6000 Instruction

The Board recognizes that education is a lifelong process. Therefore, the Board of Education shall establish and maintain a program of adult education classes. (or shall provide for participation in a program of adult classes for its adult residents through a cooperative arrangement with another school district or with a cooperating eligible entity or with a regional service center.) The adult education program shall be open to all residents over age 16, not attending any public or private elementary, middle or senior high school. A student who is under age 16 and a mother may attend adult education classes if her request is approved by the Board. 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 response to courses previously given and by newly arising needs and interests, subject to limitations of the plant, personnel and equipment.

The District, as permitted by statute, shall determine the minimum number of weeks per semester the adult education program will operate. Certified counseling staff shall be provided to assist adult education program students with educational and career counseling.

A student enrolled in a District public school in a full-time program of study may enroll in an adult education activity provided the student receives the approval of the Principal of the school in which he/she is enrolled in a full-time program or such student is enrolled in an adult education activity as part of an alternative educational opportunity during a period of expulsion.

Classes shall be made available at fees to be established by the Board of Education. No tuition shall be charged for residents who enroll in adult classes for elementary (basic skills) and high school completion, Americanization and United States citizenship and English for adults with limited English proficiency. Other courses may be provided in any subject included in District schools, including adult literacy, parenting skills, and vocational education and any other subject or activity only when the number of interested adults is sufficient to form a class of proper size, and when a qualified teacher, adequate facilities and appropriate supervision can be made available.

In addition, college preparatory classes may be offered for adults who have earned a high school diploma or its equivalent and require postsecondary developmental education that will enable such adults to enroll directly in a program of higher education, as defined in C.G.S. 10a-34, at an institution of higher education upon completion of such classes. A fee may/shall be charged for these classes.

The District shall grant an adult education diploma to those adult education program participants who have satisfactorily completed a minimum of twenty (20) adult education credits, of which not fewer than four shall be in English; not fewer than three in mathematics; not fewer than three in social studies, including one in American History and at least one-half credit course in civics and American government; not fewer than two in science; and not fewer than one in the arts or vocational education.

Policy 6200(b)

Instruction - Adult Continuing Education

The District, in determining the satisfactory completion of needed credits for an adult education diploma shall award, subject to any State Board of Education regulations:

1.                  Credit for experiential learning, including:
  a.                   Not more than two non-required credits for military experience, including training;
  b. Not more than one vocational education non-required and one required or not more than two non-required credits for occupational experience, including training; and
  c.                   Not more than one non-required credit for community service or avocational skills;

2. Credit for successful completion of courses taken for credit at state-accredited institutions, including public and private community colleges, technical colleges, community-technical colleges, four-year colleges and universities and approved public and private high schools and technical high schools;

3. Up to six credits for satisfactory performance on subject matter tests demonstrating prior learning competencies; and

4. Up to three credits for independent study projects, provided no more than one such credit shall be applied to each required subject area.

Adults in Day Secondary School Programs

Adults who are residents of the school district may enroll in day classes at the high school level on a space available basis. The selection of classes available to adults will be determined by the high school Principal, in consultation with the Superintendent. A registration fee will be charged and applications will be processed through the Assistant Principal or designee and Guidance Offices of the high school. Adults enrolled in day secondary classes will abide by all student rules and regulations established by the high school.

(cf. 5134 - Married/Pregnant Students)

(cf. 5114 - Suspension and Expulsion/Due Process)

Policy 6200(c)

Instruction - Adult Continuing Education

Legal Reference: Connecticut General Statutes

10a-34 Ability to confer academic degrees

10-67 Adult education-definitions (as amended by P.A. 03-100)

10-69 (as amended by P.A. 03-100, P.A. 11-126 and P.A. 13-121)

10-71 (as amended by P.A. 03-100)

10-71a State grants for adult education programs.

10-73a Adult education

10-73b Grants for adult education services of programs conforming to state plan.

10-73c Basic adult education programs.

10-233d Expulsion of students

P.A. 96-244 An Act Concerning Technical Revision to the Education Statutes.

P.A. 97-290 An Act Enhancing Choices and Opportunities

P.A. 03-102 An Act Concerning Adult Education and Workforce Development

P.A. 13-121 An Act Concerning Adult Education and Transition to College

Title II – Workforce Investment Act (WIA), Public Law 105-220

Policy adopted:

rev 6/03

rev 7/11

rev 9/13

rev 1/14

rev 3/17

Care of Instructional Materials #6161.2

Career and Vocational Education #6176

Concepts and Roles in Instruction #6000

Controversial Issues 6144(a)

Board of Education Policy Regarding:
Instruction – Controversial Issues
Policy # 6144(a)
New: 4/18/2023
Supersedes/Amends:

Introduction

Open, constructive dialogue about issues of public concern is a hallmark of lifelong learning and responsible citizenship. This includes the discussion of controversial social, political, and economic topics and policies.

The Board of Education (Board) believes in the following principles, honoring teachers’ academic freedom as well as students’ individual identities:

1. The District shall create a safe, inclusive learning environment where students are able to participate freely in academic dialogue as speakers and listeners. The school environment shall be used to provide balanced information and ideas on issues of opinion so that students may formulate their own positions and opinions.

2. Schools and classrooms are an environment where students must feel safe. The District aspires to create a climate in which students consistently feel a sense of belonging and membership. Therefore, the schools must be a place free from a discourse that is intentionally harmful toward others or expresses hatred, bigotry, bias, or otherwise is reasonably intentionally hurtful to others.

It is the duty of the educational community to model for our students acceptance of diversity and respect for civil discourse. It is incumbent upon educators to establish an emotionally safe environment for students to explore new ideas. It is our role to teach varied ideologies and political perspectives; engage students in critical thinking; and facilitate students’ discovery of their own ideals and thoughts, all while modeling respectful dialogue and authentic inquiry. Schools and classrooms are an environment where students must feel safe.

At times, due to the nature of public discourse, educators may be reluctant to engage in discussion of controversial topics in an effort to avoid the perception of bias or judgment. Teachers must be keenly aware of their position of influence and that the classroom is not a forum to promote a particular political vantage point or ideology. As partners in our student’s education, we aspire to promote inclusive and respectful dialogue in our classrooms and corridors.

Definition of a Controversial Issue

An idea, viewpoint, or topic can be considered controversial if, “a number of people disagree with statements and assertions made in connection with the proposition. Issues that deeply divide a society, that generate conflicting explanations and solutions based on alternative value systems, are considered controversial.” The scope of issues that might be considered controversial is quite broad. The content of these issues may vary from local problems to issues international in scale.

P6144(b)

Instruction - Controversial Issues (continued)

Engagement of Students in Learning About and Discussing Controversial Issues

The inclusion of controversial topics in the curriculum helps to:

· Develop students’ critical thinking skills;

· Improve interpersonal skills, and

· Prepare students for their roles as contributors to a pluralistic democracy.

The productive treatment of controversial subjects demands a classroom climate conducive to the free expression of ideas. This should include the opportunity to hear a wide range of views, student freedom to express ideas in a respectful and constructive manner, and teacher willingness to discuss ideas. Additional considerations include the following:

A. Selection of Issues

Topics of classroom discussion should, first and foremost, always be driven to the District curriculum. In selecting discourse issues, teachers should also consider their students’ interest, experience, and expertise regarding the issue; the relevance of issues to their students’ lives; their students’ maturity level; and the significance of the issue to society.

B. Preparation for Discourse

Teachers should invest time to train their students in discourse and critical thinking techniques. Teachers and students cooperatively determine guidelines for interaction, and both realize that to establish a rhythm and flow of discourse will take practice and patience.

Engaging in discourse requires that teachers provide informational resources and that students have an opportunity to acquire background knowledge prior to the discussion. Background information may be provided through readings, lectures, films, guest speakers, or field trips.

C. Establish a Climate of Open Discourse

The creation of a respectful environment for student participation is one of the most important elements of successful discourse. Teachers should model appropriate discourse behaviors by carefully listening to and respecting students’ contributions. Teachers should tolerate widely divergent views and encourage the expression of them in order to establish a non-threatening arena for the exposition of ideas. Students must understand that they may not interrupt each other’s comments and that they may disagree without being disagreeable.

P6144(c)

Instruction - Controversial Issues

Engagement of Students in Learning About and Discussing Controversial Issues (continued)

D. Maintenance of Focus and Direction

District teachers should work to provide the necessary structure for constructive discourse. An agenda for the discussion might include defining the problem, summarizing and analyzing evidence, suggesting possible solutions, hypothesizing consequences of solutions, and relating the issue to the personal experience of the students.

E. Intellectual Balance, Encouraging Equal Participation

A primary role of the teacher in facilitating the learning of curriculum and moderating classroom discussions is to ensure that students are exposed to the full range of perspectives on any issue considered. Teachers should actively solicit a wide array of opinions about discussed issues and expose students to a fair hearing of competing points of view. To achieve a level of balanced participation it is often necessary to actively draw reticent students into the discussion and to limit the contributions of more outspoken students. The establishment of a participation system is generally helpful in addressing this problem.

F. Guiding Principles

Above all, the District objective is to allow students to figure out their views about, and stance on issues themselves. The Board believes effectively and responsibly addressing controversial issues in the educational process provides a unique opportunity to partner with families.

P6144(d)

Instruction

Controversial Issues (continued)

(cf. 0521.1 – Anti Racism)

(cf. 0521.2 – Commitment to Religious Neutrality)

(cf. 0523 – Equity and Diversity)

(cf. 1312 – Public Complaints)

(cf. 4118.21 – Academic Freedom)

(cf. 5131.911 – Bullying/Safe School Climate)

(cf. 5145.2 – Freedom of Speech/Expression)

(cf. 6141 – Curriculum Design/Development/Revision)

(cf. 6141.2 – Recognition of Religious Beliefs and Customs)

(cf. 6142 – Basic Instructional Program)

(cf. 6142.1 – Family Life and Sex Education)

(cf. 6142.10 – Health Education)

(cf. 6144.1 – Exemption from Instruction)

(cf. 6144.3 – Controversial Speakers)

(cf. 6145.5 – Organizations/Associations-Equal Access)

(cf. 6160 – Educational Resources and Material)

(cf. 6161 – Equipment, Books and Materials)

(cf. 6161.1 – Evaluation/Selection of Instructional Materials)

(cf. 6162.51 – Student Privacy/Surveys of Materials/Inspection of Materials)

(cf. 6177 – Use of Commercially Produced Video Recordings)

Legal Reference: Connecticut General Statutes

31-51q Liability of employer for discipline or discharge of employee on account of employee’s exercise of certain constitutional rights.

Academic Freedom Policy (adopted by Connecticut State Board of Education, 9/9/81)

Keyishian v. Board of Regents 395 U.S. 589, 603 (1967)

Garcetti v. Ceballos, (2006) 547 U.S. 410

Johnson v. Poway Unified School District, (2011) 658 F.3d 954 (9th Cir.)

Mayer v. Monroe County Community School Corporation, (2007) 474 F.3d 477 (7th Cir.)

Policy adopted:

cps 1/22

Covid-19 Emergency Measures #6114.82(a)

Board of Education Policy Regarding:
Instruction – Emergencies and Disaster Preparedness
Covid-19 Emergency Measures
Policy # 6114.82(a)
Amended: 10/13/2020
Supersedes / Amends:6114.8a 4/3/07, 9/8/08, 4/7/2020

COVID-19 Emergency Measures
Student, Staff, and Community Health and Safety

The Board of Education (Board) has adopted the protocols outlined in this policy during the term of the declared public health emergency to ensure the safe and healthy delivery of education services provided to students on school property and a safe workplace when staff are present on school property and the safety, health and well-being of parents/guardians and community members. The supervising teacher, principal, Superintendent or designated personnel are authorized to implement the protocols in coordination with state and local health officials and the Connecticut State Department of Education (SDE).

Symptoms of Illness

Students and staff who are ill, feeling ill, diagnosed as ill, or otherwise demonstrating symptoms of illness must not come to school or work. Students who have a fever or are exhibiting other signs of illness must be isolated in the designated isolation room until such time as parents/guardians or caregiver may arrive at the school to retrieve the ill student. All surfaces and areas should be thoroughly cleaned and disinfected once the student has vacated the area by staff utilizing safety measures in accordance with state and/or local health standards as applicable. Students may engage in alternative delivery of education services during the period of illness or be permitted to make up work. Staff members will be provided access to leave in accordance with applicable District policy, or the applicable bargaining unit agreement or Memorandum of Understanding/Agreement.

Parents, guardians, or caregivers of students who are ill, feeling ill, diagnosed as ill, or otherwise demonstrating symptoms of illness must not be present at the school for any reason, including but not limited to, events or gatherings or to drop off or pick up students except as provided by this policy. To avoid exposing others to illness, parents/guardians or caregivers who are ill must make arrangements with others to transport students to school or events, if at all practicable. If not practicable, parents, guardians or caregivers must not leave their vehicle during pickup or drop off and must arrange with District staff to supervise students in accordance with the physical distancing guidelines in this Policy.

Physical Distancing (Boards must select option 1 or option 2)

Students, staff, volunteers, and visitors will attempt to maintain a six-foot distance between themselves and their colleagues and peers throughout the school day inside any school building and on school property before and after school. The District shall strive to maintain the recommended social distancing to the maximum extent possible under the circumstances presented. Staff members will arrange classrooms and restructure instruction, and food service to meet this standard, to the extent possible.
P6114.82(b)

Instruction
Emergencies and Disaster Preparedness
COVID-19 Emergency Measures

Physical Distancing (continued)

Recess will continue as scheduled in accordance with physical distancing guidance.

Drop off and pick up of students will be completed in a manner that limits direct contact between parents/guardians and staff members and adheres to social distancing expectations around the exterior of the school building while on school property.

P6114.82(c)
Instruction
Emergencies and Disaster Preparedness
COVID-19 Emergency Measures (continued)

Masks as Personal Protective Equipment

The Board requires all staff and students to wear face masks/coverings to protect colleagues and peers while present in any school building. The District will provide masks to students and staff who arrive at school without a face covering. The Board of Education’s decision to require and provide masks, when needed is based upon SDE guidelines pertaining to the reopening of school.

Staff working with students who are not wearing face coverings due to one of the permitted exceptions and who also cannot maintain social distancing shall be provided increased protection equipment, including, but not limited to, medical-grade masks and disposable gowns.

The wearing of face masks is governed by policy #4118.237 and policy #5141.8.

Cleaning and Disinfecting

Designated school district personnel will routinely both clean by removing germs, dirt and impurities and disinfect by using chemicals to kill germs on all surfaces and objects in any school building and on school property that are frequently touched. This process shall include cleaning objects/surfaces not ordinarily cleaned daily.

Designated personnel will clean with the cleaners typically used and will use all cleaning products according to the directions on the label. Personnel will disinfect with common EPA-registered household disinfectants. A list of products that are EPA-approved for use against the virus that causes COVID-19 is available from the administration. Personnel will follow the manufacturer’s instructions for all cleaning and disinfection products used by the District.

The District will provide EPA-registered disposable wipes to teachers, staff, and secondary students so that commonly used surfaces (e.g., keyboards, desks, remote controls) can be wiped down before use. Teacher or administrators are required to ensure adequate supplies to support cleaning and disinfection practices are available.

Student Arrival

Hand hygiene stations will be available at the entrance of any school building, so that children can clean their hands before they enter. If a sink with soap and water is not available, the District will provide hand sanitizer with at least 70% alcohol.

A District employee will greet children outside the school as they arrive to ensure orderly compliance with the provisions of this policy.

P6114.82(d)

Instruction
Emergencies and Disaster Preparedness
COVID-19 Emergency Measures

Temperature Screening

A school nurse or designated School District staff are authorized to test, when necessary, the temperature of students with an approved non-contact or touchless temperature reader. Students who have a fever or are exhibiting other signs of illness must be isolated in the designated isolation room until such time as parents/guardians or caregiver may arrive at the school to retrieve the ill student. All surfaces and areas should be thoroughly cleaned and disinfected once the student has vacated the area by designated staff utilizing safety measures in accordance with state and/or local health standards as applicable.

When administering a temperature check on a possibly ill student, the nurse or designated staff member will utilize available physical barriers and personal protective equipment to eliminate or minimize exposures due to close contact to a child who has symptoms during screening.

Healthy Hand Hygiene Behavior

All students, staff, and others present in the any school building will engage in hand hygiene at the following times, which include, but are not limited to:

•   Arrival to the facility and after breaks
•   Before and after preparing, eating, or handling food or drinks
•   Before and after administering medication or screening temperature
•   After coming in contact with bodily fluid
•   After recess
•   After handling garbage
•   After assisting students with handwashing
•   After use of the restroom

Hand hygiene includes but is not limited to washing hands with soap and water for at least 20 seconds. If hands are not visibly dirty, alcohol-based hand sanitizers with at least 70% alcohol can be used if soap and water are not readily available.

Staff members will supervise children when they use hand sanitizer and soap to prevent ingestion.

Staff members will place grade level appropriate posters describing handwashing steps near sinks.

P6114.82(e)

Instruction
Emergencies and Disaster Preparedness
COVID-19 Emergency Measures (continued)

Food Preparation and Meal Service

The administration of each District school shall determine the appropriate meal distribution method(s) for that respective school. Such methods can include the use of the cafeteria, pick-up model, classroom delivery model or a hybrid delivery model for meal service based on considerations for appropriate social distancing, physical location, student traffic, space and staffing.

Facilities must comply with all applicable federal, state, and local regulations and guidance related to safe preparation of food.

Sinks used for food preparation must not be used for any other purposes.

Staff and students will wash their hands in accordance with this policy.

Transportation Services

The Board of Education authorizes the transportation of eligible students to and from the school facility in a manner consistent with the guidelines outlined in the State Department of Education’s Adapt, Advance, Achieve, Reopening guidance document. The school bus drivers will clean and disinfect each seat on each bus after each use.

P6114.82(f)

Instruction
Emergencies and Disaster Preparedness
COVID-19 Emergency Measures (continued)

Public Awareness/Communications

The District will communicate with parents/guardians, citizens, and other necessary stakeholders about the protocols established in this policy and the steps taken to implement the protocols through all available and reasonable means.

The Board designates Melony Brady-Shanley as the District’s COVID-19 Health and Safety Compliance Liaison. This individual shall be responsible for engaging with students, parents/guardians, faculty, staff and administrators to answer questions or respond to concerns about health and safety requirements regarding COVID-19.

(Note: this role can be assigned to an administrator or someone with authority to address compliance issues.)

Confidentiality

This policy in no way limits or adjusts the District’s obligations to honor staff and student privacy rights. All applicable district policies and any handbook provisions governing confidentiality of student and staff medical information remain in full effect.

Transfer of Funds for Safety Purposes

The Board of Education may transfer funds in accordance with policy #3160 in an amount not to exceed the school district's estimated costs of improvements to school and student safety and security to implement this policy.

(cf. 1100 – Communications with the Public)
(cf. 1250 – Visits to the Schools)
(cf. 3160 – Transfer of Funds)
(cf. 3511 – Compliance with 504 Regulations)
(cf. 3524 – Hazardous Materials in Schools)
(cf. 3541ff – Transportation)
(cf. 3542ff – Food Service)
(cf. 3171 – Non-Lapsing Educational Fund)
(cf. 4112.61/4212.61 – Use and Disclosure of Employee Medical Information (HIPAA)
(cf. 4118.237 – Face Masks/Coverings)
(cf. 4118.238 – Self-Quarantine/Travel Advisory)
(cf. 4152.6/4252.6 – FMLA Leave)
(cf. 5125 – Student Records/Confidentiality)
(cf. 5141ff – Student Health)

P6114.82(g)
Instruction
Emergencies and Disaster Preparedness
COVID-19 Emergency Measures (continued)

(cf. 5141.8 – Face Masks/Coverings)
(cf. 6114.8 – Pandemic/Epidemic Emergencies)
(cf. 6114.81 – Suspension of Policies During a Pandemic)
(cf. 6159/6171 – Special Education)
(cf. 6172.61 – Distance Learning Plan)

Legal Reference:   Connecticut General Statutes
           10-154a Professional communications between teacher or nurse and 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 by 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.
                   Adapt, Advance, Achieve: Connecticut’s Plan to Reopen and Grow Together

R6114.82(a)

Instruction
Emergencies and Disaster Preparedness
COVID-19 Emergency Measures

Administrative Procedures for Student, Staff, and Community Health and Safety

These procedures have been developed in order to assist in implementing policy #6114.82 during the term of the declared public health emergency to ensure a safe and healthy work and instructional setting. These procedures were developed in accordance with available guidance from the Centers for Disease Control and in coordination with applicable state and local health officials. These procedures supplement Policy #6114.82. All provisions in Policy #6114.82 remain in effect.

Personnel Cleaning and Disinfecting

Custodial personnel will evaluate and identify surfaces and objects to be cleaned and disinfected in accordance with their knowledge, experience, and the latest available guidance from the Centers for Disease Control, state, and local health officials. Custodial personnel will have access to or the opportunity to access the latest available guidance upon request to their supervisor/administrator.

Custodial personnel will coordinate with colleagues and supervisors/administrators to develop a plan, schedule, and routine to regularly clean and disinfect identified surfaces and objects. Custodial personnel will honor this plan, schedule, and routine until adjusted. Reasons for adjustment may include, but are not limited to, change in school schedule, absence of colleagues, availability of equipment and supplies, and federal, state, or local health directives and guidance. If adjustment is necessary, custodial personnel will again coordinate with colleagues and supervisors/administrators to improve the plan, schedule, and routine. Custodial personnel will solicit and accept perspectives from colleagues and other school officials when considering improvements to the plan.

Custodial personnel will prioritize disinfecting frequently touched and indoor surfaces. Hard and non-porous surfaces and objects that are touched daily will be the top priority for disinfection on a daily basis. Hard and non-porous surfaces and objects that are not indoors or have not been occupied for seven days will be routinely cleaned. Custodial personnel will first clean visibly dirty surfaces and objects prior to disinfection by using the appropriate cleaning or disinfecting product for the identified surface, object, or task. Custodial personnel will always use chemicals, products, and substances authorized by Policy #6114.82 in a manner consistent with the applicable instructions.

Custodial personnel will thoroughly clean or launder soft, porous, or fabric-based materials as permitted by location and substance. During evaluation and identification of surfaces, custodial personnel will consider removing soft and porous materials in high traffic areas that may increase risk of exposure.

R6114.82(b)

Instruction
Emergencies and Disaster Preparedness
COVID-19 Emergency Measures

Personnel Cleaning and Disinfecting (continued)

Custodial personnel will establish and maintain safe work practices in accordance with these procedures and School District policy in order to reduce the risk of exposure.

Symptoms of Illness

Personnel who are ill, feeling ill, diagnosed as ill, or otherwise demonstrating symptoms of illness must not come to school or work. Personnel who have a fever or are exhibiting other signs of illness while at work will be authorized to return home. All affected surfaces and areas should be thoroughly cleaned and disinfected once the staff member has vacated the area by custodial staff utilizing safety measures in this procedure in accordance with available standards as applicable. Staff members will be provided access to leave in accordance with District policy, or the applicable bargaining unit agreement, or memorandum of understanding/agreement.

Physical Distancing and Work Areas

Staff members working in the school when no students are present will attempt to maintain appropriate physical distance from their colleagues as permitted by their duties and work setting to minimize contact and risk of exposure. Staff members will have access to disinfecting wipes or disinfecting spray and disposable paper towels and time to clean their desk, office, work area or classroom when needed.

Physical Barriers and Guides

Maintenance personnel and school administrators will review school buildings and identify areas where installation of physical barriers, such as sneeze guards and partitions, will assist students and staff when unable to remain at a safe distance from their colleagues and peers. Maintenance personnel will coordinate with building or district administrators to complete or install any identified physical barrier. In areas where physical distancing is implemented, maintenance and/or custodial personnel are authorized to provide physical guides, such as tape on floors or sidewalks and signs on walls, to ensure that staff and students remain at least 6 feet apart in lines and at other times.

Ventilation

Maintenance and custodial personnel will review and ensure ventilation systems operate properly and increase circulation of outdoor air as much as possible. Classroom staff are authorized to open windows and doors to increase air flow in a manner that does not pose a safety or health risk to students and staff. Risks to consider include but are not limited to weather, risk of falling, and triggering asthma symptoms.

R6114.82(c)
Instruction
Emergencies and Disaster Preparedness
COVID-19 Emergency Measures (continued)

Water Systems

Maintenance and custodial personnel will review water systems and features including, but not limited to, sink faucets and drinking fountains to ensure they are safe to use after any prolonged facility shutdown. Drinking fountains will be cleaned and sanitized in accordance with this procedure. The administration may provide alternative water sources if available. Staff and students are authorized to bring their own water to minimize use and touching of water fountains.

Report and Revision

These administrative procedures will be reported to the Board of Education (Board). The Board retains the authority to amend policy and procedures. Any revision to these procedures will be reported to the Board.

Curriculum #6140

Board of Education Policy Regarding:
Instruction – Curriculum
Policy # 6140
Amended: 04/18/2023
Supersedes/Amends: (new 11/15/2022)

Students that are enrolled in Winchester Public Schools and/or the Winchester Public Schools designated high school; implement in accordance with state statutes, the prescribed course of study shall include at least the following subject matter:

1. The arts, including dance, music, art, and theater;
2. Career education;
3. Consumer education;
4. Health and safety, including, but not limited to, human growth and development; nutrition; first aid including CPR training; disease prevention and cancer awareness, including age and developmentally-appropriate instruction in performing self-examinations for screening breast and testicular cancer; community and consumer health, physical mental and emotional health, including youth suicide prevention, substance abuse prevention including opioid use and related disorders; safety, including the use of social media, and may include the dangers of gang membership; and accident prevention;
5. Language arts, including reading, writing, grammar, speaking and spelling;
6. Mathematics;
7. Physical education;
8. Science, which may include the climate change curriculum;
9. Social studies, including citizenship, economics, geography, government, history, and Holocaust and genocide education and awareness;
10. African-American and Black Studies;
11. Puerto Rican and Latino Studies;
12. Asian American and Pacific Islander Studies;
13. Native American Studies (effective 2023-2024 school year);
14. Computer programming instruction; and
15. At least on the secondary level, one or more world languages and vocational education.

At Winchester Public Schools development/revision process will be conducted by a District Curriculum Committee that has the responsibility to recommend, develop, review, and approve all curriculum for the District, and said curriculum shall be subject to the approval of the Board of Education.

The Board of Education reserves the responsibility for establishing and approving curricula for the school district. Teachers shall teach within the approved curricula.

The Board of Education in establishing and approving curricula for the school district will give due consideration to the possible adoption and use of the model curriculum for grades K-8 developed by the Connecticut State Department of Education in collaboration with the State Education Resource Center (SERC) upon its availability. Such consideration shall be based upon the recommendation of the District Curriculum Committee.

(cf. 6110 - Provisions of Negotiated Agreements)
(cf. 6121 - Nondiscrimination: Instructional Program)

Legal Reference: Connecticut General Statutes

10 16b Prescribed courses of study, as amended by PA 08-153, PA 21-2 JSS, Sections 374, 375, 376.

10 16c et seq. re Family life education.

10 17 English language to be medium of instruction.

10 17 et seq. re Bilingual instruction.

10 18 Courses in United States history, government and duties and responsibilities of citizenship.

10 18a Contents of textbooks and other general instructional materials.

10 18 bet seq. re Firearms safety programs.

10 19 Effect of alcohol, nicotine or tobacco and drugs to be taught. Training of personnel. Evaluation of programs by alcohol and drug abuse commission and department of education.

10 19a et seq. re Substance abuse prevention team.

10 24 Course in motor vehicle operation and highway safety.

10 21 et seq. re Vocational education and cooperation with business.

10-220 Duties of boards of education as amended by PA 08-153.

10-221a High School graduation requirements.

PA 22-80 An Act Concerning Childhood Mental and Physical Health Services in School.

Policy adopted:

Electronic Resources #6141.327 (a)

Board of Education Policy Regarding:
Instruction / Electronic Resources
Policy # 6141.327(a)
Amended: 9/12/2023
Supersedes/Amends: New 9/10/2019

The Winchester Board of Education recognizes that an effective public education system develops students who are globally aware, civically engaged, and capable of managing their lives and careers. The Board also believes that students need to be proficient users of information, media, and technology to succeed in a digital world.

Therefore, the Winchester District will use electronic resources as a powerful and compelling means for students to learn core subjects and applied skills in relevant and rigorous ways. It is the District’s goal to provide students with rich and ample opportunities to use technology for important purposes in schools, just as individuals in workplaces and other real-life settings. The District’s technology will enable educators and students to communicate, learn, share, collaborate and create, to think and solve problems, to manage their work, and ensure students are ready for the widest range of educational and vocational options to support a diversity of life choices.

To help ensure student safety and citizenship in online activities, all students will be educated about appropriate online behavior, including but not limited to safely interacting with other individuals on social networking websites and in chat rooms and cyberbullying awareness and responses.

The Board directs the Superintendent or designee to create strong electronic educational systems that support innovative teaching and learning, to provide appropriate staff development opportunities, and to develop procedures to support this policy.

(cf. 6162.6 – Copyrights)

(cf. 4118.4/4218.4 – E-Mail (Electronic Monitoring) (staff))

(cf. 4118.5/4218.5 – Staff Acceptable Computer Network Use)

(cf. 5125 – Student Records)

(cf. 5131.911 – Bullying)

(cf. 5131.913 – Cyberbullying)

(cf. 6141 – Curriculum Design/Development/Revision)

(cf. 6141.32 – Computer Literacy)

(cf. 6141.321 – Student Acceptable Use of the Internet)

(cf. 6141.322 – Websites/Pages)

(cf. 6141.323 – Internet Safety Policy/Filtering)

Legal Reference: Connecticut General Statutes

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

10-15b Access of parent or guardians to student's records.

10-209 Records not to be public.

11-8a Retention, destruction and transfer of documents

P6141.327(b)

Instruction - Electronic Resources

Legal Reference: Connecticut General Statutes (continued)

11-8b Transfer or disposal of public records. State Library Board to adopt regulations.

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

53a-182b Harassment in the first degree: Class D felony. (as amended by PA 95-143)

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

18 USC § 25 10-2522 Electronic Communication Privacy Act

20 U.S.C. 254 Children’s Internet Protection Act of 2000

47 U.S.C. Children’s Online Protection Act of 1998

Federal Family Educational Rights and Privacy Act of 1974 (section 438 of the General Education Provisions Act, as amended, added by section 513 of P.L. 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 amended 11/21/96.

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

Equipment, Books, and Materials #6161

Exemption from Instruction #6144.1

Board of Education Policy Regarding:
Instruction – Exemption from Instruction
Policy # 6144.1
Amended: 9-12-2023
Supersedes/Amends: New 12/13/22

Substance Abuse Education

Substance abuse education is required by state statutes for all students annually, and students are not exempt.

Religious

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

Medical

If a student is unable to participate in a physical education class, the student must present to the Principal or designee a statement from a physician stating the reason for their inability to participate.

HIV/AIDS Instruction

Currently, there is no cure for those infected with HIV, but the Board of Education believes that education is the best way to prevent the spread of HIV. By learning the facts about HIV / AIDS, students will be able to make decisions that will keep them healthy and perhaps save their lives.

A student will be exempted from instruction on Acquired Immune Deficiency Syndrome (AIDS) / HIV upon receipt of a written request for exemption from their parent or guardian.

"HIV/AIDS Instruction" is defined as ongoing and systematic instruction on Acquired Immune Deficiency Syndrome (AIDS) offered by the District pursuant to state law.

Bilingual Education

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

Dissection of Animals

A student will be exempted from Dissection Instruction upon receipt of a written request for exemption from their parent or guardian. "Dissection Instruction" is defined as instruction in which a student must participate in, or observe, the dissection of any animal.

Any student excused from participating in or observing the dissection of any animal as part of classroom instruction shall be required to complete an alternate assignment to be determined by the teacher.

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

Family Life and Education Instruction

Students, parents, or guardians shall be informed of their right to exempt the student from the family life program. The student will be exempted upon a written request for exemption from their parent or guardian. "Family Life Instruction" is defined as instruction pertaining to family planning, human sexuality, parenting, nutrition, and the emotional, physical, psychological, hygienic, economic, and social aspects of family life.

Any student excused from any aspect of the curriculum may be required by the teacher to complete an alternate assignment.

Note: Dissection, family life education, and HIV/AIDS are three instructional areas in which, as indicated, upon the written request of a parent/guardian, the Board is required to permit curricular exemptions for instruction.

Sexual Abuse and Assault Awareness and Prevention Program

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

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

Any student excused from any aspect of the curriculum may be required by the teacher to complete an alternative assignment. Any student excused from participating in the sexual abuse and assault awareness program shall be provided, during the period of time in which the student would otherwise be participating in such program, an opportunity for other study or academic work as determined by the teacher.

Legal Reference: Connecticut General Statutes

10-16b Prescribed courses of study.

10-16c State board to develop family life education curriculum guides.

10-16e Students not required to participate in the family life education program.

10-17f Required bilingual program (as amended by PA 98-168)

10-18d Animal dissection. Students to be excused from participation or observation.

17a-101q Statewide sexual abuse and assault awareness and prevention program.

10-19(b) AIDS education.

10-19 Effect of alcohol, nicotine or tobacco and drugs to be taught.

Policy adopted:

Extra Class Activities #6145

Evaluation of Special Education Program #6181

Fire Drills / Crisis Response Drills #6114.1

Fire Emergency (Drills)/Crisis Response Drills

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 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. Such drills shall incorporate the basic protocols of lockdown, evacuation and shelter-in-place responses. The activation and utilization of the Incident Command System shall also be a part of the 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.

Local law enforcement and other local public safety officials shall evaluate, score and provide feedback on fire drills and crisis response drills conducted pursuant to Connecticut General Statutes 10-231. “Public Safety Officials” include the local emergency management director, fire marshal, building inspector and emergency medical services representative. Each of the named officials should evaluate and provide feedback on a representative sampling of fire/crisis response drills each year. The Board of Education shall annually submit reports to the Department of Emergency Services and Public Protection regarding such fire drills and crisis response drills.

(cf. 5141.6 – Crisis Management Plan)

(cf. 5142 – Student Safety)

(cf. 6114 – Emergencies and Disaster Preparedness)

Legal Reference: Connecticut General Statutes

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

P.A. 13-3 An Act Concerning Gun Violence Prevention and Children’s Safety

10-222m – School security and safety plans. School security and safety committees

10-222n – School security and safety plan standards

Policy adopted:

rev 7/13 rev 3/16

Regulations 6114.1(a)

Instruction - Fire Emergency Drills/Crisis Response Drills

In the event that fire is discovered in any of the school plants, the Fire Department shall be called immediately following giving the signal to evacuate the building.

The Principal of each school shall hold at least one fire drill each month in which all students, teachers and other employees shall be required to leave the 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 required monthly school fire drills every three months. Such drills shall incorporate the basic protocols of lockdown, evacuation and shelter-in-place responses. The activation and utilization of the Incident Command System shall also be a part of the crisis response drills.

The format of the crisis response drill shall be developed in consultation with the appropriate local law enforcement agency, the fire department and other community first responders including the local emergency management director, fire marshal, building inspector and emergency medical services representative. Further, a representative of the law enforcement agency may supervise and participate in any of the required crisis response drills.

Local law enforcement and other local public safety officials, as listed above, shall evaluate, score and provide feedback on fire drills and crisis response drills.

1. Students, during an evacuation response, must leave the building in an orderly and rapid manner and teachers are required to check to ascertain that no student remains in the building.

2. Real emergencies often call for alternate exits to be used. Teachers must be prepared to select and direct their classes to these alternate exits in the event the designated escape route is blocked.

3. A record shall be kept in the Principal's office of each fire and crisis response drill conducted. A copy of the record shall also be filed in the Office of the Superintendent. In the manner required, the Board of Education annually will submit reports of the fire and crisis response drills to the Department of Emergency Services and Public Protection.

Principals and teachers shall recognize that the essential element in any emergency is prevention of panic. Principals and teachers shall afford students such confidence as clarity of direction and supervision can contribute.

The District shall annually submit a report, by July 1, to the Department of Emergency Services and Public Protection/Division of Emergency Management and Homeland Security (DESPP/DEMHS) regarding types, frequency and feedback related to the fire drills and crisis response drills, utilizing the DESPP/DEMHS template for such reports.

Regulations - 6114.1(b)

Instruction - Fire Emergency Drills/Crisis Response Drills

Legal Reference: Connecticut General Statutes

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

10-222m School security and safety plans. School Security and safety committees.

10-222n School security and safety plan standards

PA 13-3 An Act Concerning Gun Violence Prevention and Children’s Safety

Regulation approved:

rev 6/13

rev 3/16

(cf - Emergencies and Disaster Preparedness)

Legal Reference: Connecticut General Statutes

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

Flag Display #6115.3

Field Trips #6153

Graduation Requirements #6146

Gifted and Talented Students Programs 6172.1(a)

Board of Education Policy Regarding:
Instruction – Gifted and Talented Students Program
Policy # 6172.1(a)
New: 9/13/2022
Supersedes/Amends:

The Board of Education (Board) recognizes its responsibility to identify gifted and talented students within the school district [and to provide these students with appropriate instructional adaptions and services. The Board is committed to providing identification and assessment which is responsive to students’ economic conditions, gender, developmental differences, disabling conditions, and cultural diversity.

For purposes of this policy, “gifted and talented students” means a child identified by the Planning and Placement Team (PPT) as (A) possessing demonstrated or potential abilities that give evidence of very superior intellectual, creative, or specific academic capability and (B) needing differentiated instruction or services beyond those being provided in the general education program in order to realize the child’s intellectual, creative or specific academic potential. The term shall include children with extraordinary learning ability and children with outstanding talent in the creative arts.

For purposes of this policy “outstanding talent in the creative arts” means a child identified by the Planning and Placement Team as gifted and talented on the basis of demonstrated or potential achievement in music, the visual arts, or the performing arts.

The school district shall provide educational programs for the gifted and talented, within budgetary constraints, that include a broad spectrum of learning experiences which increase knowledge and develop skills necessary for the student to function successfully in society while encouraging students to excel in areas of special competence and interest.

The Superintendent or their designee will develop procedures for an ongoing kindergarten through grade twelve identification process for gifted and talented students that includes multiple measures in order to identify student strengths in intellectual ability, creativity or a specific academic area.

Multiple measures may include, but are not limited to, tests of academic achievement, aptitude, intelligence, and creativity; achievement test scores; grades; student performance or products; samples of student work; parent, student, and/or teacher recommendations; and other appropriate measures. The identification methodology will include consideration of all students, including those who are English language learners and those with Individualized Education Plans (IEP) or 504 Plans, to be developmentally appropriate, non-discriminatory, and related to the programs and services offered by the District.

The final determination in the identification of students as gifted and/or talented must be done by a PPT. Such PPT charged with this responsibility shall be composed of a group of certified or licensed professionals representing each of the teaching, administrative, and pupil personnel staff.

P6172.1(b)

Instruction

Gifted and Talented Students Program (continued)

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

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

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

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

Legal Reference: Connecticut General Statutes
10-76a-(e) Definitions.
10-76d-(e) Duties and powers of Boards of Education to provide special education programs and services.
Regulations of Connecticut State Agencies Sections 10-76a-1–10-76l-1.
P.A. 19-184 An Act Concerning the Provision of Special Education.
Gifted and Talented Education: Guidance Regarding Identification and Service. SDE Guidance, March 2019.
P.A. 21-199 An Act Concerning Various Revisions and Additions to the Statutes Relating to Education and Workforce Development, Section 2.

Homework #6154

Individualized Education Program / Special Education Program #6159

Board of Education Policy Regarding:
Instruction / Individualized Education Program / Special Education Program
Policy # 6159
Amended: 12/10/2019
Supersedes/Amends: 10/14/14, 11/12/12, and 5/14/19

Instruction - Individualized Education Program/Special Education Program

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, 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 calendar days of the receipt of written parental consent, for the initial evaluation; or implement the student’s IEP within 45 school days of a referral, (not counting the time necessary to obtain written parental consent to conduct the initial evaluation or to begin providing special education). The 45 school day requirement begins after the District receives a completed and signed PPT referral form or letter requesting a referral to the PPT process or per a timeline determined by the State. Exceptions to this timeframe include children moving between school districts and parental refusal to make a child available for evaluation, as provided by law. Assessments for disabled children who are transfer students shall be coordinated between the sending or receiving district in an expeditious manner.

The timeline for implementation of an IEP must occur within 60 school days of the PPT referral in those situations in which a student’s IEP requires an out-of-district or private placement (not including the time it takes to obtain written parental consent).

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 children with disabilities;

P6159 (b)

Instruction - Individualized Education Program/Special Education Program (IEP)

Planning and Placement Team or Individualized Education Program Team (continued)

(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 of the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate;

(vii) The school paraprofessional, if any, assigned to such child, and

(viii) 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.

Any member of the PPT employed by the Board of Education who discusses or makes recommendations concerning the provisions of special education and related services during a PPT meeting shall not be disciplined, suspended, or otherwise punished for such recommendations.

The parent/guardian or surrogate parent shall be given at least five (5) school days prior notice of any PPT meeting and shall have the right to be present and participate in all portions of such meetings at which an educational program for their child is developed, reviewed or revised. In addition, parents/guardians or surrogate parents have the right to be present at and participate in all portions of the PPT meeting at which an educational program for their child is developed, reviewed or revised. In addition, the parent/guardian/surrogate shall have advisors and the child’s assigned paraprofessional, if any, be present at and participate in all portions of the PPT meeting in which the child’s educational program is developed, reviewed or revised.

P6159(c)

Instruction - Individualized Education Program/Special Education Program (IEP) (continued)

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.

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 a 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, videoconferences or conference calls.

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

(1) An accurate statement of the child’s present levels of academic achievement and functional 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 that aim to improve educational results and functional performance for each child with a disability, 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;

(ii) Meeting each of the child’s other educational needs that result from the child’s disability; and

(iii) Providing a meaningful opportunity for the child to meet challenging objectives.

P6159 (d)

Instruction - Individualized Education Program/Special Education Program (IEP) (continued)

Alternate Assessments

(iv) 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)(1) 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) A school must offer an IEP that is “reasonable calculated to enable a child to make progress appropriate in light of the child’s circumstances.” The child’s educational program must be appropriately ambitious in light of his/her circumstances and every child should have the chance to meet challenging objectives. The IEP Team, in determining whether an IEP is reasonably calculated to enable a child to make progress should consider the child’s:

Previous rate or academic growth,
Progress towards achieving or exceeding grade-level proficiency,
Behaviors, if any, interfering with the child’s progress, and
Parent’s input and any additional information provided by such parents.

The U.S. Supreme Court, in the Endrew F decision stated, “Any review of an IEP must consider whether the IEP is reasonably calculated to ensure such progress, not whether it would be considered ideal. (137S.CT. at 99)

(5) 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;

P6159 (e)

Instruction - Individualized Education Program/Special Education Program (continued)

(6) 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

(7) 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

(8) 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

(9) 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.

NOTE: In order to make FAPE available to each eligible child with a disability, the child’s IEP must be designed to enable the child to be involved in, and make progress in, the general education curriculum (“the same curriculum as for nondisabled children which is based on a State’s academic content standards. This alignment must guide, and not replace the individualized decision-making required in the IEP process.)”

(b) Transition services.

(1) 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:

P6159 (f)

Instruction - Individualized Education Program/Special Education Program (continued)

(iii) For each student, who is at lease fourteen years of age, and diagnosed with autism spectrum disorder, beginning not later than the date on which the first IEP takes effect, a statement of transition service needs which shall include appropriate transition assessments related to training, education, employment and where appropriate, independent living skills. In addition, the statement of transition needs shall include the transition services, including courses of study, needed to assist a child in reaching those goals. Such IEP shall be updated annually.

(iv) For a student no longer eligible for services due to graduation from high school with a regular diploma or for a student who exceeds the age of eligibility under State law, 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. For a child identified as deaf or hearing impaired, the PPT shall develop an IEP which includes a language and communication plan which shall address;

the child’s primary language or mode of communication;
opportunities for direct communication between the child and his/her peers and professional personnel in the primary child’s language or mode of communication;
educational options available to the child;
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;

P6159 (g)

Instruction - Individualized Education Program/Special Education Program (continued)

the accessibility of academic instruction, school services and extracurricular activities to the child;
Assistive devices and services for the child;
Communication and physical environment accommodations for the child;

and

An emergency communications plan that includes procedures for alerting the child of an emergency situation and ensuring that the specific needs of the child are met during the emergency situation. Such plan is to be developed for a student identified as deaf, hard of hearing, or both blind or visually impaired and deaf.

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.

Transfers (continued)

If the transfer involves districts within Connecticut, the District will provide services “comparable to those described in the previously held IEP,” until the District adopts the previously held IEP or develops, adopts, and implements a new IEP. If the student has transferred from another state, the District will provide services “comparable to those described in the previously held IEP,” until the District conducts an evaluation, if deemed necessary, and if appropriate, develops a new IEP. If a student who is on an IEP transfers from this district to another, or to a private school, the written IEP and any additional records relating to the student's program and achievement shall be forwarded to the receiving school on the request of the receiving school and the individual's parent or guardian.

Independent Educational Assessment

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

Legal Reference: Connecticut General Statutes

10-76a Definitions (as amended by PA 06-18)

10-76b State supervision of special education programs and services. Regulations. (as amended by PA 12-173)

10-76d Duties and powers of Boards of Education to provide special education programs and services. (as amended by June Special Session PA 15-5, Sec. 277 and PA 19-49)

P6159 (h)

Instruction - Individualized Education Program/Special Education Program

Legal Reference: Connecticut General Statutes (continued)

10-76ff Procedures for determining if a child requires special education (as amended by PA 06-18)

10-76g State aid for special education.

10-76h Special education hearing and review procedure.

10-76jj Language and communication plan as part of individualized education program for child identified as deaf or hard of hearing (as amended by PA 19-184)

PA 06-18 An Act Concerning Special Education

PA 12-173 An Act Concerning Individualized Education Programs and Other Issues Relating to Special Education

SDE Guidance Addressing Timeline for Initial Evaluations, Dec. 21, 2018

State Board of Education Regulations

34 C.F.R. 300 et seq. Assistance to States for Education of Handicapped Children.

300.14 Special education definitions.

300.340-349 Individualized education programs.

300.503 Independent educational assessment.

300.533 Placement procedures.

300.550-556 Least restrictive environment.

P.L. 108-446 The Individuals with Disabilities Education Improvement Act of 2004

Rowley v. Board of Education, 485 U.S.-176 (1982)

Endrew F. v. Douglas County School District RE-1, 15-827 U.S. (2017)

A.M. v. N.Y. City Department of Education, 845F.3d 523, 541 (2d Cir.1997)

Mrs. B., v. Milford Board of Education 103 F. 3d 1114, 1121 (2d Cir. 1997)

Instruction - Computers Web Site Pages #6141.322

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.
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.

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

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) 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

Interscholastic /Intramural Athletics Gender Equity #6145.23

Kindergarten Transition #6001

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

Live Animals In The Classroom #6163.3

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,

Magnet Schools #6172.12(a)

Board of Education Policy Regarding:
Instruction – Magnet Schools
Policy # 6172.12(a)
New: 5/14/19
Supersedes/Amends:

The Board recognizes that students may benefit from choosing a magnet school to attend within the public school system that is not limited by school district boundaries.

District students who apply pursuant to the regulations approved by the Board may enroll in particular schools beyond this District on a space available basis without payment of tuition, except as otherwise provided by law and subject to such policies as may be stipulated by the magnet school. In addition, local students may enroll directly into a magnet school, with which the District does not have a participation agreement, on a space available basis. The District will be responsible for any tuition for such enrollment, but not for transportation. (Unless the school is within the boundaries of the school district.)

The Board recognizes that a Board of Education operating a magnet school is prohibited from charging the District tuition if it did not previously, commencing with the 2014-2015 school year, charge tuition. However, an operator of a magnet school may charge tuition upon authorization from the Commissioner of Education. If such authorization is granted to the operator of the magnet school, the District must be notified by September 1, of the school year prior to the school year in which such tuition is to be charged to the District. (This tuition does not apply to magnet schools operated by RESCs or Sheff magnet schools.)

For the school years commencing July 1, 2017 and July 1, 2018, inclusive, the Board recognizes that any Board of Education operating an interdistrict magnet school pursuant to the decision in Sheff v. O’Neill or any related stipulation or order in effect shall not charge tuition for any student enrolled in a preschool program or in kindergarten to grade twelve, inclusive, in an interdistrict magnet school operated by such school district. (Note: Hartford may charge tuition for any student enrolled in the Great Path Academy.

The Board recognizes that annually, each inter-district magnet school operator shall provide written notification to the school district that is otherwise responsible for educating a student who resides in such school district and will be enrolled in an inter-district magnet school under the operator’s control for the following school year. Such notification shall include the number of such students, by grade, who will be enrolled in an inter-district magnet school under the control of such operator, the name of the school in which such student has been placed and the amount of tuition to be charged to the local board of education for such student. Such notification shall represent an estimate of the number of students expected to attend such inter-district magnet schools in the following school year, but shall not be deemed to limit the number of students who may enroll in such inter-district magnet schools for such year.

Not later than two weeks following an enrollment lottery for an interdistrict magnet school conducted by a magnet school operator, the parent or guardian of a student who will enroll in such interdistrict magnet school in the following school year, or whose name has been placed on a waiting list for enrollment in such interdistrict magnet school for the following school year, shall provide written notification of such prospective enrollment or waiting list placement to the District.

Policy #6172.12(b)

Instruction - Magnet Schools (continued)

The Board, as required, will post information relating to inter-district magnet schools on the Board’s website.

Nondiscrimination

The Board, the Superintendent, other administrators and teachers shall not make any distinction on account of race, color, national origin, sex, gender identity or expression, sexual preference, ethnic group, genetics, religion, disability or any other basis prohibited by Connecticut state and/or federal nondiscrimination laws, of any student who may seek admission to any magnet school.

Special Education

Requests from the parents of special education students for admission shall be considered in accordance with applicable state and federal laws. The student’s current Individual Education Plan (IEP) shall be used to determine if the requested school can meet the student’s needs.

The District recognizes its responsibility for planning an appropriate educational program and for paying the additional costs of such services for a resident special education student attending an inter-district magnet school.

Transportation

Transportation for District students who enroll in a magnet school, not within the boundaries of the District, shall be at the discretion of the Board of Education. Transportation may be provided from a central location.

Legal Reference: Connecticut General Statutes

10-220d Student recruitment by regional and inter-district specialized schools and programs. Recruitment of athletes prohibited. Information re and notice of availability of certain schools and education centers.

10-264l(h) Grants for the operation of inter-district magnet school programs. Transportation. Special education. (as amended by PA 15-215 and PA 16-139)

P.A. 08-170, Section 14 An Act Concerning Various Education Grants

June 19 Special Session, Public Act No. 09-1, An Act Concerning Educator Certification & Professional Development & Other Education Issues

June 2017 Special Session PA 17-2, Section 61

Policy adopted:

rev 6/16

rev 1/18

Media Center - Gifts of Library Materials #6163.11

Non-Discrimination in the Instruction Program #6121

Non-Discrimination on Basis of Handicap #6123

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

Off-Site Computer Use #6156.2

Physical Education Aquatic Safety #6142.63

Physical Education Aquatic Safety (Pool Safety)
Instruction - Physical Education
Aquatic Activity Safety (Pool Safety)
Policy #6142.63
Amended: 9/12/2023
Supersedes / Amends: New 11/11/2014, 6142.63(a)

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. The lifeguard 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.

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.

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 Instructor Certificate.

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 they cannot see their 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 they are 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.

All other pool entry doors must be lockable from both sides and equipped with self- closing and self-locking hardware.

Pool office and storage room door shall be locked when not in immediate use.

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.

Computer-generated security keys are strongly suggested for use in pool areas.

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.

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.

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.

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 or 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.

Pledge Of Allegiance #6115

Program Accessibility #6124

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

Religious Observances & Display #6115.1

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

Separation of Church and State #6141.2

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:

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.
Recognize the age and developmental difference of students and accommodate these variances in instructional approach.
Ensure that the expenditure of school time, money, and materials for this area of the curriculum be kept to a minimum.
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.
Ensure that teachers preview any material presented in their classroom for compliance with these guidelines.
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.
Provide training for administration and teachers in dealing with excuses and absences for religious reasons.
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:

Ensure that recognition of religious holidays be a valid objective educational experience and comply with curriculum guidelines.
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
Ensure that religious holiday themes and symbols not be utilized as the instructional content in unrelated curriculum areas.
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.

Home Schooling #6172.3

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

Special Education Inclusion #6171.1

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.

Special Education / Pre-School #6171.2(a)

Board of Education Policy Regarding:
Instruction – Special Education
Policy # 6171.2(a)
Amended: 6/14/2022
Supersedes/Amends: (6171.2 - 10/14/2014)

Preschool Special Education

The Board of Education (Board) 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 shall maintain an early intervention program for preschool-aged children identified through the “Birth to Age Three” screening process under regulations imposed by the Individuals with Disabilities Act (IDEA) which identifies children with special education needs or developmental delays.

The District’s program shall be based upon the “reverse mainstreaming model” which maintains a significant number of non-disabled (regular education) students who serve as role models for the students with identified special needs. The Director/Supervisor of Special Education is responsible to coordinate and evaluate the program annually in order to make a recommendation to the Superintendent of Schools or his/her designee.

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, between the ages of three and five, 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 the 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. Providing transportation to students enrolled in the program as designated or if eligible for transportation per guidelines.

6. 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

7. Reporting as required to the State Education Department; and

8. Ensuring the smooth transition from infant to preschool programs.

P6171.2(b)

Instruction

Special Education

Preschool Special Education (continued)

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. Children recommended for an educational program may enter at various points throughout the school year.

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.

If the PPT determines that a child is ineligible for participation in a preschool special education program, screening for developmental and social-emotional delays using validated assessment tools, such as the Ages and Stages Questionnaire and the Ages and Stages Social-Emotional Questionnaire, or their equivalents, shall take place for such child. 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 services.

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.

Legal Reference: Connecticut General Statutes (continued)

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.

P6171.2(b)

Instruction

Special Education

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.

10‑76l‑1 Program Evaluation.

10‑145a‑24 through 10‑145a‑31 Special Education (re teacher certification).

17a-248e Individualized family service plans. Duties of lead agencies (as amended by PA 21-46, Section 27)

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

American with Disabilities Act, 42 U.S.C. §12101 et seq.

Individuals with Disabilities Education Act, 20 U.S.C. §1400 et seq. as amended by P.L. 105-17.

Rehabilitation Act of 1973, Section 504, 29 U.S.C. §794.

Special Education Program #6171

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.

Student Nutrition and Physical Activity 6142.101(a)

Student wellness, including good nutrition and physical activity, shall be promoted in the district’s educational program, school activities, and meal programs. In accordance with federal and state law, it is the policy of the Board of Education to provide students access to healthy foods and beverages; provide opportunities for developmentally appropriate physical activity; and require all meals served by the District meet or exceed the federal nutritional guidelines issued by the U.S. Department of Agriculture and the “Connecticut Nutrition Standards for Foods in Schools,” whichever are greater. This policy shall be interpreted consistently with Section 204 of the Healthy, Hunger-Free Kids Act of 2010 (Public Law 111-296)

In developing goals for nutrition promotion and education, physical activity, and other school-based activities that promote student wellness, the District will, as required, review and consider evidence-based strategies and techniques.

Goals for Nutrition Promotion and Education

The goals for addressing nutrition education include the following:

Schools will support and promote good nutrition for students consistent with applicable federal and state requirements and guidelines.
Schools will foster the positive relationship between good nutrition, physical activity, and the capacity of students to develop and learn.
Nutrition education will be part of the District’s comprehensive standards-based school health education program and curriculum and will be integrated into other classroom content areas, as appropriate. Schools will link nutrition education activities with existing coordinated health programs or other comparable comprehensive school health promotion frameworks. (A standards-based program is a system of instruction, assessment, grading and reporting based on students demonstrating understanding of the knowledge and skills they are expected to learn.)

Goals for Physical Activity

The goals for addressing physical activity include the following:

Schools will support and promote an active lifestyle for students.

P6142.101(b)

Instruction - Student Nutrition and Physical Activity (School Wellness Policy)

Goals for Physical Activity (continued)

Physical education will be taught in all grades and shall include a standards-based, developmentally planned and sequential curriculum that fosters the development of movement skills, enhances health-related fitness, increases students’ knowledge, offers direct opportunities to learn how to work cooperatively in a group setting, and encourages healthy habits and attitudes for a healthy lifestyle.
Unless otherwise exempted, all students will be required to engage in the District’s physical education program.
Recess and other physical activity breaks; before and after school activities, and walking and bicycling to schools, where safe to do so, are supported by the Board.
Schools will work toward providing sixty minutes of physical activity daily for students (as a best practice).

Nutrition Guidelines for Foods Sold in Schools

Students will be offered and schools will promote nutritious food choices consistent with the current Dietary Guidelines for Americans and My Plate, published jointly by the U.S. Department of Health and Human Services and the Department of Agriculture, and guidelines promulgated by the Connecticut Department of Education (“Connecticut Nutrition Standards for Foods in Schools”) in addition to federal and state statutes and national health organizations. For districts implementing the healthy food certification program under C.G.S. 10-215f.

P6142.101(c)
Instruction - Student Nutrition and Physical Activity (School Wellness Policy)
Nutrition Guidelines for Foods Sold in Schools (continued)

The focus is on moderating calories, limiting fats, sodium and sugars and increasing consumption of nutrient-rich foods such as fruits, vegetables, whole grains, low-fat dairy, lean meats and legumes. In addition, in order to promote student health and reduce childhood obesity, the Superintendent or designee shall establish such administrative procedures to control food and beverage sales that compete with the District’s nonprofit food service in compliance with the Child Nutrition Act. The District shall prohibit the sale of foods of minimal nutritional value as defined by the U.S. Department of Agriculture and will ensure that all foods sold to students separately from school meals meet the Connecticut Nutrition Standards. All beverages sold or served to students on school premises will be healthy choices that meet the requirements of state statute and USDA beverage requirements. (Schools must follow whichever requirements are stricter).

Note: Districts that participate in Connecticut’s healthy food certification must follow the Connecticut Nutrition Standards for all foods sold in schools instead of USDA’s Standards for Competitive Foods. The “Connecticut Nutrition Standards” meet or exceed the USDA’s competitive food standards.

All sources of food sales to students at school must comply with the “Connecticut Nutrition Standards for Food in Schools” including, but not limited to, cafeteria a la carte sales, vending machines, school stores and fundraisers. The District shall ensure that all beverages sold to students comply with the requirements of state statute and USDA beverage requirements. The stricter requirements where different between the state and federal regulations must be followed. The District shall ensure compliance with allowable time frames for the sale of competitive foods as specified by state law.

6142.101(d)
Reimbursable School Meals

Reimbursable school meals served shall meet, at a minimum, the nutrition requirements and regulations for the National School Lunch Program and/or School Breakfast Program.

Marketing

Any foods and beverages marketed or promoted to students on the school campus during the school day will meet or exceed the USDA “Smart Snacks in School” nutrition standards. Food and beverage marketing is defined as advertising and other promotions in schools. Food and beverage marketing often includes oral, written, or graphic statements made for the purpose of promoting the sale of a food or beverage product made by the producer, manufacturer, seller or any other entity with a commercial interest in the product. As the District/School Nutrition Services/Athletic Department/PTA/PTO reviews existing contracts and considers new contracts, equipment and product purchasing (and replacement) decisions should reflect the applicable marketing guidelines established by the District wellness policy.

Monitoring

The Board designates the Superintendent or his/her designee to ensure compliance with this policy and its administrative regulations. He/She is responsible for retaining all documentation of compliance with this policy and its regulations, including, but not limited to, each school’s three-year assessment and evaluation report and this wellness policy and plan. The Superintendent will also be responsible for public notification of the three-year assessment and evaluation report, including any updates to this policy made as a result of the Board’s three-year assessment and evaluation.

The District shall develop a plan designed to achieve the involvement requirements in the development, implementation, monitoring, and assessment of this policy.

The Superintendent or designee shall provide periodic implementation data and/or reports to the Board concerning this policy’s implementation sufficient to allow the Board to monitor and adjust the policy. The District, as required, will retain records and documents pertaining to the wellness policy which shall include the written school wellness policy, documentation demonstrating compliance with community involvement requirements, documentation of the triennial assessment of the wellness policy and documentation to demonstrate compliance with the annual public notification requirement.

Non-sold Foods and Beverages

Non-sold foods and beverages brought into the schools by students and other persons for such events as birthdays and classroom celebrations shall comply with federal nutrition standards. (Note: This is a recommendation, not a requirement.)

P6142.101(e)
Instruction - Student Nutrition and Physical Activity (School Wellness Policy)

Community Input

The Superintendent or designee will provide opportunities, suggestions and comments concerning the development, implementation, periodic review and improvement of the school wellness policy from community members, including parents, students, and representatives of the school food authority, teachers of physical education, school health professionals, members of the Board of Education, school administrators, and the public. This is best achieved through the establishment of a standing wellness committee, with membership as listed above. Efforts shall be made to improve community involvement.

Evaluation of Wellness Policy

In an effort to measure the implementation of this policy, the Board of Education designates the [Superintendent, district principal] as the [person, people] who will be responsible for ensuring that each school meets the goals outlined in this policy. To ensure continuing progress, the District will evaluate implementation efforts and their impact on students and staff at least every three years.

The District will make available to the public the results of the three-year assessment and evaluation including the extent to which the schools are in compliance with policy and a description of the progress being made in attaining the goals of this policy.

The School Wellness Policy shall be made available annually, at a minimum, to students and families by means of school registration, student handbooks and the Board’s website. This availability shall include the policy, including any updates to and about the wellness policy and the Triennial Assessment, including progress toward meeting the goals of this policy. In addition, the annual notification shall include a description of each school’s progress in meeting the wellness policy goals; summary of each school’s wellness events or activities; contact information for the leader(s) of the wellness policy team; and information on how individuals and the public can get involved.

(cf. 3542 – Food Service)

(cf. 3542.33 – Food Sales Other Than National School Lunch Program)

(cf. 3542.34 – Nutrition Program)

(cf. 3452.45 – Vending Machines)

(cf. 6142.6 – Physical Education)

(cf. 6142.61 – Physical Activity)

(cf. 6142.62 – Recess/Unstructured Time)

(cf. 6142.10 – Health Education)

P6142.101(f)

Instruction - Student Nutrition and Physical Activity (School Wellness Policy)

Legal Reference: Connecticut General Statutes

10-16b Prescribed courses of study.

10‑215 Lunches, breakfasts and the feeding programs for public school children and employees.

10-221 Boards of education to prescribe rules, policies and procedures.

10‑215a Non‑public school participation in feeding program.

10‑215b Duties of state board of education re: feeding programs.

10‑216 Payment of expenses.

10-215e Nutrition standards for food that is not part of lunch or breakfast program.

10-215f Certification that food meets nutrition standards.

10-221o Lunch periods. Recess.

10-221p Boards to make available for purchase nutritious, low-fat foods.

10-221q Sale of beverages.

Regulations of Connecticut State Agencies

10-215b-1 Competitive foods.

10-215b-23 Income from the sale of food items.

National School Lunch Program and School Breakfast Program; Competitive Food Services. (7 CFR Parts 210.11 and 220.12,)

The Child Nutrition and WIC Reauthorization Act of 2004, Public Law 108-265

Nutrition Standards in the National School Lunch and School Breakfast Programs, 7 CFR Parts 210 & 220

Healthy, Hunger-Free Kids Act of 2010, P.L. 111-296, 42 U.S.C. 1751

Child Nutrition Act of 1966 (as amended by P.L. 108-269, July 2, 2004)

School Breakfast Program, 7 C.F.R. Part 220 (2006)

National School Lunch Program or School Breakfast Program: Nutrition Standards for All Foods Sold in School (Federal Register, Vol. 78, No. 125, June 28, 2013)

Local School Wellness Policy Requirements, 42 U.S.C. 1758b

Policy adopted:

rev 11/12

rev 10/14

rev 1/17

Regulations 6142.101(a)
Instruction - Student Nutrition and Physical Activity (School Wellness)

The District promotes healthy schools by supporting wellness, good nutrition and regular physical activity as a part of the total learning environment. The District supports a healthy environment where children learn and participate in positive dietary and lifestyle practices. By facilitating learning through the support and promotion of good nutrition and physical activity, schools contribute to the basic health status of children. Improved health optimizes student performance potential and ensures that all children are healthy and hunger free.

National School Lunch Program and School Breakfast Program

Reimbursable meals served in the U.S. Department of Agriculture’s (USDA) National School Lunch Program (NSLP) and School Breakfast Program (SBP) will follow the USDA meal pattern requirements and nutrient standards in accordance with the Healthy, Hunger-Free Kids Act of 2010, as amended. Menu planning, purchasing procedures and production techniques for school meals will be used to decrease fat, saturated fat, trans fat, sodium and sugars, and to increase fiber. In addition, school meals shall:

Be appealing and appetizing to children;
Meet at a minimum, the nutrition requirements established by the USDA for federally-funded programs;
Include only unflavored low-fat (1%) and fat-free milk flavored or unflavored, which contain no more than 4 grams of sugar per ounce and no artificial sweeteners, that meets the requirements of the state beverage statute and federal regulation;
Ensure that 100% of the grains served are whole grains. All grains must be whole grain rich, containing at least 50% whole grains by weight or has a whole grain as the first ingredient and any other grain ingredients are enriched;
Reduce the levels of sodium, saturated fats and trans fats in meals; (per Department of Agriculture Nutrition Standards and Connecticut Nutrition Standards, which are the same);
Offer a variety of fruits and vegetables; (Meet specific requirements about different types required)
Meet the nutrition needs of school children within their calorie requirements (per Department of Agriculture Nutrition Standards and Connecticut Nutrition Standards which are the same);
Contain 0 percent trans fats;
Bake or steam all cooked foods; and
Purchase or obtain fresh fruits and vegetables from local farmers, when practical.

Regulations 6142.101(b)
Instruction - Student Nutrition and Physical Activity (School Wellness)
National School Lunch Program and School Breakfast Program (continued)

Menus shall be planned to be appealing and attractive to children and will incorporate the basic menu planning principles of balance, variety, contrast, color and eye appeal. Menus shall be planned with input from students, parents and other school personnel and shall take into account students’ cultural norms, ethnic favorites and preferences. Schools shall engage students and parents, through surveys, taste-tests and other activities, in selecting foods sold through the school meal programs in order to identify new, healthful and appealing food choices. Meal patterns and nutrition standards of federal regulations will be fulfilled as required. Proper procurement procedures and preparation methods will be used to decrease excess fat, calorie and sodium levels in food.

The District will share and publicize information regarding the nutrition content of school meals with students, families and school staff. The information will be available in a variety of forms that can include handouts, the school website, articles, school newsletters, presentations and through any other appropriate means available to reach families. Nutrition information for a la carte foods and beverages sold in schools will also be available.

Special dietary needs of students will be accommodated according to the USDA document “Accommodating Children with Special Dietary Needs in School Nutrition Programs.”

With parental permission and appropriate medical documentation, modified meals shall be prepared for students with food allergies or other special dietary needs. The medical statement must identify the student’s disability, state why the disability restricts the student’s diet, identify the major life activity affected by the disability, and state the foods to be omitted and the food or choices of foods that must be substituted.

The District shall help ensure that all children have breakfast, either at home or at school, in order to meet their nutritional needs and enhance their ability to learn. Schools will:

to the extent possible, and within state law, operate and promote the USDA School Breakfast Program;
Use methods to serve school breakfasts that encourage participation, including serving breakfast in the classroom, “grab-and-go” breakfast, or breakfast during morning break or recess;
notify parents and students of the availability of the School Breakfast Program (if the school serves breakfast to students); and
encourage parents to provide a healthy breakfast for their children through newsletter articles, take-home materials, or other means.

Regulations 6142.101(c)
Instruction - Student Nutrition and Physical Activity (School Wellness)

National School Lunch Program and School Breakfast Program (continued)

Inform families of the availability and location of Summer Food Service Program meals in accordance with the Healthy, Hunger-Free Kids Act of 2010. Schools in which more than 50 percent of students are eligible for free or reduced-price school meals will sponsor the Summer Food Service Program when feasible.
Provide the After School Meal Program, when it becomes available, in accordance with the Healthy Hunger-Free Kids Act of 2010. (optional)

Cafeteria A La Carte Sales

The school food service program must follow the Connecticut Nutrition Standards when determining the items for a la carte sales. All beverages sold to students in school meals and as a la carte sales must meet the requirements of state statute and USDA requirements for a la carte foods.

At all times when food is available for purchase by students during the school day, nutritious and low-fat foods must also be available for sale at the same time. These foods may include, but shall not be limited to, low-fat dairy products and fresh or dried fruit.

All snacks and a la carte foods must meet USDA Smart Snacks Standards.

In accordance with Connecticut State Statute, the sale of beverages, as part of school meals and as a la carte sales, shall be limited to the following five categories:

1. milk, low-fat (1%) unflavored or nonfat which may be flavored or unflavored but contains no artificial sweeteners and no more than 4 grams of sugar per fluid ounce; (federal regulation require non-fat or 1% low fat milk)*

2. nondairy milks, such as soy or rice milk, which may be flavored or unflavored but contains no artificial sweeteners, no more than 4 grams of sugar per fluid ounce, no more than 35% of calories from fat per serving, and no more than 10% of calories from saturated fat per serving;*

*(Consult the CSE’s List of Acceptable Foods and Beverages for allowable products.)

Regulations 6142.101(d)

Instruction - Student Nutrition and Physical Activity (School Wellness) (continued)

3. 100% fruit or vegetable juice or combination of such juices, containing no added sugars, sweeteners, or artificial sweeteners;*

4. beverages that contain only water and fruit or vegetable juice and have no added sugars, sweeteners, or artificial sweeteners; and*

5. water, which may be flavored but must contain no added sugars, sweeteners, artificial sweeteners, or caffeine.* (Note: The Federal Healthy, Hunger-Free Kids Act of 2010 requires schools to make free portable water available where meals are served for schools participating in the federal and school lunch program.)

Note: The beverage requirements of CGS Section 10-221q apply to all public schools, regardless of whether the district certifies for the healthy food option under CGS 10-215f.

Lunchroom Climate

A lunchroom environment that provides students with a relaxed, enjoyable climate shall be developed. It is encouraged that the lunchroom environment be a place where students have:

adequate space to eat and pleasant surroundings;
appropriate supervision; and
convenient access to hand washing facilities before meals.

Meal Schedules

Meal periods shall be scheduled at appropriate hours. In compliance with federal regulations, lunch must be scheduled between 10:00 a.m. and 2:00 p.m. in all schools. Pursuant to state statute, schools are required to provide all full day students a daily lunch period of not less than 20 minutes. Activities such as tutoring, clubs or organizational meetings or activities shall not be scheduled during meal times unless students may eat during such activities.

Qualifications of Food Service Staff

Qualified nutrition professionals shall administer the school meal programs. As part of the school district’s responsibility to operate a food service program, continuing professional development shall be provided for all nutrition professionals in schools. Such training shall involve all individuals working in the cafeteria, including monitors, so that all are aware of the requirements of the school wellness policy. Staff development programs shall include appropriate certification and/or training programs for school food service directors, managers and cafeteria workers, according to their levels of responsibility. (See USDA’s Professional Standards for School Nutrition Professionals website.)

Regulations 6142.101(e)
Instruction - Student Nutrition and Physical Activity (School Wellness) (continued)
Training for Food Service Staff

All food service personnel, including volunteers and monitors, shall have adequate pre-service training in food service operations and regularly participate in professional development activities that address requirements for Child Nutrition Programs, menu planning and preparation, food safety, strategies for promoting healthy eating behaviors and other appropriate topics.

Summer Food Service Program

Schools in which more than 50 percent of students are eligible for free or reduced-price school meals shall/may sponsor the Summer Food Service Program for at least six weeks between the last day of the academic school year and the first day of the following school year, and preferably throughout the entire summer vacation.

Other Foods Offered or Sold

To create a school environment that supports the promotion of healthy food and beverage choices for children, it is important to consider all venues where food and beverages are consumed or sold. The District’s nutrition standards apply to all food served to students on school premises, including but not limited to, cafeteria a la carte sales, vending machines, school stores, fundraisers, activities and classroom snacks. All beverages sold or served to students at school shall meet the requirements of state statute and federal regulations at all times, whichever are stricter.

To create a school environment that supports the promotion of healthy food and beverage choices for children, it is important to consider all venues where food and beverages are consumed or sold. The District’s nutrition standards apply to all food sold or served to students on school premises, including but not limited to, cafeteria a la carte sales, vending machines, school stores, fundraisers, activities and classroom snacks.

All beverages sold or served to students at school shall meet the requirements of state statute and federal regulations, whichever are stricter, unless they are sold at the location of an event occurring after the end of the regular school day or on the weekend, provided the beverages are not sold from a vending machine or school store. The District strongly encourages the sale or distribution of nutrient-dense foods, such as fruits, vegetables, whole grains, low-fat dairy, lean meats and legumes.

Regulation 6142.101(f)
Instruction - Student Nutrition and Physical Activity (School Wellness)

Other Foods Offered or Sold (continued)

(District DOES allow food and beverage exemptions): To create a school environment that supports the promotion of healthy food and beverage choices for children, it is important to consider all venues where food and beverages are consumed or sold. The Connecticut Nutrition Standards apply to all food sold or served to students on school premises, including but not limited to, cafeteria a la carte sales, vending machines, school stores, fundraisers, activities and classroom snacks. All beverages sold or served to students at school shall meet the requirements of state statute and federal regulations, whichever are stricter, at all times. However, beverages not meeting the requirements of state statute and foods not meeting the Connecticut Nutrition Standards may be sold or served at the location of an event occurring after the end of the regular school day or on the weekend provided they are not sold from a vending machine or school store. The District strongly encourages the sale or distribution of nutrient-dense foods, such as fruits, vegetables, whole grains, low-fat dairy, lean meats and legumes.

Pursuant to state statute (CGS 10-221p), whenever any group makes foods available for purchase in a school during the school day, low-fat dairy products and fresh or dried fruits must also be available in the school at the same time for purchase by students. “Foods available for purchase” include, but are not limited to, foods sold in cafeterias, vending machines, school stores, fundraisers and any other food sales during the school day. This includes the following:

If a snack machine with food items is available for use by students during the school day, the school must also have non-fat or low-fat dairy products and fresh or dried fruit available for purchase. When the snack machine is operating outside of cafeteria hours, schools must make alternate provisions to offer non-fat or low-fat dairy products and fresh or dried fruit for sale at the same time.
School stores that sell food to students must ensure that non-fat or low-fat dairy products and fresh or dried fruit are available for purchase either in the store itself or elsewhere in the school, while the school store is selling food.

R6142.101(g)
Instruction - Student Nutrition and Physical Activity (School Wellness) (continued)

Access to Drinking Water

The Federal Healthy Hunger Free Kids Act of 2010 requires schools to make free potable water available where meals are served for schools participating in the Federal School Lunch Program.

Outside of the cafeteria and meal times, students and staff will have access to safe, fresh drinking water throughout the school day. Fluoridated or bottled water that does not contain added sugars, sweeteners, artificial sweeteners, or caffeine, should be made available for purchase by students and staff.

Foods Brought Into School

The District shall encourage families to pack healthy lunches and snacks and to refrain from including beverages that do not meet the requirements of state statute or foods that do not meet the District’s nutrition standards. Classroom snacks if provided to all children, must only include healthy choices that meet the state requirements for allowable beverages and the District’s nutrition standards.

District policy is that the foods will/should also meet the Smart Snacks standards and the Connecticut Healthy Food Certification standards.

If food is brought from home to be shared with other students, the District shall develop procedures to ensure that all food is safe.

Sharing of Foods

Schools shall discourage students from sharing their foods or beverages with one another during meal or snack times, given concerns with allergies and other restrictions on some children’s diets.

Fundraising

Fundraising activities will support healthy eating and wellness. Schools will promote the sale of non-food items for school-sponsored fundraising. School fundraising activities shall not involve food or beverages or shall only use foods that meet the USDA Smart Snacks nutrition standards and beverages that meet the requirements of state statute and federal regulations. Schools shall encourage fundraising activities that promote physical activity. The District shall make available to students, parents, teachers and school groups a list of ideas for acceptable fundraising activities, such as healthy foods and beverages or alternate nonfood fundraisers. Any fundraising requires administrative approval. Fundraisers subject to this rule are those sold during the school day on school grounds. School day is defined as from midnight the night before to 30 minutes after the end of school.

R6142.101(h)

Instruction - Student Nutrition and Physical Activity (School Wellness)
Fundraising (continued)

School fundraising activities shall not involve food or beverages or shall only use foods that meet the District’s nutrition standards and beverages that meet the requirements of state statute and federal regulations. However, beverages not meeting the requirements of state statute and federal regulations can be sold as fundraisers on school premises if they are sold at the location of an event occurring after the end of the regular school day or on the weekend, provided they are not sold from a vending machine or school store. Schools shall encourage fundraising activities that promote physical activity. The District shall make available to students, parents, teachers and school groups a list of ideas for acceptable fundraising activities, such as healthy foods and beverages or alternate nonfood fundraisers.

(District DOES allow food and beverage exemptions): School fundraising activities shall not involve food or beverages or shall only use foods that meet the Connecticut Nutrition Standards and beverages that meet the requirements of state statute and federal regulations. However, food items that do not meet the Connecticut Nutrition Standards and beverages not meeting the requirements of state statute and federal regulations can be sold as fundraisers on school premises if they are sold at the location of an event occurring after the end of the regular school day or on the weekend, provided they are not sold from a vending machine or school store. Schools shall encourage fundraising activities that promote physical activity. The District shall make available to students, parents, teachers and school groups a list of ideas for acceptable fundraising activities, such as healthy foods and beverages or alternate nonfood fundraisers.

Competition with nutritious meals served by the school food services operations must be minimized. Income from any competitive foods or beverages sold from 30 minutes prior to the start of any state or federally subsidized milk or meal program until 30 minutes after the end of the program must accrue to the food service account.

R6142.101(i)
Instruction - Student Nutrition and Physical Activity (School Wellness) (continued)

Concessions

Organizations operating concessions at school functions after school or on weekends should include at least 50 percent healthy beverages and foods, according to the approved nutrition standards in their offerings. It is recommended that groups market these healthy options at a lower profit margin to encourage selection by students. Beverages sold at concessions on school premises must meet the requirements of state statute.

Organizations operating concessions at functions on school premises after school or on weekends should include at least some healthy food and beverage choices in their offerings. It is recommended that groups market these healthy options at a lower profit margin to encourage selection by students.

Organizations operating concessions at functions on school premises must sell only those food items that meet the Connecticut Nutrition Standards and beverages that meet the requirements of state statute and federal regulations.

Food items that do not meet the Connecticut Nutrition Standards and beverages that do not meet the requirements of state statute and federal regulations can be sold at concessions operated at the location of an event that occurs after the school day or on the weekend, provided they are not sold from a vending machine or school store. Organizations operating concessions at school functions after school or on weekends should include at least some healthy food choices in their offerings. It is recommended that groups market these healthy options at a lower profit margin to encourage selection by students.

Teacher-to-Student Incentives and Punishments

Teachers and staff shall not use foods or beverages as rewards for academic performance or good behavior, unless this practice is allowed by a student’s individualized education plan (IEP). The use of sugar-sweetened beverages or candy as a classroom reward at any school is not appropriate. Alternative rewards shall be developed and promoted.

Schools shall not withhold foods or beverages (including food served through school meals) as a punishment.

R6142.101(j)

Instruction - Student Nutrition and Physical Activity (School Wellness)
Student Nutrition Education and Promotion

Nutrition education and promotion shall be offered as part of a planned, ongoing, systematic, sequential, standards-based, comprehensive school health education program designed to provide students with the knowledge and skills necessary to promote and protect their health. Nutrition education shall use national or state-developed standards, such as the Connecticut State Department of Education’s Healthy and Balanced Living Curriculum Framework. The District shall develop and implement a comprehensive, developmentally appropriate, curriculum approach to nutrition in all grades. Students shall be able to demonstrate competency through application of knowledge, skill development and practice.

The nutrition education program shall focus on students’ eating behaviors, be based on theories and methods proven effective by published research, and be consistent with the state’s/district’s comprehensive school health education standards/guidelines/curriculum framework. Nutrition themes include but are not limited to:

My Plate and the Dietary Guidelines for Americans (Healthy Eating Plan)

Healthy heart choices

Sources and functions of major nutrients

Guide to a healthy diet

Diet and disease

Understanding calories

Healthy snacks

Identify and limit foods of low nutrient density

Food labels

Multicultural influences

Serving sizes

Proper food safety and sanitation

Body-size acceptances, healthy weight and dangers of unhealthy weight-control practices

The District nutrition policy reinforces nutrition education to help students practice these themes in a supportive school environment. Nutrition education shall also be included in other classroom content areas such as math, science, language arts, social sciences, family and consumer sciences and elective subjects. Instructional staff is encouraged to integrate nutritional themes into daily lessons when appropriate, to reinforce and support health messages.

The school District shall assess all nutrition education lessons and materials for accuracy, completeness, balance and consistency with the state’s/district’s educational goals and curriculum standards. Materials developed by food marketing boards or food corporations that contain any commercial or branded messages shall not be used.

R6142.101(k)

Instruction - Student Nutrition and Physical Activity (School Wellness)
Student Nutrition Education (continued)

Educational Reinforcement

School instructional staff members shall collaborate with agencies and groups conducting nutrition education in the community to send consistent messages to students and their families. Guest speakers and performers invited to address students shall receive appropriate orientation to relevant district policies. School staff members shall be encouraged to coordinate with other agencies and community groups to provide opportunities for student volunteer work related to nutrition, such as assisting with food recovery efforts and preparing nutritious meals for home-bound people. School officials shall disseminate information to parents, students and staff members about community programs that offer nutrition assistance to families.

Nutrition Promotion

The school District shall conduct nutrition education activities and promotions that involve parents, students and the community. The District shall participate in programs that promote and reinforce student health, such as Team Nutrition and the Healthier US School Challenge. The school team responsible for planning nutrition activities shall ensure interdisciplinary collaboration by including school food service, school nurses, health and physical education teachers, family and consumer sciences teachers, and other appropriate school staff members.

Consistent Health Messages

Students shall receive positive, motivating messages, both verbal and nonverbal, about healthy eating and physical activity throughout the school environment. All school personnel shall help reinforce these positive messages. Foods and beverages sold or served at school shall not contradict healthy eating messages. The school district shall not use practices that contradict messages to promote and enjoy physical activity; for example, withholding recess or using physical activity as punishment (e.g., running laps, doing pushups).

Food and Beverage Marketing in Schools

The District is committed to providing a school that ensures opportunities for all students to practice healthy eating and physical activity behaviors throughout the school day while minimizing commercial distractions. The District strives to teach students how to make informed choices about nutrition, health and physical activity. These efforts will be weakened if students are subjected to advertising on district property that contains messages inconsistent with the health information the District is imparting through nutrition education and health promotion efforts. Any foods and/or beverages marketed or promoted to students on the school campus during the school day will meet or exceed the USDA Smart Snacks in School Nutrition standards. [or include a more stringent standard, decided by the District, that eliminates the marketing of look-alike Smart Snacks and/or eliminates the advertising of all brands that do not meet USDA Smart Snacks in School standards both within or outside of schools.]

R6142.101(l)
Instruction - Student Nutrition and Physical Activity (School Wellness)
Food and Beverage Marketing in Schools (continued)

Food and beverage marketing is defined as advertising and other promotions in schools. Food and beverage marketing often includes an oral, written, or graphic statement made for the purpose of promoting the sale of a food or beverage product made by the producer, manufacturer, seller, or any other entity with a commercial interest in the product. This term includes, but is not limited to the following:

Brand names, trademarks, logos or tags, except when placed on a physically present food or beverage product or its container.
Displays such as on vending machine exteriors.
Corporate brand, logo, name or trademark on school equipment, such as marquees, message boards, scoreboards or backboards.

(Note: Immediate replacement of these items is not required; however, districts will replace or update scoreboards or other durable equipment when contracts are up for renewal or to the extent that it is financially possible over time so that items are in compliance with the marketing policy.)

Corporate brand, logo, name or trademark on cups used for beverage dispensing, menu boards, coolers, trash cans and other food service equipment; as well as on posters, book covers, student assignment books or school supplies displayed, distributed, offered or sold by the District.
Advertisements in school publications or school mailings.
Free product samples, taste tests or coupons of a product, or free samples displaying advertising of a product.

As the District Nutrition Services/Athletics Department/PTA/PTO review existing contracts and considers new contracts, equipment and product purchasing and/or replacement, decisions should reflect the applicable marketing guidelines established by the District wellness policy.

Staff as Role Models

The school district shall build awareness among teachers, food service staff, coaches, nurses and other school staff members about the importance of nutrition, physical activity and body-size acceptance to academic success and lifelong wellness. School staff members shall be encouraged to model healthy eating and physical activity behaviors.

R6142.101(m)

Instruction - Student Nutrition and Physical Activity (School Wellness) (continued)
Education Links with School

The nutrition education program links with school meal programs, other school foods, and nutrition-related community services that occur outside the classroom or that link classroom nutrition education to the larger school community, such as school gardens, cafeteria-based nutrition education and after-school programs. Nutrition education shall be offered in the school cafeteria and classroom, with coordination between school food service and teachers. The district shall link nutrition education with other coordinated school health initiatives.

Professional Development for Teachers

The District shall include appropriate training for teachers and other staff members. Staff members responsible for nutrition education shall be adequately prepared and shall regularly participate in professional development activities to effectively deliver the nutrition education program as planned. Preparation and professional development activities shall provide basic knowledge of nutrition, combined with the development of skills and adequate time to practice skills in program-specific activities. Training shall include instructional techniques and strategies designed to promote healthy eating behaviors. Staff members providing nutrition education shall not advocate dieting behaviors or any specific eating regimen to students, other staff members or parents.

Staff Wellness

The District highly values the health and well-being of every staff member and shall plan and implement activities and policies that support personal efforts by staff members to maintain a healthy lifestyle and that encourage staff members to serve as role models.

Partnering with Community Organizations

Schools shall partner with community organizations (e.g., local businesses, faith-based organizations, libraries, local health departments, local colleges and their students, and local health care providers) to provide consistent health messages and support school-based activities that promote healthy eating and physical activity.

Engaging Students

Schools shall consider student needs in planning for a healthy school environment. Students shall be asked for input and feedback through the use of student surveys and other means, and attention shall be given to their comments. Key health messages shall be promoted by coordinating classroom and cafeteria, and through planned promotions such as health fairs, nutrition initiatives, programs and contests.

R6142.101(n)

Instruction - Student Nutrition and Physical Activity (School Wellness) (continued)

Parent Nutrition Education

The District shall encourage family involvement to support and promote healthy eating and physical activity habits. The District shall support families’ efforts to provide a healthy diet and daily physical activity for their children through effective two-way communication strategies that allow sharing of information from school to home and from home to school.

Nutrition education will be provided to parents beginning at the elementary or pre-k level. The goal will be to continue to educate parents throughout the elementary, middle and high school levels. Nutrition education may be provided in the form of handouts, postings on the District website or presentations that focus on nutritional value and healthy lifestyles. Additional strategies are suggested in the Connecticut State Department of Education’s “Action Guide for School Nutrition and Physical Activity Policies” (page 139) at:

http://www.sde.ct.gov/sde/cwp/view.asp?a=2626&q=320754#Action.

The District shall provide information about physical education and other school-based physical activity opportunities before, during and after the school day, and shall support families’ efforts to provide their children with opportunities to be physically active outside of school. Such supports shall include sharing information about physical activity and physical education through a website, newsletter or other take-home materials, special events or physical education homework.

Family and Community Involvement

In order to promote family and community involvement in supporting and reinforcing nutrition education in the schools, the building Principal is responsible for ensuring:

1. Nutrition education materials and cafeteria menus are sent home with students;

2. Parents are encouraged to send healthy snacks/meals to school;

3. Parents and other family members are invited to periodically eat with their student in the cafeteria;

4. Families are invited to attend exhibitions of student nutrition projects or health fairs;

5. Nutrition education workshops and screening services are offered;

6. Nutrition education homework that students can do with their families is assigned (e.g., reading and interpreting food labels, reading nutrition-related newsletters, preparing healthy recipes, etc.);

7. School staff collaborate with agencies and groups conducting nutrition education in the community to send consistent messages to students and their families; and

R6142.101(o)

Instruction - Student Nutrition and Physical Activity (School Wellness) (continued)

8. School staff are encouraged to cooperate with other agencies and community groups to provide opportunities for student volunteer or paid work related to nutrition, as appropriate.

Many additional strategies are found in the “Action Guide for School Nutrition and Physical Activity Policies.” (page 141)

School District Wellness Committee (District Health Advisory Council)

With the purposes of monitoring the implementation of the District’s policy, evaluating policy progress, serving as a resource to school sites, and revising the policy as necessary, a District-wide representative wellness committee shall be established and maintained or the District shall work within an existing school health committee. (Required by federal law only for districts that participate in the USDA child nutrition programs.) The committee will meet a minimum of four times annually to establish goals for and oversee school health and safety policies and programs, including development, implementation and periodic review and update of the District level wellness policy (wellness policy). Committee membership will represent all school levels and include to the extent possible, but not be limited to:

District Food Service Coordinator
Parent representative from each school level
Student representative from each school level
Staff member representative from each school level
Administrative Representatives, (Superintendent, principal, vice-principal)
Physical Education and Health Program Leader
School health professionals (nurses, physicians, dentists)
Health Education Coordinator/Teacher
Physical Education Coordinator/Teacher
Other individuals appropriate to the evaluation process
Board of Education Members
Any interested member of the public
Mental health and social services staff (school counselors, psychologists, social workers, psychiatrists)

Optional: Each school within the District will establish an ongoing School Wellness Committee that convenes to review issues, in coordination with the District Wellness Committee.

The Superintendent, or his/her designee, will convene the District Wellness Committee and facilitate development of and updates to the wellness policy, and will ensure each school’s compliance with the policy. Each school will designate a school wellness policy coordinator, who will ensure compliance with the policy.

R6142.101(p)

Instruction - Student Nutrition and Physical Activity (School Wellness) (continued)

Wellness Policy Implementation, Monitoring, Accountability & Community Engagement

Implementation

The District will develop and maintain a plan for implementation to manage and coordinate the execution of this wellness policy. The plan delineates roles, responsibilities, actions and timelines specific to each school; as well as specific goals and objectives for nutrition standards for all foods and beverages available on the school campus, food and beverage marketing, nutrition promotion and education, physical activity, physical education and other school-based activities that promote student wellness. It is recommended that the school use the Healthy Schools Program online tools to complete a school-level assessment based on the Centers for Disease Control and Prevention’s School Health Index, create an action plan that fosters implementation and generate an annual progress report.

Recordkeeping

The District will retain records to document compliance with the requirements of the wellness policy at the District’s Administrative Offices. Documentation maintained in this location will include but will not be limited to:

The written wellness policy;
Documentation demonstrating that the policy has been made available to the public;
Documentation of efforts to review and update the Local Schools Wellness Policy; including an indication of who is involved in the update and methods the District uses to make stakeholders aware of their ability to participate on the District Wellness Committee;
Documentation to demonstrate compliance with the annual public notification requirements;
The most recent assessment on the implementation of the local school wellness policy;
Documentation demonstrating the most recent assessment on the implementation of the Local School Wellness Policy has been made available to the public.

Annual Notification of Policy

The District will actively inform families and the public each year of basic information about this policy, including its content, any updates to the policy and implementation status. The District will make this information available via the District website and/or district-wide communications. The District will provide as much information as possible about the school nutrition environment. This will include a summary of the District’s (or schools’) events or activities related to wellness policy implementation. Annually, the District will also publicize the name and contact information of the District/school officials leading and coordinating the committee, as well as information on how the public can get involved with the school wellness committee.

R6142.101(q)

Instruction - Student Nutrition and Physical Activity (School Wellness)

Wellness Policy Implementation, Monitoring, Accountability & Community Engagement (continued)

Triennial Progress Assessments

At least once every three years, the District will evaluate compliance with the wellness policy to assess the implementation of the policy and include;

The extent to which schools under the jurisdiction of the District are in compliance with the wellness policy; and

A description of the progress made in attaining the goals of the District’s wellness policy.

The position/person responsible for managing the triennial assessment and contact information is (list the person responsible here, their title, and their contact information). The District Wellness Committee, in collaboration with individual schools, will monitor schools’ compliance with this wellness policy. The District [or school] will actively notify households/families of the availability of the triennial progress.

Revisions and Updating of the Policy

The District Wellness Committee will modify the wellness policy based on the results of the triennial assessments and/or as District priorities change; community needs change; wellness goals are met; new health science, information, and technology emerges; and new Federal or state guidance or standards are issued. The wellness policy will be assessed and updated as indicated at least every three years, following the triennial assessment.

Community Involvement

The District will actively communicate ways in which representatives of the District Wellness Committee and others can participate in the development, implementation and periodic review and update of the wellness policy through a variety of means. The district will inform parents of the improvements that have been made to school meals and compliance with school meal standards, availability of child nutrition programs and how to apply, and a description of and compliance with Smart Snacks in School nutrition standards. The District will use electronic mechanisms, such as the District’s website, as well as non-electronic mechanisms, such as newsletters, presentations to parents, or sending information home to parents, to ensure that all families are actively notified of the content of, implementation of, and updates to the wellness policy, as well as how to get involved and support the policy. The District will ensure that communications are culturally and linguistically appropriate to the community, and accomplished through means similar to other ways that the District and individual schools are communicating important school information with parents.

The District will actively notify the public about the content of or any updates to the wellness policy annually at a minimum. The District will also use these mechanisms to inform the community about the availability of the annual and triennial reports.

R6142.101(r)

Instruction – Student Nutrition and Physical Activity (School Wellness)

Wellness Policy Implementation, Monitoring, Accountability & Community Engagement (continued)

District Nutrition Standards

The District strongly encourages the sale or distribution of nutrient-dense foods for all school functions and activities. Nutrient-dense foods are those foods that provide substantial amounts of vitamins and minerals with relatively few calories, such as fruits, vegetables, whole grains, low-fat dairy, lean meats and legumes. In an effort to support the consumption of nutrient-dense foods in the school setting the District will follow the beverage requirements of state statute and federal regulations, whichever are stricter, and has adopted the following Nutrition Standards governing the sale of food on school grounds. Sites are encouraged to study these standards and must develop building policy using the following District Nutrition Standards and state beverage requirements as minimal guidelines.

R6142.101(s)

Instruction - Student Nutrition and Physical Activity (School Wellness)

District Nutrition Standards (continued)

If the District implements healthy food certification under CGS Section 10-215f, replace the previous language with the following:

The District strongly encourages the sale or distribution of nutrient-dense foods for all school functions and activities. Nutrient-dense foods are those foods that provide substantial amounts of vitamins and minerals with relatively few calories, such as fruits, vegetables, whole grains, low-fat dairy, lean meats and legumes. In an effort to support the consumption of nutrient-dense foods in the school setting the District will follow the beverage requirements of state statute and federal regulations, whichever are stricter, and has adopted the Connecticut Nutrition Standards governing the sale of food on school grounds. Sites are encouraged to study these standards and must develop building policy using the following Connecticut Nutrition Standards and state beverage requirements as minimal guidelines.

Food:

1. Any given food item offered for sale to students separately from reimbursable meals will:

· meet the portion size requirements of the Connecticut Nutrition Standards and the USDA Nutrition Standards.

· not contain any chemically altered fat substitutes and will meet the fat requirements of the Connecticut Nutrition Standards.

· meet the saturated fat requirements of the Connecticut Nutrition Standards.

· meet the trans-fat requirements of the Connecticut Nutrition Standards.

· not contain any artificial sweeteners or sugar alcohols and will meet the sugar requirements of the Connecticut Nutrition Standards.

· meet the sodium requirements of the Connecticut Nutrition Standards and the USDA Nutrition Standards.

2. Foods and beverages will not contain caffeine, with the exception of trace amounts of naturally occurring substances.

3. Limit condiment use and provide low-fat, low-sugar and low-sodium varieties.

4. Increase choices of whole grains and foods containing fiber.

5. Encourage the consumption of nutrient-dense foods, e.g., whole grains, fresh fruits and vegetables, lean meats, legumes and low-fat dairy products.

Note: Public Law 108-265, the Child Nutrition and WIC Reauthorization Act of 2004, requires that the district school wellness policy must include “nutrition guidelines for all foods available on the school campus during the school day, with the objectives of promoting student health and reducing childhood obesity.” If the district does not adopt the preceding standards, it must develop specific nutrition standards that address what foods can be sold or served to students during the school day.

6142.101(t)

Instruction - Student Nutrition and Physical Activity (School Wellness)

District Nutrition Standards (continued)

Candy:

Vending sales of candy will not be permitted on school grounds.

Pursuant to state regulations, the sale of candy on school premises is prohibited from 30 minutes prior to the start of any state or federally subsidized milk or meal program until 30 minutes after the end of the program.

Candy and gum (including sugarless candy and sugarless gum) can only be sold to students on school premises if they are sold at the location of an event that occurs after the school day or on the weekend, provided they are not sold from a vending machine or school store. (Note: Board vote is required to allow this exemption)

Beverages:

Pursuant to state statute, the sale of beverages to students on school premises shall be limited to the following five categories:

1. milk, which may be flavored but contains no artificial sweeteners and no more than 4 grams of sugar per fluid ounce; (federal regulation requires milk to be non-fat or low-fat (1%)*

2. nondairy milk substitutes, such as soy or rice milk, which may be flavored but contains no artificial sweeteners, nonnutritive sweetening agents, sugar alcohols, added sodium, and no more than 4 grams of sugar per fluid ounce, no more than 35% of calories from fat per serving, and no more than 10% of calories from saturated fat per serving;*

3. 100% fruit or vegetable juice or combination of such juices, containing no added sugars, sweeteners, or artificial sweeteners;*

4. beverages that contain only water and fruit or vegetable juice and have no added sugars, sweeteners, or artificial sweeteners or sodium and that meet the healthy Hunger-Free Kids Act of 2010, P.L. 11-296, as may be amended from time to time;* and;

6142.101(u)

Instruction - Student Nutrition and Physical Activity (School Wellness)

District Nutrition Standards (continued)

5. water, which may be flavored but must contain no added sugars, sweeteners, artificial sweeteners, sodium or caffeine.*

Portion sizes of the beverages specified above are limited to no more than 8 fluid ounces for students in grades K-5 inclusive and 12 fluid ounces for students in grades 6-12 inclusive, except water, which is unlimited.

Vending sales of any beverages other than those listed as approved in state statute are not permitted on school grounds at any time.

School store sales of any beverages other than those listed as approved in state statute are not permitted on school grounds at any time.

The sale of any beverages other than those listed as approved in state statute will not be permitted on school grounds from any source at any time.

If the District allows beverages exemptions under CGS Section 10-221q, replace the previous bullet with the following:

The sale of any beverages that do not meet the requirements of state statute and federal regulations is allowed at the location of an event that occurs after the school day or on the weekend, provided they are not sold from a vending machine or school store. (Note: Board vote is required to allow this exemption.)

Guidelines for Food and Beverages Offered to Students at School

The District encourages the use of nutrient-dense foods for all school functions and activities. Nutrient-dense foods are those foods that provide substantial amounts of vitamins and minerals and relatively few calories, such as fruits, vegetables, whole grains, low-fat dairy, lean meats and legumes. At any school function (parties, celebrations, feasts, sporting events, etc.) where foods and beverages are sold or served to students, healthy choices meeting the District’s nutrition standards and beverage requirements of state statute must be available. Some suggested foods and beverages are listed below. The list should be checked against the Connecticut Nutrition Standards developed by the State Department of Education and published annually, the state beverage statute, and the Department’s online list of acceptable foods and beverages, which is updated quarterly.

If the District implements healthy food certification under CGS Section 10-215f, replace the previous language with the following:

*Consult the CSE’s List of Acceptable Foods and Beverages for allowable products. Foods that meet the Connecticut Nutrition Standards meet or exceed the USDA’s competitive food standards. Listed beverages will meet both federal and state requirements.

R6142.101(v)

Instruction - Student Nutrition and Physical Activity (School Wellness)

District Nutrition Standards (continued)

The District encourages the use of nutrient-dense foods for all school functions and activities. Nutrient-dense foods are those foods that provide substantial amounts of vitamins and minerals and relatively few calories, such as fruits, vegetables, whole grains, low-fat dairy, lean meats and legumes. At any school function (parties, celebrations, feasts, sporting events, etc.) where foods and beverages are sold or served to students, healthy choices meeting the Connecticut Nutrition Standards and beverage requirements of state statute must be available. Some suggested foods and beverages are listed below. The list should be checked against the Connecticut Nutrition Standards developed by the State Department of Education and published annually, the state beverage statute, and the Department’s online list of acceptable foods and beverages, which is updated quarterly.

Raw/fresh vegetable sticks (e.g., carrots)/slices with low-fat dressing* or yogurt dip*

Fresh fruit

100% fruit juices or 100% vegetable juices or combination of such juices*

Frozen 100% fruit juice pops*

Bottled water, without added sugars, sweeteners, artificial sweeteners or caffeine*

Dried fruits (raisins, banana chips, etc.) without added sugar, fat or salt*

Trail mix (dried fruits and nuts)*

Dry roasted peanuts, tree nuts and soy nuts (not coconut or palm nuts) without added fat, sugar or sodium*

Low-fat meat and cheese sandwiches (use low-fat mayonnaise in chicken/tuna salads)*

Party mix* (variety of cereals, nuts, pretzels, etc.), depending on added fat, sugar and salt

Low-sodium crackers*

Baked corn chips & fat-free potato chips with salsa and low-fat dips* (Ranch, French Onion, Bean, etc.)

Low-fat muffins, granola bars, crackers and cookies such as fig bars and ginger snaps*

Angel food and sponge cakes*

Flavored yogurt & fruit parfaits (low-fat/nonfat yogurt)*

Gelatin and low-fat pudding cups*

Low-fat ice creams, frozen yogurts, sherbets*

Low-fat and nonfat dairy products*

Pure ice cold water without sugars, sweeteners, artificial sweeteners or caffeine*

Pretzels*

Bread products as such as bread sticks, rolls, bagels and pita bread*

Ready-to-eat low sugar cereals (with no more than 15 grams added sugars per serving and no more than 35% sugar by weight)*

Low-fat (1 percent) and skim milk*

Compliance with the state beverage statute and the Connecticut Nutrition Standards varies depending on the brand and type of item. Check online listings at http://www.sde.ct.gov/sde/cwp/view.asp?a=2626&q=320754#Healthy.

R6142.101(w)

Instruction - Student Nutrition and Physical Activity (School Wellness)

Guidelines for Food and Beverages Offered to Students at School (continued)

If the District allows beverage exemptions under CGS Section 10-221q, the following can be added:

Beverages that do not meet the requirements of state statute and federal regulations can be sold to students on school premises at the location of an event that occurs after the school day or on the weekend, provided they are not sold from a vending machine or school store.

If the District implements healthy food certification under CGS Section 10-215f, replace the previous language with the following:

Food items that do not meet the Connecticut Nutrition Standards and beverages not meeting the requirements of state statute and federal regulations can be sold at the location of an event occurring after the end of the regular school day or on the weekend, provided they are not sold from a vending machine or school store.

R6142.101(x)

Instruction - Student Nutrition and Physical Activity (School Wellness)

Competitive Foods and Beverages (continued)

“Competitive foods” include all foods and beverages sold in schools except for meals provided through the National School Lunch Program and School Breakfast Program. The USDA interim final rule groups competitive foods into three categories: (1) Entrée Items (sold only a-la-carte), (2) Side Dishes; and (3) Beverages. Pursuant to federal regulations and state statutes and regulations, the sale of competitive foods is restricted as follows:

1. Foods that do not meet the Connecticut Nutrition Standards cannot be sold to students on school premises, including, but not limited to:

Water ices (any frozen, sweetened water such as “…sicles” and flavored ice with the exception of products that contain fruit, fruit juice, milk, milk ingredients or egg ingredients other than egg whites)

Candy/sugarless candy

Chewing gum/sugarless chewing gum

R6142.101(y)

Instruction - Student Nutrition and Physical Activity (School Wellness)

Competitive Foods and Beverages (continued)

2. Beverages that do not meet the requirements of state statute and federal regulations (including, but not limited to, coffee/decaffeinated coffee/iced coffee, tea/herbal tea/iced tea, soda/diet soda, sports drinks, hot chocolate, fruit drinks that are not 100 percent juice) can only be sold to students on school premises at the location of an event that occurs after the school day or on the weekend provided they are not sold from a vending machine or school store. (Note: Board vote is required to allow this exemption.)

3. During the period of 30 minutes before any meal program up until 30 minutes after the end of the program, competitive foods and beverages may only be sold anywhere on school premises if they meet the Connecticut Nutrition Standards or state beverage statute and the income they generate accrues to the nonprofit school food service account.* Outside of this timeframe, competitive foods and beverages may only be sold if they meet the Connecticut Nutrition Standards and state beverage statute and federal regulations, whichever are stricter.

4. No competitive foods may be sold without the prior approval of the Superintendent. Such sales must comply with state law, Section 10-215b-23 of the Regulations of Connecticut State Agencies.

Schools shall use the Connecticut State Department of Education’s “List of Acceptable Foods and Beverages” to determine whether commercial food and beverage products meet the USDA’s competitive foods standards. Listed beverages will meet both federal and state requirements.

Physical Education/Physical Activity

It is the Board’s position that all students have equal and equitable opportunities for physical activity and physical education in District schools. The Superintendent is encouraged to review and consider implementing physical activity and physical education program improvements. The goals of the District are:

A. All children, from pre-kindergarten through grade 12, will participate in a daily, quality, standards-based physical education program; (Note: Physical education is not a required element of the local school wellness policy.)

B. All schools will have certified physical education teachers providing physical education instruction; and

C. All schools will have appropriate class sizes, facilities, equipment, and supplies needed to deliver quality physical education consistent with state and/or national standards.

Schools shall strive, within financial, space, and staffing constraints, for students in grades pre-k through six to engage in physical education averaging 150* instructional minutes per week and all middle and high school students to engage in 225 minutes per week* and shall complete, at a minimum, one credit of high school physical education (required for graduation).

R6142.101(z)

Instruction - Student Nutrition and Physical Activity (School Wellness)

Physical Education/Physical Activity (continued)

*Boards are advised to exercise caution in adopting this language as such adoption results in the creation of a mandate by the Board.

Incorporating Physical Activity Into the Classroom

Students in all grade levels shall be provided with opportunities for physical activity beyond and in addition to physical education. Classroom health education shall complement physical education by reinforcing the knowledge and self-management skills needed to maintain a physically active lifestyle and to reduce time spent on sedentary activities, such as watching television. Opportunities for physical activity shall be incorporated into other subject lessons and can be used as reinforcement, reward and celebration for achievement, positive behavior and completion of assignments. Classroom teachers shall provide short physical activity breaks between lessons or classes, as appropriate.

Use of School Facilities Outside of School Hours

Access to school sites will be provided through permitting use of facilities to community youth sports groups consistent with the District’s facilities use policy so additional opportunities are available for youth to participate in quality physical activity, fitness, sports and recreation programs. School spaces and facilities shall be available to students, staff members, and community members before, during, and after the school day, on weekends and during school vacations. The spaces and facilities shall also be available to community agencies and organizations offering physical activity and nutrition programs. School policies concerning safety shall apply at all times.

Prohibiting Physical Activity as Punishment

Schools shall prohibit the use of physical activity (such as required running or push-ups as punishment) and withholding of physical education class and other forms of physical activity as punishment. Recess or other opportunities for physical activity shall not be withheld as a measure to enforce the completion of academic work. (See Policy #5144.4, “Physical Exercise and Discipline of Students.”)

Daily Recess

All elementary school students shall have at least 20 consecutive minutes a day of supervised recess, preferably outdoors, during which schools should encourage moderate to vigorous physical activity and provide space, equipment and an environment that is conducive to safe and enjoyable activity. Districts shall ensure that students with special physical and cognitive needs have equal physical activity opportunities, with appropriate assistance and services. Districts shall not permit extended periods (i.e., periods of two or more hours) of inactivity. When activities, such as mandatory school-wide testing, make it necessary for students to remain indoors for long periods of time, schools shall give students periodic breaks during which they are encouraged to get up from their chairs and be moderately active.

R6142.101(aa)

Instruction - Student Nutrition and Physical Activity (School Wellness) (continued)

Physical Activity Opportunities Before and After School

All elementary, middle and high schools shall offer extracurricular physical activity programs, such as physical activity clubs or intramural programs. All high schools and middle schools as appropriate shall offer interscholastic sports programs. Districts shall offer a range of activities that meet the needs, interests, and abilities of all students, including boys, girls, students with physical and cognitive disabilities, and students with special health care needs. After-school, childcare and enrichment programs shall provide and encourage – verbally and through the provision of space, equipment, and activities – daily periods of moderate to vigorous physical activity for all participants.

Safe Routes to School

When appropriate, the District shall work together with local public works, public safety and/or police departments to make it safer and easier for students to walk and bike to school.

Family and Community Involvement

In order to promote family and community involvement in supporting and reinforcing physical education in the schools, the school Principal is responsible for ensuring:

A. Physical education activity ideas are sent home with students;

B. Parents are encouraged to promote their child’s participation in the school’s physical education programs and after-school activities;

C. Families are invited to attend and participate in physical education activity programs and health fairs;

D. Physical education curriculum includes homework that students can do with their families;

E. School staff consider the various cultural preferences in the development of physical education programs; and

F. School staff is encouraged to cooperate with other agencies and community groups to provide opportunities for students to participate in physical activity programs.

Regulation approved:

rev 1/07

rev 4/09

rev 4/12

rev 10/14

rev 1/15

rev 1/17