East Windsor Public Schools

Board of Education Policies

Instruction    SERIES 6000

BP 6000
Concept and Roles In Instruction

Instruction - General

The Board of Education believes the instructional program of the public schools to be among its highest priorities, and it is therefore important for the Board and the professional staff to work cooperatively in determining educational goals and objectives which meet the needs of students.

Within limitations of budgets made available to it by the Town, the Board of Education will provide personnel, equipment, instructional supplies and materials, and other support required to meet professional staff needs and community goals. The Board, understanding that education requires continuing change, also supports continuing in-service education for certified and non-certified staff.

The Superintendent of Schools or designee shall present regular evidence of student progress and of program modifications based on evaluations which are consistent with district goals and objectives. Evidence of educational productivity is important in evaluating the educational system, for guiding improvement efforts, and in developing public support for the schools.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6000.1
Provisions of Negotiated Agreements/Contracts

All articles included in negotiated agreements/contracts with teachers' and administrators' bargaining representatives shall have the effect of Board of Education policy. In cases of conflict between negotiated agreements/contracts and Board of Education policies or administrative regulations, agreements/contracts take precedence. In such cases the Board Policy Review Committee will review areas of conflict and make recommendations that would correct conflict to the full Board of Education.

Legal Reference: Connecticut General Statutes

10-153a through 10-153j

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6010
Goals and Objectives

The Board of Education establishes the following goals for the instructional program:

1. To instill in students basic skills as well as the knowledge, attitudes and habits that will allow them to adopt, adapt and utilize these skills in the ever-changing environment;

2. To provide an educational program that challenges each student yet minimizes failure. Everyone willing to make the effort to work and learn should be able to achieve a certain measure of success;

3. To develop an educational program that is comprehensive and involves input from all groups within the school community, especially administrators, staff, parents and students;

4. To create a learning process that emphasizes human worth and incorporates real and relevant experiences that students may identify with and learn from easily; and

5. To provide educational opportunities for students to interact with students and leaders from other racial, ethnic, and economic backgrounds in order to reduce racial, ethnic and economic isolation which may involve providing such opportunities with students from other communities.

Legal Reference: Connecticut General Statutes

10-4a educational interests of state defined, as amended by PA 97-290, An Act Enhancing Educational Choices and Opportunities.

10-220 Duties of Boards of Education.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6111
School Calendar

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

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

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

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

Legal Reference: Connecticut General Statutes

1-4 Days designated as legal holidays

PA 95-182 An Act Concerning the Reduction of Education Mandates

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6112
School Day

Grades 1 12

The Superintendent of Schools shall ensure that:

1. The school year provides at least 180 days of school for all grades.

2. The school year provides a minimum of 900 hours of actual school work; in meeting this requirement, no more than seven (7) hours of actual school work on a given day shall be credited toward meeting the 900 hour minimum.

3. In an early school closing or delayed opening because of weather, the district will still provide a minimum of 900 hours of actual school work by the conclusion of the school year.

4. Should it be necessary to consider alternative scheduling in any single school year, because of unusual circumstances which could interfere with fulfilling the 180 day school year requirement, the Superintendent shall recommend to the Board a plan for alternative scheduling to be transmitted to the State Board of Education for its consideration and possible approval.

In complying with statutory requirements for a minimum of 900 hours per year, the Superintendent shall exclude from the definition of actual school work that time provided for student lunch periods and non-instructional recesses at the elementary schools and students' lunch and passing time in the middle schools and the senior high school.

Kindergarten

The Superintendent of Schools shall ensure that:

1. The school year provides at least 180 days of school.

2. The school year provides a minimum of 450 hours of actual school work; in meeting this requirement, no more than seven (7) hours of actual school work on a given day shall be credited toward meeting the 450 hour minimum school year.

3. In an early school closing or delayed opening because of weather, either the morning or afternoon kindergarten session shall count as a school day.

The requirement that only a two hour continuous kindergarten session counts as a school day in the event of an early closing has been eliminated.

4. In the event of an early closing because of weather, the kindergarten session shall count as a school day, regardless of its length.

5. Should it be necessary to consider alternative scheduling in any single school year, because of unusual circumstances which could interfere with meeting the 180 day school year requirement, the Superintendent shall recommend, and the Board review and act upon a plan for alternative scheduling to be transmitted to the State Board of Education for its consideration and possible approval.

In complying with statutory requirements for a minimum of 450 hours per year for kindergartens, the Superintendent shall exclude from the definition of actual school work that time provided for student lunch periods and non-instructional recesses.

Legal Reference: Connecticut General Statutes

10 15 Towns to maintain schools.

10 16 Length of school day (as amended by PA-161 An Act Concerning Reduction of Education Mandates).

10 16b Prescribed courses of study.

10 220 Duties of boards of education.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6114
Page 1 of 1

Instruction

Emergencies and Disaster Preparedness

All employees of the school system are responsible for doing everything in their power to promote the safety of all of the students at all times.

The administration shall require the Building Principal to maintain procedures for fire, civil defense, and other emergencies, and to ensure the maintenance of the fire alarm system and regular and emergency exits of all buildings.

First Aid

At least one person at each school site should hold current first aid and/or CPR certification.

Legal Reference: Connecticut General Statutes

10-231 Fire drills

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

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6114.1
Page 1 of 1

Instruction

Emergency/Fire Safety

A fire drill shall be held at least once a month in each school building. Each building administrator 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.

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

Legal Reference: Connecticut General Statutes

10-231 Fire drills.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6114.3
Page 1 of 1

Instruction

Bomb Threats

From time to time, the Board shall approve administrative guidelines covering the safety of all students and personnel in emergency situations arising from bomb threats to the school system.

Refer to Crisis Handbook.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6114.1
Emergency/Fire Safety

A fire drill shall be held at least once a month in each school building. A crisis response drill may be substituted for one of the required monthly school fire drills every three months. Each building administrator 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.

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

Legal Reference: Connecticut General Statutes

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

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
Policy revised: January 7, 2003 East Windsor, Connecticut

6114.6
School Closing For Emergency Conditions

Every attempt will be made to keep schools open according to the calendar approved by the Board of Education. However, there are times when emergency closing of schools is necessary.

Closing of school, late opening, or early dismissal for inclement weather or emergency conditions will be decided by the Superintendent of Schools or designee based upon information available.

In case of closing for weather or emergencies, administrators and non-certified personnel should make every effort to reach their assigned duties as soon as roads are passable or the emergency condition is deemed safe by school administrators.

Emergency leave may be used for those unable to reach a building unless the Superintendent feels conditions are severe enough that all employees are dismissed from attending work.

Every effort should be made to notify employees of the status of opening, either by phone or through radio broadcasts.

If additional days need to be added to the calendar to reach the mandated 180 days or 900 hours of instruction, the decision will be made by the Board of Education.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6115
Ceremonies and Observances

There shall be opening exercises in all East Windsor schools each day school is in session. These exercises shall include a salute to the flag, an opportunity for silent meditation, and other activities scheduled by the administration of each school.

Student participation in opening exercises shall be voluntary and the religious beliefs of students shall be respected. Students shall not be required to stand or leave their homeroom as a condition of non-participation.

Separation of Church and State

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

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

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

Holiday Celebration and Observances

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

Absence for Religious Observation

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

Recognition of Religious Holidays

The objective study of religious holidays provides a natural opportunity to promote an appreciation for and respect of diversity. Learning opportunities should extend beyond Judeo-Christian beliefs; reflecting the diversity of global cultures.

1. Recognition of religious holidays will not dominate the educational program and must support curricular objectives.

2. All religions must be afforded equal dignity, but none advanced nor disparaged.

3. Decorations which are part of custom, that have no direct religious meaning (Christmas tree, Menorah) may be displayed. Tree decoration should not promote religion nor require student participation.

4. Programs should focus on seasonal rather than religious themes inclusive of concerts, enrichment programs and Parent-Teacher Organization sales.

5. Performances which recognize holidays must be of an artistic nature, not religious. Religious music must not dominate any school program. Program selections should not, by their nature, exclude students from participation.

6. The cafeteria staff will consider religious dietary restrictions when planning menus (non-meat meals, limiting pork to one menu choice).

7. Parents may exclude their children from programs involving the recognition of religious holidays or if celebration is in conflict with family beliefs. A written request for exclusion should be sent to the Principal.

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
PA 02-119 An Act Concerning Bullying Behavior in Schools and Concerning the Pledge of Allegiance

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
Policy revised: January 7, 2003 East Windsor, Connecticut

6115
Appendix

Religious Guidelines/Religious Holidays In the Schools

Questions and Answers

The United States had grown from a nation of relatively few religious differences to one of countless religious groups. This expanding pluralism challenges the public schools to deal creatively and sensitively with students professing many religions or none.

The following questions and answers concern religious holidays and public education, a subject often marked by confusion and conflict. Teachers and school officials, as well as parents and students, should approach this discussion as an opportunity to work cooperatively for the sake of good education rather than at cross purposes.

School districts developing guidelines about religious holidays will want to base their policies in the shared commitment of respect for individuals religious beliefs expressed in the constitutional guarantee of religious liberty. This means that public schools may neither promote nor inhibit religious belief or non belief. Drafters of such guidelines also will want to take account of the role of religion in history and cultures.

Awareness of legal issues is essential in considering religion and public education, but the law does not supply answers to every question. Within the current legal framework, schools their boards, administrators, teachers, parents and students must make many practical decisions regarding religious holidays.

This work can be done only by showing sensitivity to the needs of every student and a willingness to steer a course between the avoidance of all references to religion on one hand and the promotion of religion on the other.

Q. What do the courts say?

A. The Supreme Court has ruled that public schools may not sponsor religious practices but may teach about religion. While having made no definitive ruling on religious holidays in the school, the Supreme Court let stand a lower federal court decision stating that recognition of holidays may be constitutional if the purpose is to provide secular instruction about religious traditions rather than to promote the religion involved (Florey v. Sioux Falls School District, 8th Cie., 1980).

Q. Do religious holidays belong in the curriculum?

A. The study of religious holidays may be included in elementary and secondary curricula as opportunities for teaching about religions. Such study serves the academic goals of educating students about history and cultures, as well as the traditions of particular religions within a pluralistic society.

Q. When should teaching about religious holidays take place?

A. On the elementary level, natural opportunities arise for discussion of religious holidays while studying different cultures and communities. In the secondary curriculum, students of world history or literature have opportunities to consider the holy days of religious traditions.

Teachers find it helpful when they are provided with an inclusive calendar noting major religious and secular holidays with brief descriptions of their significance.

Q. How should religious holidays be treated in the classroom?

A. Teachers must be alert to the distinction between teaching about religious holidays, which is permissible, and celebrating religious holidays, which is not. Recognition of and information about holidays may focus on how and when they are celebrated, their origins, histories and generally agreed-upon meetings. If the

approach is objective and sensitive, neither
promoting nor inhibiting religion, this study can foster understanding and mutual respect for differences in belief. Teachers will want to avoid asking students to explain their beliefs and customs. An offer to do so should be treated with courtesy and accepted or rejected depending upon the educational relevancy. Teachers may not use the study of religious holidays as an opportunity to proselytize or to inject personal religious beliefs into the discussions. Teachers can avoid this by teaching through attribution, i.e., by reporting that "some Buddhists believe ….”

Q. May religious symbols be used in public school classes?

A. The use of religious symbols, provided they are used only as examples of cultural and religious heritage, is permissible as a teaching aid or resource. Religious symbols may be displayed only on a temporary basis as part of the academic program. Students may choose to create artwork with religious symbols, but teachers should not encourage or discourage such creations

Q. May religious music be used in public schools?

A. Sacred music may be sung or played as part of the academic study of music. School concerts that present a variety of selections may include religious music. Concerts should avoid programs dominated by religious music, especially when these coincide with a particular religious holiday. The use of art, drama or literature with religious themes also is permissible if it serves a sound educational goal in the curriculum but not if used as a vehicle for promoting religious belief.

Q. What about Christmas?

A. Decisions about what to do in December should begin with the understanding that public schools may not sponsor religious devotions or celebrations; study about religious holidays does not extend to religious worship or practice. Does this mean that all seasonal activities must be banned from the schools? Probably not, and in any event such an effort would be unrealistic. The resolution would seem to lie in devising holiday programs that serve an educational purpose for all students-programs that make no students feel excluded or identified with a religion not their own. Holiday concerts in December may appropriately include music related to Christmas and Hanukkah, but religious music should not dominate. Any dramatic productions should emphasize the cultural aspects of the holidays. Nativity

pageants or plays portraying the Hanukkah
miracle are not appropriate in the public school setting. In short, while recognizing the holiday season, none of the school activities in December should have the purpose, or effect, of promoting or inhibiting religion.

Q. What about religious objections to some holidays?

A. Students from certain religious traditions may ask to be excused from classroom discussions or activities related to particular holidays. Some holidays considered by many people to be secular (for example, Halloween and Valentine's Day) are viewed by others as having religious overtones. Excusal requests may be especially common in the elementary grades, where holidays often are marked by parties and similar non academic activities. Such requests are routinely granted. In addition, some parents and students may make requests for excusals from discussions of certain holidays even when treated from an academic perspective. If focused on a limited, specific discussion, such requests may be granted in order to strike a balance between the student's religious freedom and the school's interest in providing a well rounded education. Administrators and teachers should understand that a policy or practice of excusing students from a specific activity or discussion cannot be used as a rationale for school sponsorship of religious celebrations or worship for the remaining students.

Q. May students be absent for religious holidays?

A. Sensitive school policy on absences will take account of the religious needs and requirements of students. Students should be allowed a reasonable number of excused absences, without penalties, to observe religious holidays within their traditions. Students may be asked to complete makeup assignments or examinations in conjunction with such absences.

Q. What steps should districts take?

A. In a pluralistic society, public schools are places for persons of all faiths or none. Schools may neither promote nor denigrate any religion. In order to respect religious liberty and advance education, we recommend that each school district take the following steps: Develop policies about the treatment of religious holidays in the curricula and inform parents of those policies. Offer pre service and in service workshops to assist teachers and administrators in understanding the appropriate place of religious holidays in the schools. Become familiar with the nature and needs of the religious groups in the school community. Provide resources for teaching about religions and religious holidays in ways that are constitutionally permissible and educationally sound.

This document is sponsored jointly by the following organizations:

American Academy of Religion, American Association of School Administrators, American Federation of Teachers, American Jewish Committee, Americans United Research Foundation, Association of Supervision and Curriculum Development, Baptist Joint Committee on Public Affairs, Christian Legal Society, The Islamic Society of North America, National Association of Evangelicals, National Conference of Christians and Jews, National Council of Churches of Christ in the USA, National Council on Religion and Public Education, National Council for the Social Studies, National Education Association, National School Boards Association.

Sample policy material on this topic to consider follows.

6120
Objectives of the Instructional Program

Annual Objectives of the Board and Administration

In order to better fulfill its accountability to the public and to provide leadership to the administration and the system, the Board will present on an annual basis a list of its objectives for the coming school year. These will normally be finalized before the start of each school year. They will generally be comprised of action or procedural statements to achieve the goals of the District.

Procedure

Prior to the beginning of each school year, the Chairperson will solicit ideas for goals for the coming year. At the end of each year the Board will review its progress in achieving the stated goals.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6121
Page 1 of 1

Instruction

Nondiscrimination in the Instructional Program

This school district will avoid discriminatory actions and seeks to foster good human and educational relations.

Students who are eligible for participation in school programs have a right to an equal opportunity to participate in such school programs without discrimination of any kind.

Legal Reference: Connecticut General Statutes

10-15 Towns to maintain schools.

10-15c Discrimination in public school prohibited.

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

10-226a Pupils of racial minorities.

10-145a(b) Certificates of qualification for teachers; Intergroup relations programs.

Title IX of the Education Amendments of 1972, 20 U.S.C., 1681 et seq Section 504, U.S. Rehabilitation Act, 1973, 29 U.S.C. 791

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6121.11
Educational Quality and Diversity

The East Windsor Board of Education, endeavoring to prepare students for active and constructive participation in a culturally diverse society, commits itself to provide a school environment and instructional programs which expose students to a broad range of ideas, people, cultures and experiences.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6130
Organizational Plan

The Board of Education is responsible for public education in the Town of East Windsor, pre-kindergarten through grade 12, including special education and adult education. Education shall be delivered through instructional level groupings in school facilities approved by the Board after consideration of recommendations from the Superintendent of Schools.

The Board has approved the following plan for the organization of instruction in the district's public schools.

East Windsor Public Schools and Grades Housed

Broad Brook Elementary School PK-2

East Windsor Intermediate School 3-6

East Windsor Junior High School 7-8

East Windsor Senior High School 9-12

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6140
Curriculum

The curricula of the schools shall be in harmony with the Board of Education's adopted goals and legal requirements.

Curriculum development by the certified staff shall be guided by such factors as the following:

1. Actual studies and information concerning the needs of students in this school district.

2. The range of abilities, aptitudes and interests of the students.

3. Aspirations of residents of the school district for the students.

4. The mobility of the population, making it necessary to provide education for the students useful anywhere in the world.

5. Avoidance of discrimination.

The Board of Education desires that unnecessary duplication of work among the various school levels be eliminated, and that courses of study and syllabi be coordinated effectively.

The Board of Education favors providing opportunities for faculty to consult and assist in curriculum development through such devices as workshops, study groups, assistance from outside consultants, and an extended school year to allow teachers to devote summertime to the effort. The Board of Education reserves the responsibility for establishing curricula for the school district. Teachers shall teach within the approved curricula.

(cf. 6121 - Non-discrimination in Instructional Program)

Legal Reference: Connecticut General Statutes
10-15 Towns to maintain schools.
10-15c Discrimination in public schools prohibited.
10-16b Prescribed courses of study.
10-18 Courses in United States history, government and duties and responsibilities of citizenship.
10-18a Contents of textbooks and other general instructional materials.
10-19 Effect of alcohol, nicotine, or tobacco and drugs to be taught.
10-221a High School graduation requirements.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6141
Curriculum Design/Development

Elementary and Secondary

A. Philosophy

The East Windsor Board of Education encourages the professional staff to continually study, revise and evaluate the curriculum in order to assure that all students in East Windsor schools will have the opportunities that a modern, meaningful curriculum can offer.

B. Board Approval

1. Proposed new courses will be discussed by the Curriculum Council with the Superintendent who will submit such courses to the Board for formal approval prior to implementation.

2. Curriculum Changes - All proposed changes, additions or deletions to an existing curriculum, or a proposed new curriculum, will be submitted, in writing, for review by the curriculum council. Once the curriculum has been endorsed by the council, it will be submitted to the Board of Education for formal approval prior to implementation.

Legal Reference: Connecticut General Statutes
10 16b Prescribed courses of study.
10 16c et seq. re family life education.
10 17 English language to be medium of instruction.
10 17 et seq. re Bilingual instruction.
10 18 Courses in United States history, government and duties and responsibilities of citizenship.
10 18a Contents of textbooks and other general instructional materials.
10 18b et seq. re Firearms safety programs.
10 19 Effect of alcohol, nicotine or tobacco and drugs to be taught. Training of personnel. Evaluation of programs by alcohol and drug abuse commission and department of education.
10 19a et seq. re Substance abuse prevention team.
10 24 Course in motor vehicle operation and highway safety.
10 21 et seq. re Vocational education and cooperation with business
Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

AR 6141
Curriculum Design/Development

Curriculum Council

I. Purpose of The Curriculum Council

The mission of the Curriculum Council is to meet the needs of East Windsor students by planning and developing a vital curriculum.

As an approved committee of the East Windsor Board of Education in the area of curriculum, the Curriculum Council shall be responsible for the following:

A. To advise the Board of Education, the Superintendent, administration and faculty and to initiate and review all matters of curriculum development and revision.

B. To encourage staff initiative and creativity in developing curriculum program proposals.

C. To evaluate new curriculum and proposals in order to eliminate contradictions and imbalances.

D. To establish annual priorities for curriculum change, based upon district goals and student needs.

E. To establish appropriate sub-committees to address curriculum needs.

F. To provide recommendations for implementation of programs to meet immediate and long range goals.

G. To establish channels of communication in the educational community.

H. To utilize student, community, and professional resources in curriculum development.

I. To make recommendations to the Board of Education regarding curriculum matters.

II. Organization and Procedure of Curriculum Council

See Curriculum Handbook
Regulation approved: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6141.32
Computer Literacy

It is the Board’s belief that computers, video and other technological advances need to become part of the educational program for students in our schools and for adults in the community.

The Board sees the development and approval of a technology plan to be critical in ensuring that the district utilizes technological aids and appropriate training in the best way to support our educational program. The plan should emphasize integrated academic applications of the specific technology(ies) and strive to provide all staff and students with equal access to materials/equipment. The plan should evaluate not only equipment but applicable usage and educational curricular importance.

The Superintendent or his/her designee shall be responsible for the technology plan and any future updates/reviews. The Superintendent’s responsibilities shall include:

1. the implementation of the district’s technology plan
2. the determination of future technology needs
3. overseeing the development of appropriate technological training procedures and programs for both staff and students
4. monitoring and evaluating the actual usage of all instructional technology
5. an annual report to the Board of an evaluation of the district’s current technology plan and its implementation

The Superintendent may appoint and maintain a computer/technology planning committee to assist/advise in the development of the technology plan and any future updates/reviews. The committee’s efforts shall be in conjunction with other district committees that are deemed necessary by the Superintendent to ensure that the district’s technological direction continues to support and enhance the district’s educational goals and objectives. The efforts of the technology committee shall be documented and reported annually to the Board as part of the Superintendent’s technology plan report.

The Board shall not be responsible for any information lost, damaged or unavailable as result of any computer or other technological system failure or difficulties and shall take responsible steps to communicate this position. To ensure equal access to and appropriate use of all computer and telecommunication network systems, the Board reserves the right for the administration to monitor system space and use.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

BP 6141.321
Technology and Instruction

Electronic Information Resources

Acceptable Use Standards

Electronic information resources such as local area computer networks, CD ROM’s, software programs and the Internet may be used in the schools to educate and to inform. The District’s access to the Internet will provide access to local, national, and international sources of information and collaboration opportunities which are vital to intellectual inquiry in our schools. Access to the Internet can provide students and staff with electronic mail (E mail) communication; information and news services; public domain software and shareware of all types; and connections to many libraries, companies, agencies and businesses.

Monitoring

The district shall take steps, such as, using filtering programs, access controls, and monitoring by teachers, to restrict access to the electronic information resources. On a global information network such as the Internet, however, it is impossible to restrict access to all controversial or potentially inappropriate materials or to predict with certainty what information the user might locate. The availability of such electronic information does not imply endorsement by the Board of its content nor of the use of such information by students and staff.

Training and Education

All staff members with access to electronic information resources shall be trained in the proper use of those resources prior to access and using those resources and prior to instructing others in their access and use.

All students with access to electronic information resources shall be taught to evaluate the appropriateness of those resources and to use these resources responsibly to meet the student’s educational and research goals. This training shall include information regarding acceptable use of the network; proper network etiquette, and the use of copyrighted and licensed materials.

A. All electronic information resources shall be used only for educational and research purposes and only as those purposes are consistent with the educational objectives of the East Windsor Board of Education;

B. All students and staff using electronic information resources shall act in responsible, ethical and legal manner at all times;

6141.321
Page 2 of 3

Instruction

Technology and Instruction

Electronic Information Resources (continued)

Training and Education (continued)

C. Students shall use electronic information resources only with the permission of the responsible teacher or staff member;

D. Student use of the Internet shall be monitored by a staff member;

E. All users of electronic information resources shall be considerate of other users, and their privacy and shall use polite and appropriate language at all times while accessing and using these resources;

F. The school system will offer parents training in the use of electronic information resources.

G. Users of electronic information resources should be cautious in giving out personal information about himself, herself or anyone else while using these resources. Students must seek permission from their instructor before giving out any such information.

H. No user of electronic information resources shall knowingly degrade or disrupt the electronic information resources, services, or equipment. This includes, but is not limited to, tampering with computer hardware and software, vandalizing data or modifying data without permission, invoking computer viruses, attempting to gain access to restricted or unauthorized networks or network services or to personal files of other users, and violating copyright laws;

I. All users of electronic information resources shall immediately report any problems or breaches of these responsibilities to his or her teacher, to the school staff monitoring the use of the resources, or to other appropriate staff;

J. All users of electronic information resources shall report all security problems they identify while using these resources to his or her teacher, to the school staff monitoring the use of these resources, or to other appropriate staff; and

K. All users of electronic information resources shall avoid all activities that are considered to be inappropriate in the regular school environment.

L. Downloading of any electronic information can be done only with permission of the instructor monitoring the use of the resources.

M. No purchases should be made through the use of school electronic resource.

6141.321
Page 3 of 3

Instruction

Technology and Instruction

Electronic Information Resources (continued)

Electronic Information Resources Access Agreement

The Superintendent shall develop an Electronic Information Resources Access Agreement which shall be signed by all student users, their parents, their teachers, and all staff users as a pre-condition to use the District’s electronic information resources.

Right of Access and Review

All material which is electronically stored on the District’s computers is the property of the East Windsor School District. The Board retains the right to access, review, edit and delete all user files and any material stored on any system provided by the District. The right of access and review includes
E-mail.

The Board makes no warranties of any kind, whether expressed or implied, for the service it is providing. The Board shall not be liable for damages suffered by the user either from the user’s or the Board’s errors or omissions. Such damage may include, but is not limited to, loss of data resulting from delay, non-deliveries, mix-deliveries or service interruptions. Use of information obtained from these resources is made at the user’s risk, and the Board specifically denies any liability for the accuracy or quality of the information obtained through these resources.

Penalties for Violations

A. The Use of the District’s electronic information resources is a privilege, not a right, and inappropriate use shall result in disciplinary action.

B. Any user of electronic information resources who is found to have violated any provision of this policy shall also be subject to having his or her privileges to access and use of electronic information resources evoked and shall be required to compensate the District or others for damage caused by his or her violation of this policy.

Legal Reference: Connecticut General Statutes

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

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6141.321
Form 1

EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

TECHNOLOGY AND INSTRUCTION LETTER TO PARENTS

Dear Parents:

The East Windsor Board of Education has approved an Electronic Information Resources Policy (copy enclosed) in which the Board permits the use of electronic information resources to educate and to inform. The use of these resources will permit students to reach out to many people to share information, learn concepts and research subjects.

The District will take steps, such as using filtering programs, access controls and monitoring by teachers, to restrict access to controversial materials. On a global information network such as the Internet, however, it is impossible to restrict access to all potentially inappropriate materials. It is the responsibility, therefore, of students, parents and staff to understand and abide by the Board's Electronic Resources Policy to ensure that access to those resources provided by the District are educationally appropriate.

Enclosed is an Electronic Information Resources (i.e. World Wide Web) Access Agreement. Please review this Agreement and the Board's policy with your child so that he or she will understand his or her responsibilities when accessing and using the District's electronic information resources. Compliance with this Agreement by all users of these resources will help protect all students from misuse of those resources, and it will help protect the computer equipment from abuse.

Failure to abide with the Agreement and the Board's policy will result in consequences ranging from the loss of the privilege to use this educational tool, the assessment of costs, and/or disciplinary action.

Also enclosed are "Guidelines for Telecommunications Use at Home." These guidelines may be helpful if your child has access to a telecommunications service in your home.

In order to permit your child to use these resources at school, please be sure your child returns the signed Access Agreement to his or her classroom or homeroom teacher. If you have any questions concerning the Board's policy or Access Agreement, do not hesitate to contact your child's school Principal.

Sincerely,

Superintendent of Schools

6141.321
Form 2
Page 1 of 2

EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

ELECTRONIC INFORMATION RESOURCES ACCESS AGREEMENT FOR STUDENTS

I, ________________________________________, as a user of the East Windsor Public School District's electronic information resources and computer networks, have read and accept and agree to abide by the Electronic Information Resources Policy of the East Windsor Board of Education and with the following preconditions of my use of the District's electronic information resources:

1. I will use electronic information resources only for education and research purposes, and only as those purposes are consistent with the curriculum and educational objectives of the East Windsor Board of Education.

2. I will use electronic information resources in a responsible, ethical and legal manner at all times.

3. I will use electronic information resources only with the permission of the supervising teacher or staff member.

4. I will be considerate of other electronic information users and their privacy and l will use polite and appropriate language at all times while accessing and using these resources.

5. I will not give out any personal information about myself or anyone else while using these resources unless approved by the instructor monitoring the use of their resources.

6. I will not knowingly degrade or disrupt electronic information resources, services, or equipment, and I understand that such activity may be considered to be a crime and includes, for example, tampering with computer hardware and software, vandalizing or modifying data without permission, invoking computer viruses, attempting to gain access to restricted or unauthorized networks or network services, or violating copyright laws.

7. I will report all security problems I identify while using these resources to my teacher or to the school staff who is monitoring my use of these resources.

8. I will act responsibly at all times and will avoid all other activities that are considered to be inappropriate in the regular school environment.

9. I am aware that the inappropriate use of these resources can be a violation of local, state and federal laws and that I may be prosecuted for violating those laws.

I have read the rules and discussed them with my parents. I understand them and I will follow them.

Signed: ____________________________________________ Date: ________________________
(Student)

6141.321
Form 2
Page 2 of 2

EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

ELECTRONIC INFORMATION RESOURCES ACCESS AGREEMENT FOR STUDENTS

PARENTAL CONSENT

I give the East Windsor School District my permission to allow my child to access and use electronic information resources for educational and research purposes.

I have read this Electronic Information Resources Access Agreement and the Board's Electronic Information Resources Policy and have explained and discussed its importance with my child. Students will be instructed by school staff in the appropriate use of these resources and will also be instructed to follow the Board's Electronic Information Resources Policy.

I understand, and I explained to my child, that he/she may lose his/her privileges to use these resources at school and may face disciplinary action if he/she does not follow this Agreement and the Board's Policy. I understand that I may be held liable for costs incurred by my child's deliberate misuse of electronic information resources or of the District's electronic equipment or software programs.

I understand that the East Windsor School District has no control over the content of the information available on the Internet, which is a worldwide group of interconnected computer networks. I understand that the District will employ filtering programs, access controls, and monitoring by teachers to protect students from any misuses and abuses as a result of their use of the District's electronic services. I also understand that these controls, filters and monitors are not foolproof and that my child may access materials which I might consider controversial and offensive. I will not hold the Board liable for materials my child obtains from these electronic information resources. I will be responsible for my child's use of electronic information resources which he/she uses in other than a school setting.

Signed: _________________________________________________ Date: ___________________
(Parent or Guardian)

6141.321
Form 3

EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

GUIDELINES FOR TELECOMMUNICATIONS USE AT HOME

Exploring the many resources available through telecommunications and the Internet can be a wonderful educational experience for you and your child. However, there are risks for children and teenagers who use on-line services, especially if they are unsupervised or unaware of potential problems that can arise while on-line. There are few restrictions on the kinds of information that are accessible to Internet users, and some of the information may be inappropriate--even harmful or offensive.

The best way to assure that your child is having positive on-line experiences is to stay in close touch with what your child is doing.

Open communications with your children and getting on-line yourself will help you to understand the benefits of these systems and alert you to potential problem areas. Consider the following guidelines for your family:

• The computer used for on-line services should be in a place in your home that can be monitored by you.
• Develop a set of family rules that you want your child to follow while on-line. Discuss these rules with your child to be sure they understand the reasons behind them.
• Show your child some of the exciting educational potential on the Internet. Help them research and discover resources there. Be part of their experience on line.
• Do not allow your child to give out full name, address, phone number, credit card/checking account numbers or other personal information on-line.
• Be sure that your child does not agree to meet anyone he/she has contacted on-line without your permission. Parents should be part of any meeting that is arranged.
• Discuss privacy with everyone in your house who uses E-mail. You may want to make a rule that no one opens anyone else's E-mail.
• Discuss screen names. May your child use his/her real name or something else?
• Be sure you realize that some people on-line may misrepresent themselves, so caution is always best when communicating on-line.
• Set reasonable time limits for the use of on-line services in your house. Setting a monthly time schedule for use is a good way to help your child learn judicious use of time on-line.
• Become familiar with the parental control features and software filters for the Internet that are now available. These will allow you to block access to certain features of the World Wide Web that you want to restrict in your household.
• Determine if your child may purchase services or products on-line. Be sure you explain the risk in using credit card information on-line.
• If your child receives a message that makes him/her feel uncomfortable, forward a copy of the message to your service provider and ask for assistance.

The best way to make sure your child is safe on-line is to discuss your expectations openly and keep in close communication with your child as he/she uses the Internet. Stress the positive aspects of telecommunications, and help your child get involved in a responsible and mature way.

Revised 10/98

6141.4
Independent Study

One goal of the Board of Education is the development of self-directed learners. A modern school program should provide students with an opportunity to learn to become sufficiently independent of school and teacher so that students can and will carry on their own learning enterprises successfully after their formal schooling is ended.

Independent study is a plan of instruction which deliberately aims to guide learners in their own independent work. It is a separate phase of instruction tailor-made for the individual student and guided by the teacher in order to build on the student's abilities as an independent learner. Under independent study, the teacher's role shifts from a director of learning to a resource for the learner.

Independent study may take any of several patterns:

1. As a substitute for organized instruction

2. As honors work

3. As a culminating activity

4. As corresponding study

5. As programmed instruction

6. As a supplement to group instruction

7. As individualized instruction

Objectives

1. To broaden and strengthen curriculum content thereby overcoming the usual limitations of the regular school program

2. To provide students an opportunity to make decisions and to select from a series of options about their activities in school

3. To place students in a more active role in the learning process

4. To provide learning experiences tailored to the interests, talents, and needs of individual students.

5. To enable students to develop confidence in their ability to learn, to think imaginatively, and to explore ideas.

6. To develop in students the ability to comprehend, apply, analyze, and synthesize information.

7. To provide students an opportunity to develop responsibility through developing and following a plan of study.

8. To foster in students a continuing interest in learning.

The Superintendent of Schools shall develop rules for the proper administration of independent studies.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6142
Page 1 of 1

Instruction

Basic Instructional Program

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

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

An atmosphere fostering healthy growth shall prevail, recognizing in which ability encouraging excellence and providing a model of productive life as a model to emulate.

As required by law, the Board shall provide a program of instruction which shall include at least the following subject matter as taught by legally qualified teachers, the arts; career education; consumer education; health and safety; including, but not limited to, human growth and development, nutrition, first aid, disease prevention, community and consumer health, physical, mental and emotional health, including youth suicide prevention, substance abuse prevention, and safety, which may include the dangers of gang membership, and safety and accident prevention; instruction on acquired immune deficiency syndrome (AIDS); language arts, including reading, writing, grammar, speaking and spelling; mathematics, physical education; science; social studies, including, but not limited to, citizenship, economics, geography, government and history; and in addition, on at least the secondary level, one or more foreign languages and vocational education.

Language arts may include American sign language or signed English, provided such subject matter is taught by a qualified instructor under the supervision of a certified teacher.

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

Legal Reference: Connecticut General Statutes

10-16b Prescribed courses of study. (as modified by PA 97-45 and PA 97-61)

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

10-19 Teaching about alcohol, nicotine or tobacco, drugs, and acquired immune deficiency syndrome. Training of personnel.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6142
Page 1 of 2

Instruction

Secondary

Course Descriptions and Grading Information

A. Introduction

All East Windsor Junior/Senior High School teachers shall develop a written statement containing information regarding grading procedures and a course description for each course they teach.

B. Course Descriptions

Information on course descriptions shall include long-term and/or short-term objectives of the course, major requirements, required projects or term papers, and textbooks to be used, where appropriate. Course descriptions shall be updated when necessary during the school year.

C. Grading Information

Information on grading shall include an explanation of how grades are determined and an explanation of the weighting of tests, quizzes, homework assignments and/or projects, and class participation.

D. Student Notification

During the first week of school, all students will be informed of the course description and grading procedures to be utilized in each course in which they are enrolled.

E. Availability of Information

A copy of the course description and grading procedures for all courses offered to students will be turned in to the school office during the first week of school. All such information shall be kept on file in the office and made available, upon request, to students, parents, and guardians on a need-to-know basis.

F. Approval of Information

All course descriptions and grading information shall be submitted to the school Principal for approval prior to being disseminated to students or placed on file in the school office.

6142
Page 2 of 2

Instruction

Secondary

Course Descriptions and Grading Information (continued)

Legal Reference: Connecticut General Statutes

10-16b Prescribed courses of study. (as modified by PA 97-45 and PA 97-61)

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

10-19 Teaching about alcohol, nicotine or tobacco, drugs, and acquired immune deficiency syndrome. Training of personnel.

Regulation approved: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6142.1
Health Education, Family Life and Sex Education

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

Helping students attain a mature and responsible attitude toward human sexuality is a continuous task of every generation. Parents have the primary responsibility to assist their children in developing moral values. The schools should support and supplement parents' efforts in the areas of family life and sex education by offering students factual information and opportunities to discuss concerns, issues and attitudes inherent in family life and sexual behavior, including traditional moral values.

A health education committee shall monitor the family life and sex education program. It will also serve as a resource for evaluation and ensuing recommendations to the Curriculum Council.

Students and parents or guardians shall be informed of their right to exempt the student from the family life program.

Legal Reference: Connecticut General Statutes

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

10-16d Family life education programs not mandatory.

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

10-16f Family life programs to supplement required curriculum.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6144
Page 1 of 3

Instruction

Controversial Issues

Elementary and Secondary

A. Introduction

In training for effective citizenship, it is necessary for students to study issues that are controversial. In considering such issues it shall be the purpose of the East Windsor Public Schools to recognize the student’s right to:

l. Study controversial issues which have political, economic or social significance and concerning which the student, at his or her level, should begin to have an opinion;

2. Have free access to relevant information, including the materials that circulate freely in the community;

3. Study under competent instruction in an atmosphere of freedom from bias and prejudice;

4. Form and express his or her own opinions on controversial issues without jeopardizing the relationship with his or her teacher or the school.

B. Procedures for Teaching Controversial Issues

The following procedures shall be used in the teaching of controversial issues:

1. The approach of the teacher to controversial topics must be impartial and objective.

2. Teachers shall use the following criteria for determining the appropriateness of certain issues for consideration as a part of the curriculum:

a. The treatment of the issue in question must be within the range, knowledge, maturity and competence of the students.

b. There shall be study materials and other learning aids available from which a reasonable amount of data pertaining to all aspects of the issue can be obtained.

6144
Page 2 of 3

Instruction

Controversial Issues

Elementary and Secondary

B. Procedures for Teaching Controversial Issues (continued)

c. The consideration of the issue should require only as much time as is needed for satisfactory study of the class but sufficient time should be provided to cover the issue adequately.

d. The issue should be current, significant, real and important to the students and teacher. Significant issues are those which, in general, concern considerable numbers of people, are related to basic principles or at the moment are under consideration by the public, press or media.

3. In discussing controversial issues, the teacher shall keep in mind that the class is not a committee for producing resolutions or dogmatic pronouncements. The class should feel no responsibility for reaching an agreement.

4. It is the teacher’s responsibility to bring out the facts concerning controversial questions. The teacher has the right to express his or her opinions, but in doing so it is important that students understand that it is the teacher’s opinion and is not to be accepted by them as an authoritative answer.

5. The building administrator, assisted by subject coordinators, bears a major responsibility for the administration and supervision of the curriculum, including the selection of materials and methods of instruction. He or she must be continuously aware of what is being taught in the school.

6. A teacher who is in doubt concerning the advisability of discussing certain issues in the classroom should confer with his or her building administrator as to the appropriateness of doing so. If the administrator and the teacher are unable to agree, the issue should be referred to the Superintendent of Schools for resolution.

C. Process for Resolving Complaints

It is recognized that citizens of the community have a right to protest to the school administration when convinced that unfair and prejudiced presentations are being made by any teacher. Complaints shall be processed as follows:

1. Complaints that are not resolved by the building administrator shall be referred to the Superintendent of Schools for resolution.

6144
Page 3 of 3

Instruction

Controversial Issues

Elementary and Secondary

C. Process for Resolving Complaints (continued)

2. If the complainant is dissatisfied with the decision of the Superintendent of Schools, the complaint shall be referred to the Board of Education.

3. The Board of Education shall review the decision of the Superintendent of Schools and shall provide for a hearing if, in its judgment, such a procedure is required.

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.

Keyishian v. Board of Regents 385 U.S. 589, 603 (1967)

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

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6144.1
Page 1 of 2

Instruction

Exemption from Instruction

Religious

If the religious belief and/or teachings of a student or his/her 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.

Medical

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

AIDS Instruction

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

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

Dissection of Animals

A student will be exempted from dissection of animals upon receipt of a written request for exemption from his/her parent or guardian.

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

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 his/her parent or guardian.

Substance Abuse Education

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

6144.1
Page 2 of 2

Instruction

Exemption from Instruction

Legal Reference: Connecticut General Statutes

10-16b Prescribed courses of study.
10-16e Students not required to participate in the family life education program.
10-17f Required bilingual program (as amended by PA 98-168)
10-19(b) AIDS education.
10-19 Effect of alcohol, nicotine or tobacco and drugs to be taught.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6144.2
Reading Assignments and Other Instructional Material

Student reading assignments and other instructional material shall be selected with regard to a student’s maturity and capacity to understand the material.

Book selection and instructional material cannot isolate students from reality, and it shall be recognized that even with judicious selection he/she will be exposed to books and other instructional material which portray less desirable aspects of life.

However, no student shall be required to read material which he/she or his/her parents/guardians find distasteful for any ethical or religious reasons.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6145
Extra Class Activities: Limited Open Forum

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

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

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

2. The meeting is voluntary and student initiated. The Principal must be assured that students are the ones promoting such activities and they are participating of their own volition. Only students enrolled in the school may request the meetings.

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

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

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

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

7. The meeting is open to all students without regard to race, gender, religion or national origin.

Legal Reference: Westside Community Board of Education v. Mergens
Equal Access Act

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6145.1
6145.2
Page 1 of 3

Instruction

Interscholastic/Intramural Activities

Eligibility Requirements

A. Introduction

Schools exist for the purpose of educating students. The students’ primary responsibility is educational growth and progress through satisfactory academic achievement. Participation in extra curricular activities is not a right. It is a privilege extended to students who make satisfactory academic achievement. In order to insure that students recognize their academic responsibilities, the following criteria must be met in order for students to participate in extra-curricular activities at East Windsor High School.

B. Definitions/Clarifications

1. Extra-curricular activities shall be school sponsored activities that require student involvement for a marking period or longer. Activities covered by this policy include the following:

a. All sports activities, including freshman, junior varsity and varsity;

b. All intramural sports programs;

c. All dramatic activities, including plays, musicals, etc.

d. Club activities, including but not limited to, non-curricular music groups, student council, class executive boards, National Honor Society, yearbook committee, newspaper club, computer club, SADD and other academic or subject clubs.

e. Regular scheduled activities which one must attend in order to obtain credit toward graduation are not covered by this policy.

2. A unit of work shall be defined as one which requires that a class meet for a minimum of 7200 minutes per year with classes meeting for a minimum of 40 minutes per class.

3. During the school year, marking period grades (not semester grades) are to be used to determine scholastic eligibility to participate in extra-curricular activities during any given marking period.

6145.1
6145.2
Page 2 of 3

Instruction

Interscholastic/Intramural Activities

Eligibility Requirements (continued)

B. Definitions/Clarifications (continued)

4. At the start of a school year to be eligible for fall activities, a student must have received credit for successfully completing five (5) units of work for which he/she has not previously received credit. The final academic grade average from the previous year determines fall eligibility.

5. At the start of a school year, eligibility may be maintained or re-established if year-end course failures are made up through successful completion of approved summer school work in courses failed.

C. Requirements

1. In order to participate in extra-curricular activities, a student must be enrolled in at least five (5) units of work or its equivalent in grades 9, 10, and 11 and at least four (4) units of work in grade 12.

2. To be eligible for fall extra-curricular activities, a student must have earned at least five (5) units of work or its equivalent toward graduation.

3. To be eligible for activities during the second, third, or fourth marking periods, students in grades 9, 10 or 11 must have received a passing grade in at least five (5) units of work or its equivalent in the marking period preceding the activity. Students in grade 12 must pass at least four (4) units of work in the marking period preceding the activity.

4. For eligibility purposes, the end of the marking period shall be established as the official date on which the school requires report cards to be distributed following the closing of grades. No more than ten (10) school days shall pass between the day the marking period closes and report cards are distributed. No unit for which the student has already received credit shall be included in those required by this rule.

5. Failing grades cannot be made up for eligibility purposes in any manner until the end of the next marking period, except that credits earned during the summer by any regularly approved Board of Education procedure will be accepted for the purpose of determining the eligibility of students desiring to participate in an extra-curricular activity in September.

6. Scholastic grades of incomplete must be made up within ten (10) school days following the end of the marking period as defined in #4 and converted to passing grades in order to re-establish eligibility.

6145.1
6145.2
Page 3 of 3

Instruction

Interscholastic/Intramural Activities

Eligibility Requirements (continued)

C. Requirements (continued)

7. Incomplete grades shall be considered as failing grades.

8. During the time a student is ineligible, he/she may not participate in any way, either formally or informally, in the activity.

9. During the time a student is ineligible he/she shall not be issued any uniform, equipment, or special clothing associated with the activity. In the event such material has already been issued to the student, it shall be returned to the coach or advisor during the period of ineligibility.

10. During the time a student is ineligible, he/she shall not practice or be involved in any way with the activity with the following exception:

a. At the close of a marking period if it is reasonable to assume a student will re-establish eligibility for the next marking period, he/she may begin to participate in practices only until report cards are issued, provided no warning notices were received prior to the dose of the marking period and the practice period does not exceed ten (10) calendar days.

D. Appeal Procedures

1. If a student or his/her parents believe that he/she was wrongfully declared ineligible the decision may be appealed in writing on forms provided by the school, to the Principal.

2. At the written request of the parent, guardian or adult student, the decision of the Principal may be submitted to the Superintendent of Schools for review.

Legal Reference: Connecticut General Statutes
10-149 Qualifications for coaches of intramural and interscholastic athletics.
Stratton, PPA v. St. Joseph's High School, Bridgeport Superior Court, June 4, 1986 (12 CT 26)9/87.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6145.21
Page 1 of 1

Instruction

Sunday Play of Postponed Friday and Saturday Games

The Board of Education endorses the allowance of Sunday play of postponed Friday and Saturday games under the guidelines as stipulated in the C.I.A.C. policy.

1. The postponement must be due to severely adverse weather conditions.

2. The two competing schools must agree to Sunday play of a postponed game.

3. No Sunday game may start before 1:30 p.m.

4. A postponed Friday game may be played on Sunday only if a site is not available on Saturday or if severely adverse weather conditions exist on Saturday.

The Principal, in making the decision to postpone, will consult with the Athletic Director.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6145.22
Page 1 of 3

Instruction

Interscholastic/Intramural Athletics

Initiating and Terminating Athletic and Non-Athletic Extra-Curricular Activities

A. Introduction

Extra-curricular activities are an integral and meaningful part of a student’s education. Such activities provide immediate and long-range benefits to both the student and the schools. The activities allow students opportunities to develop skills not available in the traditional classroom setting.

B. Definition

Extra-curricular activities include all organized activities outside of the school curriculum offered by the East Windsor Public School System or in cooperation with other area public school systems.

C. Procedure for Initiating New Activities

1. Proposals for all new extra-curricular activities must be presented to the Board of Education and approved prior to the submission of the budget for the year in which the activity will commence.

2. When the Board receives a proposal, it will establish a committee to research the feasibility of initiating the activity.

3. The committee will research the proposal and present a report to the Board with recommendations based on the following criteria:

a. Student Involvement: What is the demonstrated interest? Both present and future participation numbers should be documented whenever possible.

b. Student Access: Is the program exclusionary to some students because of the personal cost or high cost of equipment or material needed?

c. Safety Concerns: Does the activity involve a health or safety risk to participants?

d. Cost Factors: A cost analysis should be done. Major considerations should be the financial impact on current programs; cost for facilities, supervision, and equipment; relative cost on a per student basis. For activities that will require fundraising, an attempt should be made to determine the impact such fundraising will have on existing activities that already depend upon fundraising to operate.

6145.22
Page 2 of 3

Instruction

Interscholastic

Initiating and Terminating Athletic and Non-Athletic Extra-Curricular Activities (continued)

C. Procedure for Initiating New Activities (continued)

e. Effect on Current Programs: Will the creation of a new activity reduce the student participation in existing activities. Will a new activity place an existing program in jeopardy?

f. Facilities: Are there adequate facilities available to support the proposed activity?

g. Supervision: What staffing is needed? Is there qualified and certified adult supervision?

h. Educational Value: Is the activity consistent with the educational goals of the East Windsor Public School System?

4. The committee will report back at a Board of Education meeting with their recommendations. At a meeting following the report presentation, the Board will accept or reject the proposal.

5. If accepted, the activity will be initiated for a one year probationary period, after which a report on the activity will be presented to the Board by the administration for consideration on a permanent basis.

D. Procedure for Considering Cooperative Activities

When the Board of Education receives a proposal to initiate or participate in a cooperative extra-curricular activity with area school Systems, the following procedure will be used:

1. All the steps listed in Section C. above “Procedure for Initiating New Activities” will be followed, where applicable.

2. Following receipt of the report and recommendations from the committee established under Section C.2. above, the Board will vote to determine if there is interest in participating in discussions with area school systems regarding the cooperative activity.

6145.22
Page 3 of 3

Students

Interscholastic

Initiating and Terminating Athletic and Non-Athletic Extra-Curricular Activities (continued)

D. Procedure for Considering Cooperative Activities (continued)

3. If the Board agrees to participate in such discussions, the Board will appoint a committee to represent it at those meetings.

4. Following completion of the joint meetings, the committee will report back at a Board of Education meeting with their recommendations, after which the Board will vote to consider participation in the cooperative activity.

5. If approved, participation in the activity will be for a specific probationary period as approved by the Board, after which a report on the activity will be presented to the Board by the administration for consideration on a permanent basis.

E. Changes to Existing Activities

Activities which change structure or organization will be considered a new program and go through the same procedures for a new activity described above in Section C.

F. Terminating Existing Activities

If an activity is being considered for termination, the same criteria outlined in Section 3 above will be used by the Superintendent to report to the Board for final consideration.

The Board, at its discretion, may decide not to offer an existing activity on a temporary basis upon recommendation of the Superintendent without implementing procedures outlined in Section C above. Such activity may be reinstated using procedures outlined in Section C above.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6145.3
Page 1 of 1

Instruction

Publications

Student publications are important elements of the instructional program and contribute directly to the accomplishment of the school's goals. The Board of Education shall encourage the development of school newspapers, annuals, and magazines.

The Board recognizes that students have rights to free expression in student publications. Consequently, student speech shall be limited in officially sponsored student publications only if there is a legitimate educational reason to do so. The administration shall develop regulations to provide guidance on such legitimate educational reasons.

Legal Reference: Eisner v Stamford Board of Education, 440 F. 2d 803 (2nd Cir 1971)

Trachtman v Anker, 563 F. 2d 512 (2nd Cir. 1977) cert. denied, 435 U.S. 925 (1978)

Hazelwood School District v. Ruhlmeir, 484 U.S. 260 (1988)

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6145.6
Page 1 of 2

Instruction

Travel and Exchange Programs

Foreign Exchange Students Attending East Windsor Schools

The Board of Education recognizes the value of a foreign exchange for students. This unique opportunity to experience the culture of another country can be an effective and memorable learning experience for a student.

In order to insure that students coming into the local school system from another country have a positive experience as a foreign exchange student, the following guidelines will be distributed to all concerned sponsoring agencies and families.

1. The Board of Education reserves the right to determine, on an individual basis, if a foreign exchange student may or may not attend public school.

2. Advance notice must be provided to the school prior to the finalization of arrangements to accept an exchange student.

3. The decision to accept a foreign exchange student into a district public school shall rest with the building Principal who will take into account such factors as space, appropriateness of placement, etc. (cf. 5111 - Admission/Placement).

4. It is understood that foreign exchange students may be eligible for a district high school diploma, provided they meet all Board of Education requirements.

5. Agencies, groups and/or families sponsoring foreign exchange students in town should submit health and educational records to the school they would like the student to attend as early as possible. These records will be a factor in the decision regarding attendance.

6. The name and telephone number of the sponsoring agency/representative must be on file in the school before the school year begins.

7. All living arrangements for foreign exchange students are the responsibility of the sponsoring agency and families. This includes changes in living arrangements after the student has arrived and throughout his/her stay. Neither the Board of Education nor any of its employees will assume responsibility in this area unless they so desire.

8. Foreign exchange students are subject to the same academic and behavioral standards as all other students while enrolled in district schools.

6145.6
Page 2 of 2

Instruction

Travel and Exchange Programs

Foreign Exchange Students Attending East Windsor Schools (continued)

9. The Board of Education will provide the most appropriate program available for each foreign exchange student, but should not be expected to offer English As A Second Language services.

District Students Participating in Foreign Exchange Programs

Any district student, planning on going to a foreign country as an exchange student, shall, prior to leaving, request permission from the school Principal to have course work completed in the foreign country applied to his/her high school educational record.

(cf. 6146 - Graduation Requirements)

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6145.8
Page 1 of 2

Instruction

Activity Funds Management

School Accounts

Student Activity Fund

The Student Activity Fund is maintained by a school office in conjunction with the treasurers of every school organization and is essentially a school-operated bank as a service to the various organizations within the school. The source of all monies must be accounted for, as well as each expenditure. All treasurers will receive the necessary instruction in regard to the accounting practices at the beginning of the school year. These accounts are audited by the town auditor and all procedures must be followed as outlined.

Class and Club Funds

1. Shall only be expended to carry out approved class and club functions and activities.

2. Shall be expended only upon approval of the Principal.

3. Shall revert to the Student Activity Fund upon the graduation of the class and/or the discontinuance of the club.

Student Activity Savings Account

Monies from the Student Activity Fund may be transferred to the Student Activity Savings Account which shall be under the administration of the Principal.

Interest earned by this account shall be used to support the extra-curricular activities of the school. The Superintendent shall establish administrative regulations to govern this process.

Monies Reimbursed to Board

Monies obtained from students or otherwise for lost books, damaged books, damaged property, etc., not expended for replacements, shall be reimbursed to the town at the end of the school year.

6145.8
Page 2 of 2

Instruction

Activity Funds Management

School Accounts (continued)

Audit

School accounts shall be audited at least once a year.

Funds raised through the collection of class dues are part of the School Accounts and are audited.

Advisors of classes and school organizations are responsible for proper collection, disbursement and accounting of funds through the Principal’s office:

Legal Reference: Connecticut General Statutes

10-237 School activity funds.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6145.8
Activity Funds Management

Students - Elementary and Secondary

General Rules

A. Sole Depositor - The Student Activity Fund is to be the only depositor for all student funds.

B. Payments by Check - All payments for goods and services rendered to any class or organization will be paid by a Student Activity Fund check. Under no circumstances should a class or organization pay a bill by cash.

C. Accounting System - Each organization, class, or club will maintain an accounting system designated by the administration. The administration will maintain a similar but separate accounting system that will be consistently checked with the student accounts.

1. Funds for Deposit - All groups will be issued a pad of deposit slips. A Deposit Voucher shall be filled out and assigned a number, and a bank deposit slip shall be prepared in duplicate and assigned the same number. The Deposit Voucher, and the original copy of the deposit slip, shall be delivered to the office. The duplicate deposit slip shall be retained by the class or organization for its records. The office shall retain the Deposit Voucher. The cash and the original deposit slip shall be locked in a bank cash bag and delivered daily by courier to the bank for deposit. Deposit receipts shall be verified when returned to the office by the bank, and the organization’s Treasurer and Faculty Advisor shall be notified immediately of any reconciliation. The organization’s financial accounting records shall note the reconciliation.

2. Expenditures - All bills must be approved for payment by the organization concerned and/or the Advisor and returned with an Expenditure Voucher to the office. No bills are to be paid without a completed Expenditure Voucher. The original Expenditure Voucher is to be retained for office records, and the duplicate, when the office has assigned a check number to it, will be returned to the originating organization for its records. Expenditure Vouchers shall be assigned a number which shall include the key number. Requests for checks in advance of bills such as for bands, referees, umpires, etc., shall be made on Expenditure Voucher form and submitted to the office in duplicate.

D. Necessity of Fund Raising - Since class funds are raised by the students in cooperation with parents and townspeople, for school purposes, only those funds which are needed should be raised. A class or group, in conjunction with the designated Faculty Advisors, should so plan and organize their senior year so that all monies will be expended for due and reasonable cause prior to graduation.

E. Approval for Withdrawing Funds - No funds may be withdrawn without the approval of the Faculty Advisors and the Principal. Funds may be used only for a school approved function or action.

F. Transferring of Funds - Funds may not be withdrawn for the purpose of transferring money to a savings account outside of school.

G. Funds to Remain in Account - Each graduating class is to leave an amount of $50.00 in its account to cover any bills that may be received by the school after the class has been graduated. Prior to graduation, said class will designate how this sum should be spent by the administration for the betterment of the school, assuming this sum is not absorbed by late bills.

I. Overall Plan of Earnings - An overall plan of earnings will be drawn up to cover class expenditures.

J. Guidance in Understanding Policies - It is the responsibility of all teachers, class advisors, and the administration to guide and advise students so that they will understand and abide by the policies governing class funds.

K. Guidance in Expenditures - It is the responsibility of advisors to guide students away from extravagant spending or the spending of unusually large amounts of money on social and other forms of entertainment.

Class and Club Dues

A. Imposing of Dues - Classes and clubs may impose upon themselves class dues provided that it is done democratically and voluntarily and provided total class income does not exceed necessary and approved expenditures by a large amount.

B. Ability to Pay Dues - All students who can afford to pay class dues should join with their classmates in this endeavor. In hardship cases, the advisor may excuse students from paying.

C. Refusal to Pay Dues - Students who do not pay class dues through ill will may be denied benefits accrued to the group from the disbursing of these funds. However, under no circumstances should this apply to hardship cases.

D. Spending of Dues - These monies may be spent only for activities consistent with Board Policy and School Regulations.

E. Reasonable Limit - The per annum contributions of each student should be limited to a reasonable and nominal amount, depending on the class budget.

Class Advisors

A. Responsibility for Coordination - Class advisors are responsible for closely coordinating the activities of the class through the administration.

B. Supervision of Fund Disbursement - Disbursement of funds must be closely supervised and approved by the advisors and, in questions of doubt, must consult the Principal for final decision.

C. Familiarize Beginning Classes - Class advisors should make beginning classes familiar with the principles of collecting class funds and what their expenditures are expected to be during their four years of high school.

Sports - Gate Receipts

A. Collection and Disposition of Gate Receipts - Monies collected, as gate receipts shall be accounted for by means of a numbered ticket system. Such monies, along with appropriate ticket number and ticket roll, shall be deposited in the school (vault, safe) before the end of the game being played.

Activity Funds Management

Students - Elementary and Secondary

Sports - Gate Receipts (continued)

B. Agents - An adult will be in charge of admission aided by one or more students.

C. Passes - No one, except players, officials, and coaches, shall be admitted to games without payment of the admission fee or presentation of a courtesy pass.

D. Courtesy Passes - Courtesy passes entitling free admission shall be granted to, and honored from, individuals. Passes shall be made out to an individual or to a married couple, as appropriate, and shall not be transferable nor valid for others than those designated.

Courtesy passes shall be given only to members of the Board of Education, senior citizens and teachers, upon request.

Legal Reference: Connecticut General Statutes

10-237 School activity funds.

Regulation approved: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6145.8
Form #1

EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

Elementary and Secondary - Activity Funds Management

East Windsor ____________ School

Deposit Voucher

DV#

Date

Organization:

Source:

Amount: $

Accepted for Deposit by:

Treasurer’s Signature Faculty Advisor’s Signature

East Windsor ____________ School

Expenditure Voucher
(Prepare in Duplicate)
EV#

Date

Organization:

Check payable to:
(Name)

(Address)
Reason:

Amount: $

Check No.: Balance: $

Treasurer’s Signature Faculty Advisor’s Signature

6145.8
Form #2

EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

Elementary and Secondary - Activity Funds Management

East Windsor ____________ School

Monthly Financial Accounting

Organization: Date of Report:

For Period __________________ 20______ thru ___________________ 20______

Date Description Deposit or Exp. # Income Expenses Balances
Balance Brought Forward

Balance Brought Forward

Total Income +

Total Expenses -
Balance

Treasurer’s Signature Faculty Advisor’s Signature

Sheet ________________ of

6151
Class Size for Departmentalized Classes

The Board will be notified of any secondary level course with 10 or less students, annually at the first meeting in October.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6152
Grouping Policy

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

In making grouping and placement decisions, staff members must give due regard to the following general principles:

• Students can learn much from students whose skills and interests are different from their own in heterogeneous groups;

• Different students have different skills and interests;

• Students develop at different rates in different areas of learning;

• Students learn from other students as well as from adults; and

Grouping and placement decisions should also reflect the fact that changes in a student's educational development may require changes in his or her placement. Grouping and placement decisions, consequently, should be flexible, and they should be reviewed regularly to test their appropriateness.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6153
Field Trips

Field trips are defined as student group movement away from school grounds on days when school is in session:

1. for the achievement of educational objectives;

2. usually within, but not limited to, school hours;

3. with written parental approval;

4. under the general responsibility of the building administrator.

Participation in field trips is open to all students of an appropriate school, subject, grade level, or activity.

While students may be expected to contribute to the cost of a field trip, no student shall be denied a field trip experience because of inability to make a financial contribution.

Participation in field trips shall not be denied on disciplinary grounds except for those students whose actions may jeopardize the objective of the trip or students who are serving a suspension.

If a student does not participate in a field trip involving a class or a grade, the student is required to attend school on the day(s) of the field trip.

Overnight Trips

Extended trips shall be approved by the Board of Education upon recommendation of the Superintendent of Schools.

Policy adopted: June 19, 2001 EAST WINDSOR PUBLIC SCHOOLS
East Windsor, Connecticut

6154
Homework

A. General Information Learning is a continuous process which extends beyond the school day. Therefore, East Windsor schools assign homework for the purpose of:

1. Developing responsibility.
2. Promoting and maintaining good work habits.
3. Reinforcing and/or enriching what has been taught.

Parents should be made aware that student abilities and differences in performance be considered in the assignment of homework.

B. Individual Differences Homework should be geared to the student's ability to such study. The amount of homework should be realistic, taking into account the student's ability and the amount of homework in his/her total program.

C. Time Guide

1. Elementary Schools

a. Kindergarten

Activities for homework in Kindergarten should require no more than ten minutes and consist of activities which present the child with the opportunity to reinforce the concepts and skills that have been developed. At this level, home/study activities should be assigned at the discretion of the teacher.

b. Grades 1 and 2

Homework assignments for primary grades should be informal (e.g. literacy activities, simple penmanship or math exercises). Such activities should average about fifteen minutes once or twice a week.

c. Grade 3

1. Up to 30 minutes, no more than three times per week.

2. Short term assignments are to be completed by the next class period. They are intended to reinforce academic learning which has been presented in class. They frequently involve specified reading or drill and practice exercises. Specified reading includes preparation of reports. Topics of mastery and practice exercises provide practical application of this material. Such assignments are often completed during the school day under the supervision of the teacher.

3. Long term assignments are spread over a number of days or weeks. This type is outlined and explained in school to be completed outside of class hours. Long term assignments include such school activities as: social studies research, science projects, creative writing and extended reading.

d. Grade 4

l. 2 - 3 hours of homework a week.

2. 30 45 minutes each night (except Fridays)

3. Short term assignments are to be completed by the next class period. They are intended to reinforce academic learning which has been presented in class. They frequently involve specified reading or drill and practice exercises. Specified reading includes preparation of reports. Topics of mastery and practice exercises provide practical application of this material. Such assignments are often completed during the school day under the supervision of the teacher.

4. Long-term assignments are spread over a number of days or weeks. This type is outlined and explained in school to be completed outside of class hours. Long-term assignments include such school activities as: social studies research, science projects, creative writing and extended reading.

e. Grade 5

1. Up to one hour per night.

2. Up to 4 nights a week

3. Short-term assignments are to be completed by the next class period. They are intended to reinforce academic learning which has been presented in class. They frequently involve specified reading or drill and practice exercises. Specified reading includes preparation of reports. Topics of mastery and practice exercises provide practical application of this material. Such assignments are often completed during the school day under the supervision of the teacher.

4. Long-term assignments are spread over a number of days or weeks. This type is outlined and explained in school to be completed outside of class hours. Long-term assignments include such school activities as: social studies research, science projects, creative writing and extended reading.

f. Grade 6

Homework is an important part of a student's school experience from elementary school through high school. Homework will vary, with the needs of the class, small groups, or individual students. These guidelines will be followed:

1. Teachers should make certain that each child fully understands the assignment and that the assignment not be vague.

2. Homework should help the child form efficient study habits and supplement classroom instruction.

3. Children should understand the work assigned and be able to complete it unaided.

4. Assignments should be within the student's capabilities and include modifications when necessary.

5. Short-term assignments are to be completed by the next class period. They are intended to reinforce academic learning which has been presented in class. They frequently involve specified reading or drill and practice exercises. Specified reading includes preparation of reports. Topics of mastery and practice exercises provide practical application of this material. Such assignments are often completed during the school day under the supervision of the teacher.

6. Long term assignments are spread over a number of days or weeks. This type is outlined and explained in school to be completed outside of class hours. Long-term assignments include such school activities as: social studies research, science projects, creative writing and extended reading.

7. There is no definite time schedule for homework in Grade 6, however; the following guidelines are used. In addition to short or long term projects that may be assigned, grade 6 will receive approximately 46 to 60 minutes per day for four or five days.

Junior High School

In Grades 7 and 8, some daily assignments will be required. Short and long term assignments may also be required. Assignments should average approximately thirty minutes daily per academic subject. Homework in grades 7 and 8 becomes the responsibility of several teachers in the various subject areas. Each teacher has the responsibility for setting reasonable limits on the requirements for preparation beyond class time. In cooperation with other teachers, attempts will be made to coordinate homework so that such work will not usually exceed two hours per night on daily assignments.

High School

The amount of outside preparation required increases markedly at the senior high school level, particularly for the college-bound student. The ability to work successfully without supervision is one of the most important attributes a student can offer in his/her candidacy for college acceptance. Independent study by means of both short-term and long-term assignments becomes a valuable preparation for the more rigorous requirements of the curriculum at college.

In Grades 9-12 daily assignments and research projects are assigned, depending upon the courses that the students select. Homework should average a minimum of thirty minutes daily per academic subject.

A. Guidelines For Teachers

1. To explain the purpose of assignment and give clear directions on the method and means of accomplishing the assignment.

2. To vary the types of homework assignments.

3. To ensure availability of all necessary resources to carry out the assignment.

4. To acknowledge homework and to evaluate it.

5. To explain the method of evaluation of the homework assignment and its potential impact on grade; e.g., quiz, test, exam, oral recitation, written exercise, lab performance.

6. To suggest a reasonable time allotment on a daily assignment.

7. To give assignments as far in advance as practical.

8. To encourage integrity and academic honesty in all homework assignments.

9. To communicate with parents of students who consistently fail to complete homework assignments.

B. Guidelines for Students

1. To consult with the teacher about work to be completed after an absence.

2. To understand the purpose, directions, and requirements of the assignment.

3. To understand the means of evaluation.

4. To understand that content, structure and appearance of all written homework assignments are important elements in the grading process.

5. To assume responsibility for obtaining the proper resources and materials.

6. To demonstrate integrity and not to give or receive so much help that the value of the homework will be destroyed.

7. To meet the deadlines and understand the penalties.

C. Guidelines for Parents

1. To be sure that students and/or parents themselves pick up assignments missed when a student is absent for an extended period of time.

2. To provide the student with a time and place to carry out his/her assignment.

3. To contact the teacher in the event of questions or concerns.

4. To be supportive of the homework policy and guidelines as they are an integral part of the student's learning process.

5. To encourage integrity and never give so much help that the value of the homework is destroyed.

6. To understand that content, structure and appearance of all written homework assignments are important elements in the grading process.

D. Guidelines for Administrators

1. To publish