policy # 6181
New:  11/11/2014                                                                                                                             
Supersedes / Amends:      

 

 

 

The Superintendent shall make an annual report to the Board of Education on district special education programs, with particular attention to individual programs, by program and school.

The report shall include recommendations of the Superintendent and staff, and by any advisory groups, for program improvement.

The Superintendent shall make interim reports if any programs are significantly less satisfactory than expected and the necessary adjustments made to improve them.

The Superintendent  shall  ensure  that  each  student’s  individualized  education  plan  is  reviewed periodically and at least annually.

Legal Reference:   State Board of Education Regulations

   10-76d-1 -  10-76d-19 Duties and powers of boards of education to provide special education programs and services.

6200 Adult-Continuing Education

Adult-Continuing Education
Policy #6200
Adopted:  1/11/1996
Supersedes / Amends:  1981 Resolution                                                                                         
See Also:  3260

 

 

 

 

The board of education recognizes that education is a lifelong process.  Therefore, the board of education shall establish and maintain a program of adult education classes.  The adult education program shall be open to all residents over age 18, not attending any public or private elementary, middle or senior high school.  The program shall offer a variety of subjects to serve civic, cultural, vocational and avocational needs of the community.  Course offerings shall be determined by the responses to courses previously given and by newly arising needs and interest, subject to limitation of the plant, personnel and equipment.

The board has agreed to join the Adult Education Consortium which meets the State requirements and sets the fee.

Legal Reference:   Connecticut General Statutes

                             10-69 and 10-73a Adult Education