P I O N E E R
V A L L E Y
R E G IO N A L
S C H O O L
DISTRICT
POLIC IES
And
OPERATIONAL PROCEDURES
2017-2018
The Pioneer Valley Regional School District does not discriminate on the basis of race, color, religion, national origin, age, sex, gender identity, sexual orientation, housing status, or disability in admission to, access to, employment in, or treatment in its programs and activities.
PIONEER VALLEY REGIONAL SCHOOL DISTRICT POLICIES AND OPERATIONAL PROCEDURES TABLE OF CONTENTS SECTION I
SECTION II
SECTION III
EDUCATIONAL PHILOSOPHY A.
Philosophy
B.
Objectives
C.
Philosophy, Goals & Vision
ACCOUNTABILITY/COMMITMENT TO ACCOMPLISHMENT A.
The Purpose of Teacher Evaluation
B.
Performance Standards
C.
Administrator Evaluation Documents
D.
Teacher Evaluation Documents
SCHOOL BOARD GOVERNANCE AND OPERATIONS A.
Powers and Duties of School Committee 1. Personnel 2. Curriculum 3. Financial 4. Plant 5. Public Relations 6. Pupils 7. General
B.
Members 1. Code of Ethics
D.
E.
Meetings 1. Regular Meetings 2. Special Meetings 3. Adjourned Meetings 4. Executive Sessions 5. Open Meetings 6. Student Advisory Committee 7. Notice of Meetings 8. Agenda 9. Preparation for Meetings 10. Minutes 11. Executive Session Minutes Operation & Procedures 1. Rules of Order 2. Order of Business 3. Voting 4. Quorum 5. Subcommittee Reports
a.1. a.2. a.3. Subcommittee Duties & Responsibilities 6. Handling of Complaints 11. Subcommittee Duties & Responsibilities 12. PVRSD Committee Operational Protocol B - BOARD OF GOVERNANCE AND OPERATIONS BA School Committee Operational Goals BAA Evaluation of School Committee BB School Committee Legal Status BBA School Committee Powers and Duties BBAA School Committee Member Authority BBBA/BBBB School Committee Member Qualifications & Oath of Office BBBC School Committee Member Resignation
BBBE
Unexpired Term Fulfillment
BCA BG BGB BGC BGD BGE BGF BHC BHE BIA BIBA BID BJ BK
School Committee Member Ethics School Committee Policy Development Policy Adoption Policy Revision and Review School Committee Review of Procedures Policy Dissemination Suspension of Policies School Committee-Staff Communications Use of Electronic Messaging by School Committee Members New School Committee Member Orientation School Committee Conferences, Conventions, and Workshops School Committee Member Compensation and Expenses School Committee Legislative Program School Committee Memberships
DISTRICT AGREEMENT (ADDENDUM A) SECTION IV
GENERAL SCHOOL ADMINISTRATION A.
Faculty Tuition Policy
B.
ADA Compliance Checklist
C.
Tobacco Policy
D.
Drug Free/Alcohol Free Policy
E.
Sexual Harassment, Bullying & Hazing Policy 1. Bullying Prevention and Intervention Plan 2. Summary for Staff Handbooks, Appendix A 3. Summary for Parents and Guardians, and Student Handbooks, Appendix A 4. Incident Reporting Form, Appendix C 5. Anti-Bullying Legislation and Special Education, Appendix D
F.
Electronic Resources Acceptable Use Policy
G.
Electronic Media Release Form (5/26/05) Parental Involvement Policy
H.
Parental Notification Sexual Education
I.
Physical Restraint
J.
Book Selection 1. Library Media Center 2. Textbook
K.
Civil Rights 1. Grievance Procedures 2. Self Evaluation Procedure
L.
Special Education 1. Parents’ Access to Special Educational Programs 2. Confidentiality Agreement
M.
Emergency Response Plan
N.
Football Program
O.
Dress Code
P.
Retention Policy for Electronic Documents
Q.
Background Checks Policy
R.
Recruiter’s Nondiscrimination Policy
S.
Building Security Policy
I – INSTRUCTION IGB-? Support Process for Individual Students J – STUDENTS JIC-? Discipline Data Review JIC-? Discipline of Students Under Special Education and Section 504 JIC-? Education Service Plan JICFA-? Violation of Chapter 536 - Hazing SECTION V
BUSINESS AND OPERATIONAL PROCEDURES
A.
Sources of Revenue 1. Local 2. State 3. Federal 4. Miscellaneous 5. Early Childhood Tuition Agreement
B.
Budget 1. Operating 2. Capital 3. Preparation 4. Public Hearing 5. Adoption 6. Monthly Statement of Finances
C.
Expenditures 1. Purchasing Policy 2. Requisitions 3. Bids 4. Authority to Purchase 5. Approval and Payment of Bills
6. Payrolls a. Pay days b. Payroll Deductions c. Teacher Retirement d. County Retirement 7. Sub Pay
SECTION VI
D.
Deposits and Investments 1. Deposit and Investment Policy
E.
Student Body Funds 1. Activity Accounts
F.
Other School Receipts 1. Athletic Gate Receipts 2. Band Receipts 3. Cafeteria Receipts 4. Student Bookstore Receipts
G.
School Insurance 1. Employee Insurance a. Health Insurance, Retired Employees (Non Teachers) b. Health Insurance, Retired Teachers
H.
Indemnification of Public Employees
I.
Business and Travel Expenses
J.
Disposition of Records
K.
School Equipment Inventory
SCHOOL COMMUNITY RELATIONS
A.
School Bus Policies
B.
School Bus Rules
C.
Safety Precautions, Regulations & Procedures
D.
Health Regulations Procedures
E.
Administration of Medications
F.
Infectious Diseases
G.
Tuberculosis Policy
H.
Wellness Policy
I.
Memorandum of Understanding (MOU) Emergency Preparedness
J.
School Attendance of Children With Acquired Immune Deficiency (AIDS)
K.
Identification OF Limited English Proficient Students
L.
M.
SECTION VII
SECTION VIII
District Accommodation Plans 1. District 2. BES 3. NES 4. PRES 5. PVRS 6. WCS MCAS STUDENT SUCCESS PLAN 1. District 2. Individual Student 3. Certificate of Attainment
FACILITIES PLANNING & DEVELOPMENT A.
Guiding Philosophy 1. Responsibility of Board and Staff
B.
Communication
C.
Community Activities Involving Personnel
D.
Building Use Guide
E.
Equipment Loan Agreement
F.
Gym Floor Guidelines
G.
Maintenance of Buildings and Grounds
H.
School Equipment Inventory
I.
Disposal of School Equipment
PERSONNEL A.
Organizational Charts a. District b. B.E.S. c. P.R.E.S. d. N.E.S. e. W.C.S. f. P.V.R.S.
B.
Supervisory/Certified Personnel
C.
Non-Certified Personnel
D.
New Positions Policy
E.
Vandalism/Theft Staff Personal Policy
F.
Compensatory Private Services
G.
Teacher Induction Plan and Mentoring Program Guide & Handbook
H.
Contracts (ADDENDUM C) 1. P.V.R.E.A. (9/1/15-8/31/18) 2. P.V.A.S.P. (7/1/15-6/30/18) 3. Coaches (7/1/15-6/30/18)
I.
Domestic Violence Leave Policy
SECTION IX
SECTION X
SECTION XI
NEGOTIATIONS A.
P.V.R.E.A./P.V.R.S.D. Negotiations Ground Rules
B.
Duration
C.
Negotiations Subcommittee Duties and Responsibilities
INSTRUCTION A.
Guiding Philosophy
B.
Communications
C.
Middle School Students/High School Credit
STUDENTS A.
Parental Appeal Process
B.
Enrollment Procedures
C.
Absence Notification Policy
D.
Elementary Attendance Policy
E.
Student Discipline
F.
Liability of Books, Equipment & Supplies
G.
Scholarships, Honors & Awards
H.
Field Trips 1. 2. 3.
Field Trip Policy Field Trip Permission Slip Field Trip Request Form
I.
Personal Expenses of Students
J.
Athletic and Extracurricular Policy 1. 2. 3. 4.
Academic Eligibility Policy Placement on Athletic Teams Policy User Fee Schedule Home Educated Students/Athletic Policy
I.
Concussion Policy
J.
Publication Policy
K.
Yearbook Publication Policy
L.
Senior Privileges Amendment
M.
Dual Enrollment
N.
Title I Supplement, Not Supplant Policy
O.
Pregnancy Policy
P.
Handbooks 1. 2.
P.V.R.S. Handbook B.E.S. Handbook
3. 4. 5. 6. 7. 8.
P.R.E.S. Handbook N.E.S. Handbook W.C.S. Handbook Athletic Handbook Early Education Parent Handbook Early Education Policies & Procedures
TABLE OF CONTENTS SECTION I EDUCATIONAL PHILOSOPHY
Philosophy……………………………………………………………………………… I-A-1 Objectives ……………………………………………………………………..……… I-B-1&2 Philosophy, Goals & Vision (Voted 3/25/93)………………………………… I-C-(1-5)
I. PHILOSOPHY The goal of Pioneer Valley Regional School is to provide the broadest and most effective educational experience possible within the limitations of its resources. It assumes primary responsibility for the formal education of its students, realizing that education is also occurring in the home and elsewhere. It holds the nature of education to include not only the provision of information but also training of the individual to become an effective citizen: to think, inquire, reason, understand and express. It provides experiences encouraging emotional, intellectual, and physical development, and attempts to instill motivation, confidence, and responsibility. The school relies on resourcefulness to counter limited facilities but will not abandon successful methods simply because they are not new. To meet changing student needs, it offers courses and student activities to encourage flexibili ty, specialization and individual choice. The aim is the betterment of the student’s future, not the establishment of a fixed educational system. The total education of each individual should be as comprehensive as possible to insure a strong foundation for future success. The school attempts to remain responsive to the students, faculty, community and mankind.
I-A-1
PHILISOPHY
B.
OBJECTIVES To fulfill the goals of the philosophy of Pioneer Valley Regional School in meeting the needs of its students, the following objectives have been defined. 1.
To make available to each student a diversified program to help meet individual needs. To fulfill this objective the school provides: A. B. C. D. E. F.
2.
To provide information through: A. B. C. D. E. F.
3.
classroom instruction. Library/Media Center materials. community resources. assembly programs. informal discussion. field trips.
To encourage the development of effective persons by: A. B. C. D. E. F.
4.
a variety of courses. a range of extra-curricular activities. independent study. honor program. remedial program. talented and gifted program.
providing opportunity for leadership. providing opportunity to plan and use leisure time in a meaningful way. helping students in dealing effectively with interpersonal relationships. teaching students strategies to deal effectively with change. teaching each student concepts of democracy and social responsibility. providing experiences which broaden global awareness and concern.
To encourage the individual to think, to inquire, to reason, to understand and to express by providing experiences which: A. B. C. D. E. F.
accepts error as a part of the learning process. encourages students to take risks. develops decision making skills by allowing and encouraging participation in the decision-making process. encourages free and open discussion. develops skills in problem solving. fosters expression through the arts. 1–B-1
OBJECTIVES
5.
To provide an atmosphere for emotional and physical development through: A. B. C. D. E. F. G.
6.
individual assistance in counseling and health needs. specific courses. extra-curricular activities. individual recognition. sensitive student-teacher relationships. helping students adjust to new situations. support groups: i.e. team teaching, group counseling.
To meet changing student and community needs by: A. B. C. D.
continual evaluation and revision of curriculum. revision of school policy. development and implementation of services to the community. the use of ancillary services.
7.
The committee subscribes to endorse the precepts of Chap. 622, Acts of 1971, which prohibits discrimination on the basis of race, color, sex, religion or national origin with regard to admission to public schools and to the benefits, privileges, and courses of study available. The following areas are directly affected: testing, curricula, textbooks and other educational material, appropriate remedial and/or bilingual instruction, and extracurricular activities, such as clubs and athletic activities.
8.
The Committee subscribes to and endorses the precepts of Title IX of the Education Amendments of 1972, the Regulation for which was issued in July, 1975. Title IX prohibits discrimination on the basis of sex with respect to students, their courses and all school related activities, and with respect to all school employees in the areas of employment practice, compensation and other benefits. A Compliance officer has been appointed to handle any Title IX complaints, per prescribed published grievance procedure.
I– B-2
OBJECTIVES
Approved 3/25/93 P.V.R.S.D. Committee
PIONEER VALLEY REGIONAL SCHOOL DISTRICT STATEMENT OF PHILOSOPHY Pioneer Valley Regional School District is a place where students and teachers interact for the purpose of learning. The comprehensive educational program contributes to each student's intellectual, physical, emotional, creative and social growth. Education results from a cooperative effort between students, staff, family, school committee and community; all will be responsive to the needs of our youth and accept responsibility for their learning. And, all will help the schools address the constant changes in society. Pioneer Valley Regional School District will reflect an environment in which students and staff demonstrate mutual respect, cooperate with each other, appreciate each other's strengths and accept each other's differences. The educational program will recognize each student's particular abilities and needs. Through heterogeneous grouping high expectations are communicated to all students as they are offered an equal opportunity to succeed. An educated student practices learning as a continuous process of growth that includes cultural and environmental appreciation, creative and practical experiences and the learning of subject matter. Therefore, the District will strive to provide a broad variety of situations and subjects enabling students to develop concepts, skills and attitudes with which they can understand, make connections and apply knowledge. In order for learning to thrive, it is essential to create a positive climate for learning - one in which students are responsible for taking an active role in their own education and the professional staff is engaged in a continuous process of development. While school is not the only influence in the student's life, the educational foundation built during these years is an essential component in creating capable, self-confident adults ready to participate in a democratic society.
Approved 3/25/93 P.V.R.S.D. Committee
I–C-1
PHILOSOPHY, GOALS & VISIONS
PIONEER VALLEY EDUCATIONAL GOALS GOAL ONE:
Develop Understanding and Skills among Disciplines
Subgoals: 1. 2. 3. 4. 5. 6. GOAL TWO:
Acquires information and meaning through observing, listening, reading and evaluating. Processes information and meaning. Shares information and expresses meaning through speaking, writing and nonverbal means. Acquires information, understands and uses the language of mathematics. Develops skills necessary for learning. Applies reason makes decisions,' solves problems and thinks reflectively. Maintain a Sense of Self-Worth and Respect for Others
Subgoals: 1. 2. 3. 4.
Develops a positive self concept. Learns to form productive and satisfying relations with others, based on respect, trust, cooperation, consideration and caring. Assesses own behavior in different situations. Responds appropriately to others' evaluations.
GOAL THREE: Demonstrate Appreciation of Diversity in Individuals and Cultures Subgoals: 1. 2. 3. 4. 5. 6.
Bases actions and decisions on the knowledge that individuals differ and are similar in many ways. Bases actions and decisions on the knowledge that values and behaviors are learned and differ in families and from one social group to another. Acts on the belief that each individual has value as a human being and should be respected. Interacts and feels comfortable with others who are different in race, religion, social level, or personal attributes. Withholds judgment of another's actions until after trying to understand the personal and social context of that action. Develops a concern for humanity and an understanding of international relations.
I-C-2
PHILOSOPHY, GOALS & VISION
GOAL FOUR:
Uses accumulated Knowledge to Interpret the World
Subgoals: 1.
Integrates basic principles and concepts of the sciences, arts, and humanities to: a. interpret personal experiences; b. analyze and act upon public issues; c. understand natural phenomena. d. evaluate technological progress; e. appreciate aesthetic events.
GOAL FIVE:
Demonstrates the Capacity and Desire for Life -Long Learning
Subgoals: 1. 2. 3.
GOAL SIX:
Seeks and values learning experiences. Acts as a self-reliant learner. Bases actions and decisions on the knowledge that it is necessary to continue to learn throughout life. Becomes A Well-Rounded, Independent Person
Subgoals: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Practices appropriate personal hygiene. Consumes a nutritionally balanced, wholesome diet. Exercises sufficiently to maintain personal health. Avoids using materials harmful to health. Performs daily activities safely. Behaves rationally. Possesses a positive self-image. Participates in satisfying leisure-time activities. Uses positive inter-personal skills. Balances personal, family and work lives.
GOAL SEVEN: Develop Basic Career Exploration, Employment and Life Planning Skills Subgoals: 1. 2. 3.
Bases decisions on an awareness and knowledge of career options. Develops skills necessary to select and pursue career opportunities with an awareness of non-traditional choices. Makes informed decisions based on appropriate knowledge.
I-C-3
PHILOSOPHY, GOALS & VISION
GOAL EIGHT: Becomes a Responsible Member of Society Subgoals: 1. 2. 3. 4. 5. 6.
Acts in an environmentally responsible manner. Assumes responsibility for acting in an ethical manner. Works in groups to achieve mutual goals. Accepts the responsibility to protect the rights of all persons. Exercises duties of citizenship, such as voting. Exercises the right of dissent in accordance with personal conscience and human justice. Assumes responsibility for dependent persons of all ages. Understands the impact of technology and environment on all aspects of life.
7. 8.
GOAL NINE: To Foster Creativity Subgoals: 1. 2. 3.
Enjoys opportunity to experiment without fear of failure. Generates a range of imaginative alternatives to stimuli. Entertains and values the imaginative alternatives of others.
GOAL TEN:
Develop Practical Life Skills
Subgoals: 1. 2. 3. 4. 5. 6. 7.
Develops realistic goals. Evaluates risks. Develops long-range goals. Bases actions and decisions on an understanding that change is a natural process in society. Bases actions on an understanding that coping with change is a necessary and continuous process throughout life. Acts with an appreciation that in a changing world, flexibility and adaptability are strengths rather than weaknesses. Selects viable alternatives for actions in changing circumstances.
GOAL ELEVEN: Foster Arts Appreciation Subgoals: 1. 2. 3.
Understands and appreciates the arts, discovers and develops talents and interests, and is creative through various media. Expresses ideas and images creatively using several media. Identifies and develops various artistic talents.
I-C-4
PHILOSOPHY, GOALS & VISION
Approved 3/25/93 P.V.R.S.D. Committee Mtg.
PIONEER VALLEY REGIONAL SCHOOL DISTRICT VISION OF CURRICULUM The Pioneer Valley Regional School District curriculum will be one that implements the district's philosophy and goals to foster student enthusiasm for lifelong learning. This curriculum will acknowledge and respect diversity, embody democratic principles, and prepare students for the twenty-first century. The curriculum will be theoretically sound and address the effective, cognitive and physical domains. There will be a continuity of goals and outcomes throughout the curriculum that are developmentally appropriate. Teachers, schools and communities will have flexibility in achieving these goals. A system of assessment will be developed and maintained to ensure ongoing evaluation and revision of the curriculum.
I-C-5
PHILOSOPHY, GOALS & VISION
TABLE OF CONTENTS SECTION II ACCOUNTABILITY/COMMITMENT TO ACCOMPLISHMENT The Purpose of Teacher Evaluation………..……………………………………………. II-A-(1-24) Performance Standards ………………………..……………………………………………. II-B-(1-79) 1. Appendix A: Superintendent Rubric 2. Appendix B: School Level Administrator Rubric 3. Appendix C: Teacher Rubric 4. Appendix D: Specialized Instructional Support Personnel Rubric Administrator Evaluation Documents……………………..……………………………. II-C-(1-28) 1. Administrator Goal Setting & Plan Form 2. Mid-Cycle Formative Assessment Report 3. Mid-Cycle Goals Progress Report 4. End-of-Cycle Summative Evaluation Report: Principal 5. End-of-Cycle Summative Evaluation: Superintendent Teacher Evaluation Documents……………………………………………………………. II-D-(1-20) 1. Evaluation Tracking Sheet 2. Educator Self-Assessment Form 3. Educator Goal Setting & Plan Form 4. Setting SMART Goal 5. Observation and Evidence Report 6. Evaluator Record of Evidence Form 7. Artifacts Cover Page 8. Educator Collection of Evidence Form 9. Educator Self-Evaluation Form 10. Educator Evaluation Report 11. Educator Response Form
1) THE PURPOSE OF TEACHER EVALUATION A) PVRSD Philosophy of Teacher Evaluation
PIONEER VALLEY REGIONAL SCHOOL DISTRICT TEACHER EVALUATION PHILOSOPHY We believe that all children can learn. This fundamental belief is the foundation of the nature of teaching and learning in our classrooms. It must be our commitment to educate students in challenging and stimulating school environments that allow all students to work toward achieving the maximum of their potential. We recognize that teachers are learners also and need a collegial and supportive atmosphere in order to thrive. We feel that a dynamic and productive environment will result in successful and positive students. An effective teacher evaluation process that focuses on the improvement of curriculum, instruction, assessment, and student learning is critical to student achievement. The teacher evaluation process can encourage and facilitate professional growth while assessing performance. It is a cooperative process with the responsibility for accomplishment shared by the teacher and the evaluator. The system is intended to stimulate self-evaluation and active participation in all phases of the evaluation process. B) Purpose of Educator Evaluation This guide has been designed to assist teachers and evaluators in their continuing efforts to improve teaching and learning. Our values are clear. We believe that teaching and teachers are the heart of the educational process. We believe that teacher performance makes a difference in the achievement of students as well as students' sense of fulfillment and well-being. We believe that what teachers do and how they do it is important. Evaluation procedures are intended to: 1. Assist the individual teacher in providing high quality education for students; 2. Provide a means of assessing individual performance of a teacher over a period of time; 3. Detail staff members' current performance level, areas of improvement, and suggestions that will lead to further improvement; 4. Identify exceptional educational practices and superior teaching performance. Teacher evaluation also provides data for personnel practices relating to renewal, promotion, assignment, and dismissal.
II-A-1
PURPOSE OF TEACHER EVALUATION
C) This contract language is locally negotiated and based on M.G.L., c.71, § 38; M.G.L. c.150E; the Educator Evaluation regulations, 603 CMR 35.00 et seq.; and the Model System for Educator Evaluation developed and which may be updated from time to time by the Department of Elementary and Secondary Education. See 603 CMR 35.02 (definition of model system). In the event of a conflict between this collective bargaining agreement and the governing laws and regulations, the laws and regulations will prevail. D) The regulatory purposes of evaluation are: i. To promote student learning, growth, and achievement by providing Educators with feedback for improvement, enhanced opportunities for professional growth, and clear structures for accountability, 603 CMR 35.01(2)(a); ii. To provide a record of facts and assessments for personnel decisions, 35.01(2)(b); iii. To ensure that every school committee has a system to enhance the professionalism and accountability of teachers and administrators that will enable them to assist all students to perform at high levels, 35.01(3); and iv. To assure effective teaching and administrative leadership, 35.01(3).
2) Definitions (* indicates definition is generally based on 603 CMR 35.02) a. *Artifacts of Professional Practice: Products of an Educator’s work and student work samples that demonstrate the Educator’s knowledge and skills with respect to specific performance standards. b. Caseload Educator: Educators who teach or counsel individual or small groups of students through consultation with the regular classroom teacher, for example, school nurses, guidance counselors, speech and language pathologists, and some reading specialists and special education teachers. c.
Classroom teacher: Educators who teach preK-12 whole classes, and teachers of special subjects as such as art, music, library, and physical education. May also include special education teachers and reading specialists who teach whole classes.
d. Categories of Evidence: Multiple measures of student learning, growth, and achievement, judgments based on observations and artifacts of professional practice, including unannounced observations of practice of any duration; and additional evidence relevant to one or more Standards of Effective Teaching Practice (603 CMR 35.03).
II-A-2
PURPOSE OF TEACHER EVALUATION
e. *District-determined Measures: Measures of student learning, growth and achievement related to the Massachusetts Curriculum Frameworks, or other relevant frameworks, that are comparable across grade or subject level district-wide. These measures may include, but shall not be limited to: portfolios approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. f.
*Educator(s): Inclusive term that applies to all classroom teachers and caseload educators, unless otherwise noted.
g. *Educator Plan: The growth or improvement actions identified as part of each Educator’s evaluation. The type of plan is determined by the Educator’s career stage, overall performance rating, and the rating of impact on student learning, growth and achievement. There shall be four types of Educator Plans: i. Developing Educator Plan shall mean a plan developed by the Educator and the Evaluator for one school year or less for an Educator without Professional Teacher Status (PTS); or, at the discretion of an Evaluator, for an Educator with PTS in a new assignment. ii. Self-Directed Growth Plan shall mean a plan developed by the Educator for one or two school years for Educators with PTS who are rated proficient or exemplary. iii. Directed Growth Plan shall mean a plan developed by the Educator and the Evaluator of one school year or less for Educators with PTS who are rated needs improvement. iv. Improvement Plan shall mean a plan developed by the Evaluator of at least 30 school days and no more than one school year for Educators with PTS who are rated unsatisfactory with goals specific to improving the Educator’s unsatisfactory performance. In those cases where an Educator is rated unsatisfactory near the close of a school year, the plan may include activities during the summer preceding the next school year. h. *ESE: The Massachusetts Department of Elementary and Secondary Education. i.
*Evaluation: The ongoing process of defining goals and identifying, gathering, and using information as part of a process to improve professional performance (the “formative evaluation” and “formative assessment”) and to assess total job effectiveness and make personnel decisions (the “summative evaluation”).
II-A-3
PURPOSE OF TEACHER EVALUATION
j.
*Evaluator: Any person designated by a superintendent who has primary or supervisory responsibility for observation and evaluation. The superintendent is responsible for ensuring that all Evaluators have training in the principles of supervision and evaluation. Each Educator will have one primary Evaluator at any one time responsible for determining performance ratings. i. Teaching Staff Assigned to More Than One Building: Each Educator who is assigned to more than one building will be evaluated by the appropriate administrator where the individual is assigned most of the time. The principal of each building in which the Educator serves must review and sign the evaluation, and may add written comments. In cases where there is no predominate assignment, the superintendent will determine who the primary evaluator will be. ii. Notification: The Educator shall be notified in writing of his/her primary Evaluator and supervising Evaluator, if any, at the outset of each new evaluation cycle. The Evaluator(s) may be changed upon notification in writing to the Educator.
k.
Evaluation Cycle: A five-component process that all Educators follow consisting of 1) Self-Assessment; 2) Goal-setting and Educator Plan development; 3) Implementation of the Plan; 4) Formative Assessment/Evaluation; and 5) Summative Evaluation.
l.
*Experienced Educator: An educator with Professional Teacher Status (PTS).
m. *Family: Includes students’ parents, legal guardians, foster parents, or primary caregivers. n. *Formative Assessment: The process used to assess progress towards attaining goals set forth in Educator plans, performance on standards, or both. This process may take place at any time(s) during the cycle of evaluation, but typically takes place at mid-cycle. o. *Formative Evaluation: An evaluation conducted at the end of Year 1 for an Educator on a 2-year Self-Directed Growth plan which is used to arrive at a rating on progress towards attaining the goals set forth in the Educator Plan, performance on Standards and Indicators of Effective Teaching Practice, or both. p. *Goal: A specific, actionable, and measurable area of improvement as set forth in an Educator’s plan. A goal may pertain to any or all of the following: Educator practice in relation to Performance Standards, Educator practice in relation to indicators, or specified improvement in student learning, growth and achievement. Goals may be developed by individual Educators, by the Evaluator, or by teams, departments, or groups of Educators who have the same role. q. *Measurable: That which can be classified or estimated in relation to a scale, rubric, or standards.
II-A-4
PURPOSE OF TEACHER EVALUATION
r.
Multiple Measures of Student Learning: Measures must include a combination of classroom, school and district assessments, student growth percentiles. This definition may be revised as required by regulations or agreement of the parties upon issuance of ESE guidance expected by July 2012.
s.
*Observation: A data gathering process that includes notes and judgments made during one or more classroom or worksite visits(s) of at least 15 minutes duration by the Evaluator and may include examination of artifacts of practice including student work. An observation may occur in person or through video. Video observations will be done openly and with knowledge of the Educator. The parties agree to bargain the protocols of video observations should either party wish to adopt such practice. Classroom or worksite observations conducted pursuant to this article must result in feedback to the Educator. Normal supervisory responsibilities of department, building and district administrators will also cause administrators to drop in on classes and other activities in the worksite at various times as deemed necessary by the administrator. Carrying out these supervisory responsibilities, when they do not result in targeted and constructive feedback to the Educator, are not observations as defined in this Article. i. Announced observation - with prior notice. ii. Brief observation – of at least 15 minutes duration. iii. Extended observation – of at least 30 minutes duration. iv. Unannounced observation – without prior notice.
t.
Parties: The parties to this agreement are the Pioneer Valley Regional School District Committee and the Pioneer Valley Regional Education Association”).
u. *Performance Rating: Describes the Educator’s performance on each performance standard and overall. There shall be four performance ratings:
Exemplary: the Educator’s performance consistently and significantly exceeds the requirements of a standard or overall. The rating of exemplary on a standard indicates that practice significantly exceeds proficient and could serve as a model of practice on that standard district-wide.
Proficient: the Educator’s performance fully and consistently meets the requirements of a standard or overall. Proficient practice is understood to be fully satisfactory.
Needs Improvement: the Educator’s performance on a standard or overall is below the requirements of a standard or overall, but is not considered to be unsatisfactory at this time. Improvement is necessary and expected.
II-A-5
PURPOSE OF TEACHER EVALUATION
Unsatisfactory: the Educator’s performance on a standard or overall has not significantly improved following a rating of needs improvement, or the Educator’s performance is consistently below the requirements of a standard or overall and is considered inadequate, or both. v.
*Performance Standards: Locally developed standards and indicators pursuant to M.G.L. c. 71, § 38 and consistent with, and supplemental to 603 CMR 35.00. The parties may agree to limit standards and indicators to those set forth in 603 CMR 35.03.
w. *Professional Teacher Status: PTS is the status granted to an Educator pursuant to M.G.L. c. 71, § 41. x.
Rating of Educator Impact on Student Learning: A rating of high, moderate or low based on trends and patterns on state assessments and district-determined measures. The parties will negotiate the process for using state and district-determined measures to arrive at an Educator’s rating of impact on student learning, growth and achievement, using guidance and model contract language from ESE, expected by July 2012.
y.
Rating of Overall Educator Performance: The Educator’s overall performance rating is based on the Evaluator’s professional judgment and examination of evidence of the Educator’s performance against the four Performance Standards and the Educator’s attainment of goals set forth in the Educator Plan, as follows: i. Standard 1: Curriculum, Planning and Assessment ii. Standard 2: Teaching All Students iii. Standard 3: Family and Community Engagement iv. Standard 4: Professional Culture v. Attainment of Professional Practice Goal(s) vi. Attainment of Student Learning Goal(s)
z.
*Rubric: A scoring tool that describes characteristics of practice or artifacts at different levels of performance. The rubrics for Standards and Indicators of Effective Teaching Practice are used to rate Educators on Performance Standards, these rubrics consists of: i. Standards: Describes broad categories of professional practice, including those required in 603 CMR 35.03 ii. Indicators: Describes aspects of each standard, including those required in 603 CMR 35.03 iii. Elements: Defines the individual components under each indicator iv. Descriptors: Describes practice at four levels of performance for each element
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PURPOSE OF TEACHER EVALUATION
aa. *Summative Evaluation: An evaluation used to arrive at a rating on each standard, an overall rating, and as a basis to make personnel decisions. The summative evaluation includes the Evaluator’s judgments of the Educator’s performance against Performance Standards and the Educator’s attainment of goals set forth in the Educator’s Plan. bb. *Superintendent: The person employed by the school committee pursuant to M.G.L. c. 71 §59 and §59A. The superintendent is responsible for the implementation of 603 CMR 35.00. cc. *Teacher: An Educator employed in a position requiring a certificate or license as described in 603 CMR 7.04(3)(a, b, and d) and in the area of vocational education as provided in 603 CMR 4.00. Teachers may include, for example, classroom teachers, librarians, guidance counselors, or school nurses. dd. *Trends in student learning: At least two years of data from the districtdetermined measures and state assessments used in determining the Educator’s rating on impact on student learning as high, moderate or low.
3) Evidence Used In Evaluation The following categories of evidence shall be used in evaluating each Educator: a. Multiple measures of student learning, growth, and achievement, which shall include: i. Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii. At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii. Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan.
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iv. For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility. b. Judgments based on observations and artifacts of practice including: i. Unannounced observations of practice of at least 15 min. duration. ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii. Examination of Educator work products. iv. Examination of student work samples. c.
Evidence relevant to one or more Performance Standards, including but not limited to: i. Evidence compiled and presented by the Educator, including : a) Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; b) Evidence of active outreach to and engagement with families; ii. Evidence of progress towards professional practice goal(s); iii. Evidence of progress toward student learning outcomes goal(s). iv) Student Feedback – see # 23-24, below; and v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other administrators such as the superintendent.
4) Rubric The rubrics are a scoring tool used for the Educator’s self-assessment, the formative assessment, the formative evaluation and the summative evaluation. The PVRSD will use the rubrics provided by ESE. 5) Evaluation Cycle: Training a. Prior to the implementation of the new evaluation process contained in this article, districts shall arrange training for all Educators, principals, and other evaluators that outlines the components of the new evaluation process and provides an explanation of the evaluation cycle. The district through the
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superintendent shall determine the type and quality of training based on guidance provided by ESE and feedback from district educators. st
b. By November 1 of the first year of this agreement, all Educators shall complete a professional learning activity about self-assessment and goalsetting satisfactory to the superintendent or principal. Any Educator hired st after the November 1 date, and who has not previously completed such an activity, shall complete such a professional learning activity about selfassessment and goal-setting within two (2) months of the date of hire. The district through the superintendent shall determine the type and quality of the learning activity based on guidance provided by ESE.
6) Evaluation Cycle: Annual Orientation a. At the start of each school year, the superintendent, principal or designee shall conduct a meeting for Educators and Evaluators focused substantially on educator evaluation. The superintendent, principal or designee shall: i. Provide an overview of the evaluation process, including goal setting and the educator plans. ii. Provide all Educators with directions for obtaining a copy of the forms used by the district. These may be electronically provided. iii. The faculty meeting may be digitally recorded to facilitate orientation of Educators hired after the beginning of the school year.
7) Evaluation Cycle: Self-Assessment a. Completing the Self-Assessment i. The evaluation cycle begins with the Educator completing and th submitting a self-assessment by October 15 or within four weeks of the start of their employment at the school. ii. The self-assessment includes: a) An analysis of evidence of student learning, growth and achievement for students under the Educator’s responsibility. b) An assessment of practice against each of the four Performance Standards of effective practice using the district’s rubric. c) Proposed goals to pursue: a. At least one goal directly related to improving the Educator’s own professional practice.
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b. At least one goal directed related to improving student learning. b. Proposing the goals i. Educators must consider goals for grade-level, subject-area, department teams, or other groups of Educators who share responsibility for student learning and results, except as provided in (ii) below. Educators may meet with teams to consider establishing team goals. Evaluators may participate in such meetings. ii. For Educators in their first year of practice, the Evaluator will meet th with each Educator by October 15 (or within four weeks of the Educator’s first day of employment if the Educator begins th employment after September 15 ) to assist the Educator in completing the self-assessment and drafting the professional practice and student learning goals which must include induction and mentoring activities. iii. Unless the Evaluator indicates that an Educator in his/her second or third years of practice should continue to address induction and mentoring goals pursuant to 603 CMR 7.12, the Educator may address shared grade level or subject area team goals. iv. For Educators with PTS and ratings of proficient or exemplary, the goals may be team goals. In addition, these Educators may include individual professional practice goals that address enhancing skills that enable the Educator to share proficient practices with colleagues or develop leadership skills. v. For Educators with PTS and ratings of needs improvement or unsatisfactory, the professional practice goal(s) must address specific standards and indicators identified for improvement. In addition, the goals may address shared grade level or subject area team goals.
8) Evaluation Cycle: Goal Setting and Development of the Educator Plan a. Every Educator has an Educator Plan that includes, but is not limited to, one goal related to the improvement of practice; one goal for the improvement of student learning. The Plan also outlines actions the Educator must take to attain the goals established in the Plan and benchmarks to assess progress. Goals may be developed by individual Educators, by the Evaluator, or by teams, departments, or groups of Educators who have the similar roles and/or responsibilities. See Sections 15-19 for more on Educator Plans. b. To determine the goals to be included in the Educator Plan, the Evaluator reviews the goals the Educator has proposed in the Self-Assessment, using evidence of Educator performance and impact on student learning, growth and achievement based on the Educator’s self-assessment and other sources that Evaluator shares with the Educator. The process for
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determining the Educator’s impact on student learning, growth and achievement will be determined after ESE issues guidance on this matter. See #22, below. c.
Educator Plan Development Meetings shall be conducted as follows: i. Educators in the same school may meet with the Evaluator in teams and/or individually at the end of the previous evaluation cycle or by October 15th of the next academic year to develop their Educator Plan. Educators shall not be expected to meet during the summer hiatus. ii. For those Educators new to the school, the meeting with the th Evaluator to establish the Educator Plan must occur by October 15 or within six weeks of the start of their assignment in that school iii. The Evaluator shall meet individually with Educators with PTS and ratings of needs improvement or unsatisfactory to develop professional practice goal(s) that must address specific standards and indicators identified for improvement. In addition, the goals may address shared grade level or subject matter goals.
d. The Educator submits a signed copy of the proposed Educator Plan by th November 15 . If revisions are required by the Evaluator, s/he will meet with the educator to discuss them. The Evaluator retains final authority over the content of the Educator’s Plan. Educator plans will be approved and st returned by December 1 .
9) Evaluation Cycle: Observation of Practice and Examination of Artifacts – Educators without PTS a. In the first year of practice or first year assigned to a school: i. The Educator shall have at least one announced extended observation during the school year using the protocol described in section 11B, below. ii. The Educator shall have at least four unannounced observations during the school year. b. In their second and third years of practice or second and third years as a non-PTS Educator in the school: i. The Educator shall have at least three unannounced observations during the school year.
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10) Evaluation Cycle: Observation of Practice and Examination of Artifacts – Educators with PTS a. The Educator whose overall rating is proficient or exemplary must have at least three unannounced observation during the evaluation cycle and may have one announced observation if requested by either party. b. The Educator whose overall rating is needs improvement must be observed according to the Directed Growth Plan during the period of Plan which must include at least four unannounced observations and one announced extended observation. c.
The Educator whose overall rating is unsatisfactory must be observed according to the Improvement Plan which must include both unannounced and announced observation. The number and frequency of the observations shall be determined by the Evaluator, but in no case, for improvement plans of one year, shall there be fewer than one announced extended and four unannounced observations. For Improvement Plans of six months or fewer, there must be no fewer than one announced extended and two unannounced observations.
11) Observations The Evaluator’s first observation of the Educator should take place by December th 15 . In the case of non PTS educators in their first year of teaching or in a school, th the first two observations will take place by December 15 . Observations required by st the Educator Plan should be completed by April 1 for non PTS educators and by May 15 for PTS educators. The Evaluator may conduct additional observations after this date. The Evaluator is not required nor expected to review all the indicators in a rubric during an observation.
a. Unannounced Observations i. Unannounced observations may be brief or extended. ii. The Educator will be provided with at least brief written feedback from the Evaluator within 3-5 school days of the observation. The written feedback shall be delivered to the Educator in person, placed in the Educator’s mailbox or mailed to the Educator’s home. iii. Any observation or series of observations resulting in one or more standards judged to be unsatisfactory or needs improvement for the first time must be followed by at least one observation of at least 30 minutes in duration within 30 school days.
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b. Announced Observations i. All non-PTS Educators and PTS Educators on Directed Growth Plans or Improvement Plans and other educators at the discretion of the evaluator shall have at least one Announced Observation. a) The Evaluator shall select the date and time of the lesson or activity to be observed and discuss with the Educator any specific goal(s) for the observation. b) Within 5 school days of the scheduled observation, upon request of either the Evaluator or Educator, the Evaluator and Educator shall meet for a pre-observation conference. In lieu of a meeting, the Educator may inform the Evaluator in writing of the nature of the lesson, the student population served, and any other information that will assist the Evaluator to assess performance st
1 ) The Educator shall provide the Evaluator a draft of the lesson, student conference, IEP plan or activity. If the actual plan is different, the Educator will provide the Evaluator with a copy prior to the observation. nd
2 ) The Educator will be notified as soon as possible if the Evaluator will not be able to attend the scheduled observation. The observation will be rescheduled with the Educator as soon as reasonably practical and at a time agreeable to both parties. c) Within 5 school days of the observation, the Evaluator and Educator shall meet for a post-observation conference. This timeframe may be extended due to unavailability on the part of either the Evaluator or the Educator, but shall be rescheduled within 24 hours if possible. d) The Evaluator shall provide the Educator with written feedback within 5 school days of the post-observation conference. For any standard where the Educator’s practice was found to be unsatisfactory or needs improvement, the feedback must: a. Describe the basis for the Evaluator’s judgment. b. Describe actions the Educator should take to improve his/her performance. c.
Identify support and/or resources the Educator may use in his/her improvement.
d. State that the Educator is responsible for addressing the need for improvement.
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12) Evaluation Cycle: Formative Assessment a. A specific purpose for evaluation is to promote student learning, growth and achievement by providing Educators with feedback for improvement. Evaluators are expected to make frequent unannounced visits to classrooms. Evaluators are expected to give targeted constructive feedback to Educators based on their observations of practice, examination of artifacts, and analysis of multiple measures of student learning, growth and achievement in relation to the Standards and Indicators of Effective Teaching Practice. b. Formative Assessment may be ongoing throughout the evaluation cycle but typically takes places mid-cycle when a Formative Assessment report is completed. For an Educator on a two-year Self-Directed Growth Plan, the mid-cycle Formative Assessment report is replaced by the Formative Evaluation report at the end of year one. See section 13, below. c.
The Formative Assessment report provides written feedback and ratings to the Educator about his/her progress towards attaining the goals set forth in the Educator Plan, performance on Performance Standards and overall, or both.
d. No less than two weeks before the due date for the Formative Assessment report, which due date shall be established by the Evaluator with written notice to the Educator, the Educator shall provide to the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals. The educator may be requested to provide to the evaluator additional evidence of the educator’s performances against the four Performance Standards. e. Upon the request of either the Evaluator or the Educator, the Evaluator and the Educator will meet either before or after completion of the Formative Assessment Report. f.
The Evaluator shall complete the Formative Assessment report and provide a copy to the Educator. All Formative Assessment reports must be signed by the Evaluator and delivered face-to-face, by email, or mailed to the Educator’s home.
g. The Educator may reply in writing to the Formative Assessment report within 5 school days of receiving the report. If so, the document will be attached to the formative assessment report. h. The Educator shall sign the Formative Assessment report by within 5 school days of receiving the report. The signature indicates that the Educator received the Formative Assessment report in a timely fashion. The signature does not indicate agreement or disagreement with its contents. i.
As a result of the Formative Assessment Report, the Evaluator may change the activities in the Educator Plan.
j.
If the rating in the Formative Assessment report differs from the last summative rating the Educator received, the Evaluator may place the Educator on a different Educator Plan, appropriate to the new rating.
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13) Evaluation Cycle: Formative Evaluation for Two Year Self-Directed Plans Only a. Educators on two year Self-Directed Growth Educator Plans receive a Formative Evaluation report near the end of the first year of the two year cycle. The Educator’s performance rating for that year shall be assumed to be the same as the previous summative rating unless evidence demonstrates a significant change in performance in which case the rating on the performance standards may change, and the Evaluator may place the Educator on a different Educator plan, appropriate to the new rating. b. The Formative Evaluation report provides written feedback and ratings to the Educator about his/her progress towards attaining the goals set forth in the Educator Plan, performance on each performance standard and overall, or both. c.
No less than two weeks before the due date for the Formative Evaluation report, which due date shall be established by the Evaluator with written notice provided to the Educator, the Educator shall provide to the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals. The educator may also be requested to provide to the evaluator additional evidence of the educator’s performance against the four Performance Standards.
d. The Evaluator shall complete the Formative Evaluation report and provide a copy to the Educator. All Formative Evaluation reports must be signed by the Evaluator and delivered face-to-face, by email or mailed to the Educator’s home. e. Upon the request of either the Evaluator or the Educator, the Evaluator and the Educator will meet either before or after completion of the Formative Evaluation Report. f.
The Educator may reply in writing to the Formative Evaluation report within 5 school days of receiving the report. If so, the document will be attached to the formative assessment report.
g. The Educator shall sign the Formative Evaluation report by within 5 school days of receiving the report. The signature indicates that the Educator received the Formative Evaluation report in a timely fashion. The signature does not indicate agreement or disagreement with its contents. h. As a result of the Formative Evaluation report, the Evaluator may change the activities in the Educator Plan. i.
If the rating in the Formative Evaluation report differs from the last summative rating the Educator received, the Evaluator may place the Educator on a different Educator Plan, appropriate to the new rating.
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14) Evaluation Cycle: Summative Evaluation a. The evaluation cycle concludes with a summative evaluation report. For Educators on a one or two year Educator Plan, the summative report must st be written and provided to the educator by April 1 for non PTS educators and by June 1 for PTS educators. b. The Evaluator determines a rating on each standard and an overall rating based on the Evaluator’s professional judgment, an examination of evidence against the Performance Standards and evidence of the attainment of the Educator Plan goals. c.
The professional judgment of the primary evaluator shall determine the overall summative rating that the Educator receives.
d. For an educator whose overall performance rating is exemplary or proficient and whose impact on student learning is low, the evaluator’s supervisor shall discuss and review the rating with the evaluator and the supervisor shall confirm or revise the educator’s rating. In cases where the superintendent serves as the primary evaluator, the superintendent’s decision on the rating shall not be subject to review. e. The summative evaluation rating must be based on evidence from multiple categories of evidence. MCAS Growth scores shall not be the sole basis for a summative evaluation rating. f.
To be rated proficient overall, the Educator shall, at a minimum, have been rated proficient on the Curriculum, Planning and Assessment and the Teaching All Students Standards of Effective Teaching Practice.
g. No less than four weeks before the due date for the Summative Evaluation report, which due date shall be established by the Evaluator with written notice provided to the Educator, the Educator will provide to the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals. The educator may also be requested to provide to the evaluator additional evidence of the educator’s performance against the four Performance Standards. h. The Summative Evaluation report should recognize areas of strength as well as identify recommendations for professional growth. i.
The Evaluator shall deliver a signed copy of the Summative Evaluation report to the Educator face-to-face, by email or to the Educator’s school mailbox or st home no later than June 1 .
j.
The Evaluator shall meet with the Educator rated needs improvement or unsatisfactory to discuss the summative evaluation. The meeting shall occur by June 1st, with the summative report having been delivered at least 24 hours in advance.
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k.
The Evaluator may meet with the Educator rated proficient or exemplary to discuss the summative evaluation, if either the Educator or the Evaluator requests such a meeting. The meeting shall occur by June 10th.
l.
Upon mutual agreement, the Educator and the Evaluator may develop the Self-Directed Growth Plan for the following two years during the meeting on the Summative Evaluation report.
m. The Educator shall sign the final Summative Evaluation report by the last student day of the year. The signature indicates that the Educator received the Summative Evaluation report in a timely fashion. The signature does not indicate agreement or disagreement with its contents. n. The Educator shall have the right to respond in writing to the summative evaluation which shall become part of the final Summative Evaluation report. o. A copy of the signed final Summative Evaluation report shall be filed in the Educator’s personnel file.
15) Educator Plans – General a. Educator Plans shall be designed to provide Educators with feedback for improvement, professional growth, and leadership; and to ensure Educator effectiveness and overall system accountability. The Plan must be aligned to the standards and indicators and be consistent with district and school goals. b. The Educator Plan shall include, but is not limited to: i. At least one goal related to improvement of practice tied to one or more Performance Standards; ii. At least one goal for the improvement the learning, growth and achievement of the students under the Educator’s responsibility; iii. An outline of actions the Educator must take to attain the goals and benchmarks to assess progress. Actions must include specified professional development and learning activities that the Educator will participate in as a means of obtaining the goals, as well as other support that may be suggested by the Evaluator or provided by the school or district. Examples may include but are not limited to coursework, self-study, action research, curriculum development, study groups with peers, and implementing new programs. c.
It is the Educator’s responsibility to make progress towards the goals in the Plan and to participate in any trainings and professional development provided through the state, district, or other providers in accordance with the Educator Plan.
16) Educator Plans: Developing Educator Plan a. The Developing Educator Plan is for all Educators without PTS, and, at the discretion of the Evaluator, Educators with PTS in new assignments.
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b. The Educator shall be evaluated at least annually.
17) Educator Plans: Self-Directed Growth Plan a. A Two-year Self-Directed Growth Plan is for those Educators with PTS who have an overall rating of proficient or exemplary, and after 2013-2014 whose impact on student learning is moderate or high. A formative evaluation report is completed at the end of year 1 and a summative evaluation report at the end of year 2. b. A One-year Self-Directed Growth Plan is for those Educators with PTS who have an overall rating of proficient or exemplary, and after 2013-2014 whose impact on student learning is low. In this case, the Evaluator and Educator shall analyze the discrepancy between the summative evaluation rating and the rating for impact on student learning to seek to determine the cause(s) of the discrepancy.
18) Educator Plans: Directed Growth Plan a. A Directed Growth Plan is for those Educators with PTS whose overall rating is needs improvement. b. The goals in the Plan must address areas identified as needing improvement as determined by the Evaluator. c.
The Evaluator shall complete a summative evaluation for the Educator at the end of the period determined by the Plan, but at least annually, and in no st case later than June 1 .
d. For an Educator on a Directed Growth Plan whose overall performance rating is at least proficient, the Evaluator will place the Educator on a SelfDirected Growth Plan for the next Evaluation Cycle. e. For an Educator on a Directed Growth Plan whose overall performance rating is not at least proficient, the Evaluator will rate the Educator as unsatisfactory and will place the Educator on an Improvement Plan for the next Evaluation Cycle.
19) Educator Plans: Improvement Plan a. An Improvement Plan is for those Educators with PTS whose overall rating is unsatisfactory. b. The parties agree that in order to provide students with the best instruction, it may be necessary from time to time to place an Educator whose practice has been rated as unsatisfactory on an Improvement Plan of no fewer than 30 school days and no more than one school year. In the case of an Educator receiving a rating of unsatisfactory near the close of one school year, the
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Improvement Plan may include activities that occur during the summer before the next school year begins. c.
The Evaluator must complete a summative evaluation for the Educator at the end of the period determined by the Evaluator for the Plan.
d. The Evaluator is responsible for providing the Educator with guidance and assistance in accessing the resources and professional development outlined in the Improvement Plan. e. The Improvement Plan shall define the problem(s) of practice identified through the observations and evaluation and detail the improvement goals to be met, the activities the Educator must take to improve and the assistance to be provided to the Educator by the district. f.
The Improvement Plan process shall include: i. Within ten school days of notification to the Educator that the Educator is being placed on an Improvement Plan, the Evaluator shall schedule a meeting with the Educator to discuss the Improvement Plan. The Evaluator will develop the Improvement Plan, which will include the provision of specific assistance to the Educator. ii. The Educator may request that a representative of the PVUEA attend the meeting(s). iii. If the Educator consents, the PVUEA will be informed that an Educator has been placed on an Improvement Plan.
g. The Improvement Plan shall: i. Define the improvement goals directly related to the performance standard(s) and/or student learning outcomes that must be improved; ii. Describe the activities and work products the Educator must complete as a means of improving performance; iii. Describe the assistance that the district will make available to the Educator; iv. Articulate the measurable outcomes that will be accepted as evidence of improvement; v. Detail the timeline for completion of each component of the Plan, including at a minimum a mid-cycle formative assessment report of the relevant standard(s) and indicator(s); vi. Identify the individuals assigned to assist the Educator which must include minimally the Supervising Evaluator; and, vii. Include the signatures of the Educator and Supervising Evaluator.
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h. A copy of the signed Plan shall be provided to the Educator. The Educator’s signature indicates that the Educator received the Improvement Plan in a timely fashion. The signature does not indicate agreement or disagreement with its contents. i.
Decision on the Educator’s status at the conclusion of the Improvement Plan. i. All determinations below must be made no later than June 1. One of the following decisions must be made at the conclusion of the Improvement Plan: a) If the Evaluator determines that the Educator has improved his/her practice to the level of proficiency, the Educator will be placed on a Self-Directed Growth Plan. b) In those cases where the Educator was placed on an Improvement Plan as a result of his/her summative rating at the end of his/her Directed Growth Plan, if the Evaluator determines that the Educator is making substantial progress toward proficiency, the Evaluator shall place the Educator on a Directed Growth Plan. c) In those cases where the Educator was placed on an Improvement Plan as a result of his/her Summative rating at the end of his/her Directed Growth Plan, if the Evaluator determines that the Educator is not making substantial progress toward proficiency, the Evaluator shall recommend to the superintendent that the Educator be dismissed. d) If the Evaluator determines that the Educator’s practice remains at the level of unsatisfactory, the Evaluator shall recommend to the superintendent that the Educator be dismissed.
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20.
Timelines A)
In 2012/2013
Educators on One Year Plans: Activity:
13/14 Forward
Completed By:
Competed By:
October 26
Superintendent, principal or designee meets with evaluators and educators to explain evaluation process
September 15
November 16
Evaluator meets with first-year educators to assist in selfassessment and goal setting process
October 1
Educator submits self-assessment and proposed goals December 7
Evaluator meets with Educators in teams or individually to establish Educator Plans (Educator Plan may be established at Summative Evaluation Report meeting in prior school year).
October 15
December 7
Proposed goals returned.
October 15
December 21
Educator completes Educator Plans
October 22
January 2
Educator Plans approved and returned
November
December 15
Evaluator should complete first observation of each Educator
December 15
* For Non PTS Educator, first two observations by Dec. 15 February 15
Educator submits evidence on parent outreach, professional growth, progress on goals (and other standards, if desired)
January 5**
** or four weeks before Formative Assessment Report date established by Evaluator March 1
Evaluator should complete mid-cycle Formative Assessment Reports for Educators on one-year Educator Plans
February 1
March 15
Evaluator holds Formative Assessment Meetings if requested by either Evaluator or Educator
February 15
April 12
Educator submits evidence on parent outreach, professional growth, progress on goals (and other standards, if requested)
4 weeks prior to summative report
May 30
Evaluator completes Summative Evaluation Report
April 1 or June 1
st
(April 1 for Developing Educator and Directed Growth; June 1 for Self Directed Growth Plans.) June 15
Evaluator meets with Educators whose overall Summative Evaluation ratings are Needs Improvement or Unsatisfactory
June 1
June 15
Evaluator meets with Educators whose ratings are proficient or exemplary at request of Evaluator or Educator
June 10
June 15 or last student day
Educator signs Summative Evaluation Report and adds response, if any within 5 school days of receipt
June 15 or last student day
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A)
Educators with PTS on Two Year Plans
Activity:
13/14 Forward Competed By:
Superintendent, principal or designee meets with evaluators and educators to explain evaluation process
September 15
Evaluator meets with first-year educators to assist in self-assessment and goal setting process
October 1
Educator submits self-assessment and proposed goals Evaluator meets with Educators in teams or individually to establish Educator Plans (Educator Plan may be established at Summative Evaluation Report meeting in prior school year).
October 15
Proposed goals returned.
October 15
Educator completes Educator Plans
October 22
Educator Plans approved and returned
November
Evaluator completes unannounced observation(s)
Any time during the 2year evaluation cycle
Submit all evidence
4 wks. prior to formative
Evaluator completes Formative Evaluation Report
June 1 of Year 1
Evaluator conducts Formative Evaluation Meeting, if any
June 1 of Year 1
Educator revises and resubmits goals and educator plan
October 15
Submit all evidence
4 weeks prior to summative report
Evaluator completes Summative Evaluation Report
June 1
Evaluator conducts Summative Evaluation Meeting
June 1 of Year 2
Evaluator and Educator sign Summative Evaluation Report
June 10
C)
Educators on Plans of Less than One Year i)
21.
The timeline for educators on Plans of less than one year will be established in the Educator Plan.
Career Advancement A)
In order to attain Professional Teacher Status, the Educator should achieve ratings of proficient or exemplary on each Performance Standard and overall. A principal considering making an employment decision that would lead to PTS for any Educator
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who has not been rated proficient or exemplary on each performance standard and overall on the most recent evaluation shall confer with the superintendent by May 1. The principal’s decision is subject to review and approval by the superintendent.
22.
B)
In order to qualify to apply for a teacher leader position, the Educator must have had a Summative Evaluation performance rating of proficient or exemplary for at least the previous two years.
C)
Educators with PTS whose summative performance rating is exemplary and, after 201314 whose impact on student learning is rated moderate or high, shall be recognized and rewarded with leadership roles, promotions, additional compensation, public commendation or other acknowledgement as determined by the district through collective bargaining where applicable.
Rating Impact on Student Learning Growth ESE will provide model contract language and guidance on rating educator impact on student learning growth based on state and district-determined measures of student learning. Upon receiving this model contract language and guidance, the parties agree to bargain with respect to this matter.
23.
Using Student feedback in Educator Evaluation ESE will provide model contract language, direction and guidance on using student feedback in Educator Evaluation by June 30, 2013. Upon receiving this model contract language, direction and guidance, the parties agree to bargain with respect to this matter.
24.
Transition from Existing Evaluation System A)
25.
All Educators will participate in the new evaluation system in 12/13 by being trained and engaging in Self Assessment, Goal Setting, and Educator Plan Development. All Administrators, Non Professional Status Educators (Developing Educator Plan), and Educators for whom there are concerns (Directed Growth Plan or Improvement Plan) will be on one year plans. All Professional Status Educators (comprising the other 50% of the district’s professional workforce) will be on two year plans, half of them to receive a summative evaluation in 13/14 and half of them to receive a summative evaluation in 14/15.
General Provisions A)
Only Administrators who are licensed or serving under a DESE waiver may serve as Evaluators of Educators.
B)
Evaluators shall not make negative comments about the Educator’s performance, or comments of a negative evaluative nature, in the presence of students, parents or other staff, except in the unusual circumstance where the Evaluator concludes that s/he must immediately and directly intervene. Nothing in this paragraph is intended to limit an
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administrator’s ability to investigate a complaint, or secure assistance to support an Educator. C)
The superintendent shall insure that Evaluators have training in supervision and evaluation, including the regulations and standards and indicators of effective teaching practice promulgated by ESE (35.03), and the evaluation Standards and Procedures established in this Agreement.
D)
Should there be a serious disagreement between the Educator and the Evaluator regarding an overall summative performance rating of unsatisfactory, the Educator may meet with the Evaluator’s supervisor to discuss the disagreement. Should the Educator request such a meeting, the Evaluator’s supervisor must meet with the Educator. The Evaluator may attend any such meeting at the discretion of the superintendent.
E)
The parties agree to establish a joint labor-management evaluation team which shall review the evaluation processes and procedures annually through the first three years of implementation and recommend adjustments to the parties.
F)
Violations of this article are subject to the grievance and arbitration procedures. The arbitrator shall determine whether there was substantial compliance with the totality of the evaluation process. When the evaluation process results in the termination or nonrenewal of an Educator, then no financial remedy or reinstatement shall issue if there was substantial compliance.
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Massachusetts Model System for Educator Evaluation Part III: Guide to Rubrics and Model Rubrics for Superintendent, Administrator, and Teacher Appendix A. Superintendent Rubric
January 2012
Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA 02148-4906 Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370 www.doe.mass.edu
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Guide to Superintendent Rubric Rubrics – defined in the regulations as “scoring tool[s] that describe characteristics of practice or artifacts at different levels of performance” (603 CMR 35.02) – are a critical component of the Massachusetts educator evaluation framework and are required for every educator. Rubrics are designed to help educators and evaluators (1) develop a consistent, shared understanding of what proficient performance looks like in practice, (2) develop a common terminology and structure to organize evidence, and (3) make informed professional judgments about formative and summative performance ratings on each Standard and overall. This appendix contains the ESE Model Superintendent Rubric.
Structure of the Superintendent Rubric
Standards: Standards are the broad categories of knowledge, skills, and performance of effective practice detailed in the regulations. There are four Standards for all administrators: Instructional Leadership; Management and Operations; Family and Community Engagement; and Professional Culture.
Indicators: Indicators, also detailed in the regulations, describe specific knowledge, skills, and performance for each Standard. For example, there are five Indicators in Standard I of the Superintendent rubric including Curriculum, Instruction, and Evaluation.
Elements: The elements are more specific descriptions of actions and behaviors related to each Indicator. The elements further break down the Indicators into more specific aspects of educator practice and provide an opportunity for evaluators to offer detailed feedback that serves as a roadmap for improvement.
Descriptors: Performance descriptors are observable and measurable statements of educator actions and behaviors aligned to each element and serve as the basis for identifying the level of teaching or administrative performance in one of four categories: Unsatisfactory, Needs Improvement, Proficient, or Exemplary.
Use of the Superintendent Rubric This rubric describes administrative leadership practice at the district level. It is intended to be used throughout the 5 step evaluation cycle for the evaluation of the superintendent by the school committee. This rubric can also be used by the superintendent for the evaluation of other district level administrators, such as assistant superintendents, directors of curriculum and instruction, school business administrators, and directors of special education. The responsibilities of administrators to whom this rubric will be applied may vary. ESE encourages administrators and evaluators to use the rubric strategically by discussing and agreeing upon certain Indicators and elements that should be high priorities according to that administrator’s role and responsibilities as well as his/her professional practice, student learning, and district and/or school improvement goals. There are a variety of ways to emphasize these components throughout the evaluation cycle. For example, high priority Indicators and/or elements can be analyzed in greater depth during self-assessment, targeted during goal setting, a focus for more comprehensive evidence collection, or all of the above.
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Standards and Indicators of Effective Administrative Leadership Superintendent Rubric However, the expectation is that by the end of the evaluation cycle, administrators and evaluators have gathered and shared a reasonable amount of evidence on every Indicator to support a rating for each Standard.
Standard I: Instructional Leadership A. Curriculum Indicator 1. Standards-Based Unit Design 2. Lesson Development Support
Standard II: Management & Operations A. Environment Indicator
Standard III: Family and Community Engagement A. Engagement Indicator
1. Plans, Procedures, and Routines
1. Family Engagement
2. Operational Systems
2. Community and Business Engagement
3. Student Safety, Health, and Social
1. Instructional Practices
B. Human Resources Management & Development Indicator
2. Quality of Effort & Work
1. Recruitment & Hiring Strategies
3. Diverse Learners’ Needs
2. Induction, Professional
A. Commitment to High Standards Indicator 1. Commitment to High Standards 2. Mission and Core Values
3. Meetings
and Emotional Needs B. Instruction Indicator
Standard IV: Professional Culture
B. Sharing Responsibility Indicator 1. Student Support
B. Cultural Proficiency Indicator 1. Policies and Practices
2. Family Collaboration
Development, and Career Growth Strategies C. Assessment Indicator 1. Variety of Assessments 2. Adjustment to Practice
C. Scheduling & Management Information Systems Indicator 1. Time for Teaching and Learning
C. Communication Indicator 1. Two-Way Communication
C. Communications Indicator 1. Communication Skills
2. Culturally Proficient Communication
2. Time for Collaboration D. Evaluation Indicator
D. Law, Ethics & Policies Indicator
1. Educator Goals
1. Laws and Policies
2. Observation s & Feedback
2. Ethical Behavior
D. Family Concerns Indicator 1. Family Concerns
D. Continuous Learning Indicator 1. Continuous Learning of Staff 2. Continuous Learning of Administrator
3. Ratings 4. Alignment Review
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix A. ESE Model Rubric for Superintendents
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Standards and Indicators of Effective Administrative Leadership Superintendent Rubric Standard I: Instructional Leadership E. Data-Informed Decision Making Indicator 1. Knowledge & Use of Data
Standard II: Management & Operations
Standard III: Family and Community Engagement
E. Fiscal Systems Indicator
Standard IV: Professional Culture E. Shared Vision Indicator
1. Fiscal Systems
1. Shared Vision Development
2. School and District Goals 3. Improvement of Performance,
Effectiveness, and Learning F. Managing Conflict Indicator 1. Response to Disagreement 2. Conflict Resolution 3. Consensus Building
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Standards and Indicators of Effective Administrative Leadership Superintendent Rubric Standard I: Instructional Leadership. The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful teaching and learning the central focus of schooling. Indicator I-A. Curriculum: Ensures that all instructional staff design effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes. I-A. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
I-A-1. StandardsBased Unit Design
Does not set the expectation that administrators use effective strategies for ensuring development of welldesigned standards-based units, provide adequate resources or support for this activity, and/or monitor or assess progress.
Provides limited training and/or support to administrators to employ effective strategies for ensuring welldesigned standards-based units. May sometimes monitor and assess progress and provide feedback.
Provides support and assistance for administrators to learn and employ effective strategies for ensuring that educators and educator teams design standardsbased units with measurable outcomes and challenging tasks requiring higher-order thinking. Frequently monitors and assesses progress, providing feedback as necessary.
Empowers administrators to employ strategies that empower staff to create rigorous standards-based units of instruction that are aligned across grade levels and content areas. Continually monitors and assesses progress, provides feedback, and connects administrators to additional supports as needed. Is able to model this element.
I-A-2. Lesson Development Support
Does not state expectations for administrators that they establish effective strategies to ensure development of well-structured lessons, does not provide training or support, and/or does not discriminate between strong and weak strategies for ensuring effective lesson-planning practices.
Provides limited training to administrators on how to establish effective strategies for ensuring that educators develop well-structured lessons and/or does not consistently identify and/or address patterns when there is evidence of a weak strategy being employed.
Supports administrators to learn and establish effective strategies for ensuring that educators develop well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, technologies, and grouping.
Supports administrators to collaborate on developing strategies that enable educators to consistently develop series of interconnected, wellstructured lessons with challenging objectives and appropriate student engagement strategies, pacing, sequence, materials, and grouping and identifies specific exemplars and resources in each area. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership Superintendent Rubric Indicator I-B. Instruction: Ensures that practices in all settings reflect high expectations regarding content and quality of effort and work, engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. I-B. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
I-B-1. Instructional Practices
Does not look for evidence of and/or cannot accurately identify ways that principals identify effective teaching strategies when the principals observe practice and review unit plans..
While the superintendent may observe principal practice and artifacts, s/he only occasionally looks for evidence that principals are identifying effective teaching strategies and practices when they observe practice and review unit plans.
While observing principal practice and artifacts, ensures that principals identify a variety of effective teaching strategies and practices when they observe practice and review unit plans.
While observing principal practice and artifacts, ensures that principals know and employ effective strategies and practices for helping educators improve instructional practice. Is able to model this element.
I-B-2. Quality of Effort and Work
Does not set high expectations for the quality of content, student effort, and/or student work district-wide, or expectations are inappropriate.
May set high expectations for the quality of content, student effort, and student work district-wide, but allows expectations to be inconsistently applied across the district.
Sets and models high expectations for the quality of content, student effort, and student work districtwide and supports administrators to uphold these expectations consistently.
Sets and models high expectations for the quality of content, student effort, and student work district-wide and empowers administrators, educators and students to uphold these expectations consistently. Is able to model this element.
I-B-3. Diverse Learners’ Needs
Does not look for evidence of and/or cannot accurately identify ways that principals identify effective teaching strategies and practices that are appropriate for diverse learners.
While the superintendent may observe principal practice, s/he only occasionally looks for evidence that principals are identifying effective teaching strategies and practices that are appropriate for diverse learners when they observe practices and review unit plans.
While observing principal practice, ensures that principals look for and identify a variety of teaching strategies and practices that are effective with diverse learners when they observe practices and review unit plans.
Employs strategies that ensure that principals know and consistently identify teaching strategies and practices that are meeting the needs of diverse learners while teaching their content. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership Superintendent Rubric Indicator I-C. Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of formal and informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to their practice when students are not learning. I-C. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
I-C-1. Variety of Assessments
Does not communicate or monitor a strategy for assessments, leaving it up to administrators to design and implement their own strategies.
Provides administrators with some formal assessment options and suggests that they coordinate their assessment practices within their teams and include a variety of assessments but does not monitor this practice.
Supports administrator teams to use a variety of formal and informal methods and assessments, including common interim assessments that are aligned across grade levels and subject areas.
Leads administrator teams to develop and implement a comprehensive assessment strategy that includes ongoing informal assessment and common interim assessments that are aligned across grade levels and subject areas. Is able to model this element.
I-C-2. Adjustment to Practice
Does not encourage or facilitate administrator teams to review assessment data.
Suggests that administrator teams meet to review data and plan for adjustments and interventions but inconsistently monitors this practice.
Provides the resources for planning time and effective support for administrator teams to review assessment data and identify appropriate interventions and adjustments to practice. Monitors administrators’ efforts and successes in this area.
Leads, plans, facilitates, and supports administrator team review meetings after each round of assessments. Monitors teams’ plans, adjustments to instruction, and outcomes and shares lessons learned with others. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership Superintendent Rubric Indicator I-D. Evaluation: Provides effective and timely supervision and evaluation of all staff in alignment with state regulations and contract provisions. Unsatisfactory
Needs Improvement
Proficient
I-D-1. Educator Goals
Does not support administrators to develop professional practice, student learning and/or district/school improvement goals, review the goals for quality, and/or support administrators in attaining goals.
Supports administrators and administrator teams to develop professional practice, student learning and, where appropriate, district/school improvement goals but does not consistently review them for quality and/or monitor progress.
Supports administrators and administrator teams to develop and attain meaningful, actionable, and measurable professional practice, student learning, and where appropriate, district/school improvement goals.
Supports administrators and administrator teams to develop and attain meaningful, actionable, and measurable professional practice, student learning and district/school improvement goals and models this process through the superintendent’s own evaluation process and goals. Is able to model this element.
I-D-2. Observations and Feedback
Rarely conducts visits to observe principal practice and/or does not provide honest feedback to administrators who are not performing proficiently.
Makes infrequent unannounced visits to schools to observe principal practice, rarely provides feedback that is specific and constructive for administrators, and/or critiques struggling administrators without providing support to improve their performance.
Typically makes at least three unannounced visits to each school to observe principal practice every year and provides targeted constructive feedback to all administrators. Acknowledges effective practice and provides redirection and support for those whose practice is less than Proficient.
Makes unannounced visits to schools throughout the year to observe administrator practice and provides targeted constructive feedback to all administrators. Engages with all in conversations with all administrators about improvement, celebrates effective practice, and provides targeted support to administrators whose practice is less than Proficient. Is able to model this element.
I-D-3. Ratings
Assigns ratings for performance, goal attainment, and impact on student learning without collecting and analyzing sufficient and/or appropriate data or does not assign ratings for some administrators.
Assigns ratings for performance, goal attainment, and impact on student learning in a way that is not consistently transparent to administrators.
Exercises sound and reliable judgment in assigning ratings for performance, goal attainment, and impact on student learning and ensures that administrators understand why they received their ratings.
Exercises sound and reliable judgment in assigning ratings for performance, goal attainment, and impact on student learning. Ensures that administrators understand in detail why they received their ratings and provides effective support around this practice Is able to model this element.
I-D. Elements
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Exemplary
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Standards and Indicators of Effective Administrative Leadership Superintendent Rubric I-D. Elements I-D-4. Alignment Review
Unsatisfactory Does not review alignment between judgment about practice and data about student learning when evaluating and rating administrators.
Needs Improvement
Proficient
Occasionally reviews alignment between judgment about practice and student learning data.
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Consistently reviews alignment between judgment about practice and student learning data and provides guidance to administrators to make informed decisions about educator support and evaluation based upon this review.
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Exemplary Studies alignment between judgment about practice and data about student learning when evaluating and rating administrators and provides effective support around this practice. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership Superintendent Rubric Indicator I-E. Data-Informed Decision Making: Uses multiple sources of evidence related to student learning, including state, district, and school assessment results and growth data, to inform school and district goals and improve organizational performance, educator effectiveness, and student learning. I-E. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
I-E-1. Knowledge and Use of Data
Relies on too few data sources to represent the full picture of school or district performance, and/or does not analyze the data accurately.
May work with administrators to identify multiple sources of student learning data, but these data do not provide multiple perspectives on performance, and/or analysis of the data is sometimes inaccurate.
Guides administrators and supports them in identifying a range of appropriate data sources and effectively analyze the data for decision-making purposes.
Leads administrator teams to identify a range of appropriate data sources, including non-traditional information that offers a unique perspective on school and district performance, and models effective data analysis for staff. Is able to model this element.
I-E-2. School and District Goals
Gathers limited information on school and district strengths and weaknesses and/or does not use these data to inform district plans or actions.
Assesses school and district strengths and weaknesses using data that are not carefully analyzed and/or writes an unfocused strategic plan.
Uses data to accurately assess school and district strengths and areas for improvement to inform the creation of focused, measurable district goals. Provides support to principals in their efforts to create focused, measurable school goals.
Involves stakeholders in a comprehensive diagnosis of school and district strengths and weaknesses using appropriate data, and leads a collaborative process to develop a focused, results-oriented strategic plan with annual goals. Is able to model this element.
I-E-3. Improvement of Performance, Effectiveness, and Learning
Does not share assessment data with administrators or provide them with resources and support to use data to make adjustments to school or district plans, and/or model appropriate data analysis strategies.
Shares limited data with administrators to identify student and/or educator subgroups that need support; provides limited assistance to administrator teams in using data to improve performance.
Uses multiple data sources to evaluate administrator and district performance. Provides administrators and administrator teams with the resources and support to disaggregate assessment data and assists them in identifying students who need additional support.
Uses multiple data sources to evaluate administrator and district performance. Provides administrators and administrator teams with the resources and support to disaggregate assessment data and assists them in identifying students who need additional support. Empowers educators to use a range of data sources to pinpoint areas for their own and schoolwide improvement. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership Superintendent Rubric Standard II: Management and Operations. Promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling Indicator II-A. II-A. Elements
Environment: Develops and executes effective plans, procedures, routines, and operational systems to address a full range of safety, health, and emotional and social needs. Unsatisfactory
Needs Improvement
Proficient
Exemplary
II-A-1. Plans, Procedures, and Routines
Does not organize the district effectively for orderly and efficient movement of students.
May establish plans, procedures, and routines to guide administrators, but student entry, dismissal, meals, class transitions, assemblies, and recess are not consistently orderly and/or efficient.
Develops systems, plans, procedures, and routines for administrators to implement that generally ensure orderly and efficient student entry, dismissal, meals, class transitions, assemblies, and recess.
Establishes systems, plans, procedures, and routines that empower administrators, students and staff to implement orderly and efficient student entry, dismissal, meals, class transitions, assemblies, and recess. Is able to model this element.
II-A-2. Operational Systems
Fails to establish systems and procedures to support custodial and/or other staff, so that the campus is not generally clean, attractive, welcoming, and/or safe.
Develops systems and procedures that result in inconsistent supervision and/or support of custodial and other staff, resulting in a campus that is not consistently clean, attractive, welcoming, or safe.
Develops systems and procedures for the effective supervision and support of custodial, clerical, food services, and other staff effectively so that the campus is clean, attractive, welcoming, and safe.
Creates and maintains a district environment in which custodial and other staff take personal responsibility for keeping the campus clean, attractive, welcoming, and safe. Is able to model this element.
II-A-3. Student Safety, Health, and Social and Emotional Needs
Does not develop consistent procedures for student discipline; district disciplinary practice varies from school to school; often tolerates discipline violations and/or enforces district policies or procedures inconsistently.
May urge administrators to demand good student behavior but allows varying standards to exist in different schools. Supervises and supports administrators in addressing student discipline and bullying matters on a case-by-case basis in the absence of a system of procedures and consequences.
Supports administrator teams in developing systems and procedures for positive student behavior; models high expectations for student behavior and provides appropriate training for administrators to uphold these expectations. Establishes districtwide routines and consequences, including policies and systems to prevent and address bullying and other behaviors that threaten students’ social and emotional well-being.
Guides administrators and teams to develop practices that consistently showcase high expectations for student behavior and invest staff and students in upholding these expectations. Successfully implements district-wide routines and consequences such that students take ownership over addressing bullying and other behaviors that threaten students’ social and emotional wellbeing. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership Superintendent Rubric Indicator II-B. II-B. Elements
Human Resources Management and Development: Implements a cohesive approach to recruitment, hiring, induction, development, and career growth that promotes high-quality and effective practice. Unsatisfactory
Needs Improvement
Proficient
Exemplary
II-B-1. Recruitment and Hiring Strategies
Does not successfully lead the recruitment and hiring process.
Leads the recruitment and hiring process but does not consistently identify effective administrators and educators.
Leads the district’s recruitment and hiring process and, through it, consistently identifies effective administrators and educators who share the district’s mission.
Consistently identifies effective administrators and educators who share the district’s mission. Empowers administrators and faculty members to share in a structured, consistent interview process. Is able to model this element.
II-B-2. Induction, Professional Development, and Career Growth Strategies
Does not support new administrators, provide guidance to them to support educators, organize high-quality jobembedded professional development, and/or support the career growth of effective educators.
Develops only a limited district-wide induction program for new administrators and teachers and/or inconsistently implements the district’s induction strategy; organizes jobembedded professional development that is not consistently high quality or aligned with goals; and/or does not consistently support effective administrators’ and educators’ career growth. Does not establish criteria for the awarding of professional status.
Develops district-wide induction support for new administrators and teachers and/or faithfully implements the district’s induction strategy; organizes high-quality job-embedded professional development aligned with district goals; and supports the career growth of effective professional personnel by distributing leadership tasks, developing criteria for the awarding of professional status, and monitoring progress and development.
Facilitates the administrator-led design and implementation of induction support, job-embedded professional development, and career growth support all of which are aligned with district goals; are consistently viewed by professional personnel as effective and helpful, and provide multiple opportunities for administrator and educator growth and learning. Leads the administrator team in developing district criteria for the awarding of professional status. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership Superintendent Rubric Indicator II-C. Scheduling and Management Information Systems: Uses systems to ensure optimal use of data and time for teaching, learning, and collaboration, minimizing disruptions and distractions for school-level staff. Unsatisfactory
Needs Improvement
Proficient
II-C-1. Time for Teaching and Learning
Does little to minimize disruptions to instructional time and minimize disruptions and distractions for school-level staff, including principals.
Generally acts to minimize disruptions to instructional time and minimize disruptions and distractions for school-level staff, including principals.
Creates schedules, procedures and related systems that maximize instructional time and minimize school day disruptions and distractions for school-level staff, including principals; and consistently monitors the extent to which these systems are effective
Empowers administrators and teams to contribute to the design and monitoring of district systems that maximize instructional time and minimize disruptions and distractions for all school-level staff. Is able to model this element.
II-C-2. Time for Collaboration
Sets unrealistic expectations for administrator team meetings if at all and/or does not create a schedule that provides adequate meeting time for teams. Does not work to prevent or deflect time-wasting activities. Does not establish norms for the administrator team meetings.
Sets inconsistent expectations for administrator team meetings and/or creates a schedule that only provides adequate meeting time for some team meetings. Works to prevent or deflect activities with limited success. Norms for team behavior are unclear and/or not consistently practiced.
Sets expectations for administrator team meetings and creates a schedule that provides sufficient meeting time for all team meetings. Prevents or deflects activities that interfere with administrators’ ability to focus on the agenda during team time. Establishes norms for effective team behavior.
Is transparent and forthcoming about expectations for all administrator team meetings; creates and implements a schedule that maximizes meeting time for all team members. Collaborates with team members to develop team norms. Is able to model this element.
II-C. Elements
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Exemplary
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Standards and Indicators of Effective Administrative Leadership Superintendent Rubric Indicator II-D. Laws, Ethics, and Policies: Understands and complies with state and federal laws and mandates, school committee policies, collective bargaining agreements, and ethical guidelines. Unsatisfactory
Needs Improvement
II-D-1. Laws and Policies
Demonstrates lack of awareness or consistent non-compliance with some or all state and federal laws and mandates, school committee policies, or collective bargaining agreements.
May know state and federal laws and mandates, school committee policies, and collective bargaining agreements, but inconsistently complies with some laws or policies.
Understands and complies with state and federal laws and mandates, school committee policies, and collective bargaining agreements. Provides the resources and support to ensure district-wide compliance.
Provides the resources and support for all school personnel to understand and comply with state and federal laws and mandates, school committee policies, and collective bargaining agreements. Is able to model this element.
II-D-2. Ethical Behavior
Demonstrates lack of sound judgment reflecting integrity and fairness and/or does not adequately protect administrator, student, family, and/or staff confidentiality.
Generally demonstrates sound judgment reflecting integrity and fairness with occasional lapses in judgment and/or does not always protect administrator, student, family, and staff confidentiality appropriately.
Reliably demonstrates sound judgment reflecting integrity and fairness; protects administrator, student, family, and staff confidentiality appropriately; and expects all district personnel to reflect this practice.
Reliably demonstrates sound judgment reflecting integrity and fairness; protects administrator, student, family, and staff confidentiality appropriately. Effectively supports all staff to do both as well. Is able to model this element.
II-D. Elements
Proficient
Exemplary
Indicator II-E. Fiscal Systems: Develops a budget that supports the district’s vision, mission, and goals; allocates and manages expenditures consistent with district- and school-level goals and available resources. II-E. Elements II-E-1. Fiscal Systems
Unsatisfactory Builds a budget that does not align with the district’s goals or mismanages available resources.
Needs Improvement
Proficient
Develops a budget that loosely aligns with the district’s vision, mission, and goals or inconsistently manages expenditures and available resources.
Develops a budget that aligns with the district’s vision, mission, and goals. Allocates and manages expenditures consistent with district/school-level goals and available resources.
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Exemplary Leads the administrator team to develop a district budget that aligns with the district’s vision, mission, and goals with supporting rationale; uses budget limitations to create new opportunities for improvement, when possible; allocates and manages expenditures consistent with district/school-level goals; and seeks alternate funding sources as needed. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership Superintendent Rubric Standard III: Family and Community Engagement. Promotes the learning and growth of all students and the success of all staff through effective partnerships with families, community organizations, and other stakeholders that support the mission of the school and district. Indicator III-A. Engagement: Actively ensures that all families are welcome members of the classroom and school community and can contribute to the effectiveness of the classroom, school, district and community. III-A. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
III-A-1. Family Engagement
Does little to welcome families as members of the district, classroom or school community or tolerates an environment that is unwelcoming to some families.
May provide some resources and support and make some attempts to welcome families as members of the district, classroom and school community but does not consistently use culturally sensitive practices and/or work to identify and remove barriers to family involvement.
Provides resources and support for all personnel to use culturally sensitive practices to ensure that all families are welcome and can contribute to the district, classroom, school and community’s effectiveness. Works with administrators to identify and remove barriers to families’ involvement, including families whose home language is not English.
Provides resources and support for all personnel to use culturally sensitive practices and successfully engages most families, ensuring that all families are welcome and can contribute to district, classroom, school, and community effectiveness. Works with administrators, families, and organizations to identify and remove barriers to family involvement, including families whose home language is not English. Is able to model this element.
III-A-2. Community and Business Engagement
Limits work to the immediate context of the schools. Does not make efforts to reach out to community organizations, community members, or businesses that could otherwise contribute to district effectiveness.
Engages some community organizations, community members, and/or businesses in annual district events but does not make efforts to increase their involvement to maximize community contributions for district effectiveness.
Establishes ongoing relationships with community organizations, community members, and businesses. Engages them to increase their involvement to maximize community contributions for district effectiveness.
Establishes strategic partnerships with community organizations, community members, and businesses that improve district effectiveness. Works to increase the types and number of organizations with whom the district partners in order to deepen relationships and increase partner contribution. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership Superintendent Rubric Indicator III-B. III-B. Elements
Sharing Responsibility: Continuously collaborates with families and community stakeholders to support student learning and development at home, school, and in the community. Unsatisfactory
Needs Improvement
Proficient
Exemplary
III-B-1. Student Support
Does not work with administrators to support educators to identify student needs, does not work with administrators to support families to address student needs, and/or does not draw upon internal or external resources.
Asks administrators to identify students struggling academically or behaviorally and/or work with a limited number of families to address student needs, utilizing a limited set of resources.
Provides resources and support to enable administrators and educators to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners. Collaborates with administrators to support families to address student needs, utilizing resources within and outside of the district.
Provides resources and support to enable administrators and educators to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners. Collaborates with administrators to support families to effectively address student needs and prevent further challenges, connecting students with a network of resources within and outside the district. Is able to model this element.
III-B-2. Family Collaboration
Does not set clear expectations or provide support for administrators to regularly communicate with families on ways to support their children’s learning at home and at school.
Sets general expectations and provides occasional support for administrators to engage families in supporting their children’s learning at school and at home and/or supporting their children with disabilities or limited English proficiency.
Sets clear expectations for and supports administrators to regularly engage families in supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency.
Sets clear expectations and provides differentiated resources to support administrators to consistently and regularly engage all families in supporting their children’s learning at school and home, including families and children with limited English proficiency and/or children with disabilities. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership Superintendent Rubric Indicator III-C. III-C. Elements
Communication: Engages in regular, two-way, culturally proficient communication with families and community stakeholders about student learning and performance. Unsatisfactory
Needs Improvement
Proficient
Exemplary
III-C-1. Two-Way Communication
Does not set clear expectations for or provide support to administrators to communicate with families. District communication regarding student learning and performance primarily occurs through school report cards.
May set expectations for and provide limited support to administrators to communicate with families but does not stress the importance of two-way communication channels. District communication regarding student learning and performance primarily occurs through school newsletters and other one-way media.
Sets clear expectations for and provides support to administrators to communicate regularly with families using two-way communication channels, including careful and prompt response to communications from families. Supports administrators to maximize the number of face-toface family/teacher interactions.
Sets clear expectations for and provides differentiated support to ensure that all administrators design and implement frequent personalized communications, respond carefully and promptly to communications from families, and solicit feedback from families that informs improvement to communication plans. Is able to model this element.
III-C-2. Culturally Proficient Communication
Does not set clear expectations for or provide support to administrators regarding culturally sensitive communication and/or allows inappropriate disrespectful communication with families that ignores different family cultural norms.
May set expectations for administrators regarding culturally sensitive communication but does not provide support to them; and/or occasionally communicates in ways that are culturally insensitive to some families’ home language, culture, and values.
Sets clear expectations for and provides support to administrators regarding culturally sensitive communication. Ensures that district-wide communication with families is always respectful and demonstrates understanding of and sensitivity to different families’ home language, culture, and values.
Sets clear expectations for, models, and provides differentiated support regarding culturally sensitive communication. Ensures that districtwide communication with families is always respectful and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element.
Indicator III-D. III-D. Elements III-D-1. Family Concerns
Family Concerns: Addresses family and community concerns in an equitable, effective, and efficient manner. Unsatisfactory
Needs Improvement
Proficient
Exemplary
Fails to provide systems and support for personnel to consistently reach out to families in response to concerns, and agreed-upon solutions are often not in the best interest of students.
May systems and support to address concerns with families as they arise, but agreed-upon solutions are not always in the best interest of students.
Provides systems, and support for administrators to reach out to families as concerns arise and works to reach equitable solutions in the best interest of students.
Provides system and support for all school personnel to reach out to families proactively, as soon as concerns arise. Effectively reaches equitable solutions that satisfy families, faculty, and staff and are in the best interest of students. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership Superintendent Rubric Standard IV: Professional Culture. Promotes success for all students by nurturing and sustaining a school culture of reflective practice, high expectations, and continuous learning for staff. Indicator IV-A. IV-A. Elements
Commitment to High Standards: Fosters a shared commitment to high standards of service, teaching and learning with high expectations for achievement for all. Unsatisfactory
Needs Improvement
Proficient
Exemplary
IV-A-1. Commitment to High Standards
Does not encourage high standards of teaching and learning or high expectations for achievement with the administrator team, and/or may demonstrate low expectations for faculty and staff.
May ask administrators for commitment to high standards of teaching and learning with high expectations for achievement for all but does not support and/or model it.
Fosters a shared commitment to high standards of teaching and learning, for all administrators, with high expectations for achievement for all.
Leads administrators in developing a shared commitment to high standards of teaching and learning with high expectations for achievement for all. Revisits and renews commitment with administrator team regularly. Is able to model this element.
IV-A-2. Mission and Core Values
Does not develop core values and mission statements for the school.
May develop core values and mission statements but rarely uses them to guide decision making.
Develops, promotes, and models commitment to core values that guide the development of a succinct, results-oriented mission statement and ongoing decision making.
Leads administrators to develop core values and mission statements, share these statements with families and the school district community, and use them to guide decision making. Is able to model this element.
IV-A-3. Meetings
Leads administrator meetings that lack clear purpose and/or are primarily used for one-way informational updates.
May lead administrator meetings that include both one-way informational updates and participatory activities focused on matters of consequence, but does not clearly establish norms.
Plans and leads well-run and engaging administrator meetings that have clear purpose, focus on matters of consequence, and engage participants in a thoughtful and productive series of conversations and deliberations. Establishes clear norms for administrator team behavior.
Plans and facilitates engaging administrator team meetings in which small groups of administrators learn together and create solutions to instructional leadership issues. Team has established norms for behavior and consistently adheres to them. Consistently evaluates the effectiveness of the administrator team meetings. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership Superintendent Rubric Indicator IV-B. Cultural Proficiency: Ensures that policies and practices enable staff members and students to interact effectively in a culturally diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected. IV-B. Elements IV-B-1. Policies and Practices
Unsatisfactory
Needs Improvement
Proficient
Exemplary
Develops and implements culturally insensitive or inappropriate policies, does not support administrators and staff in building cultural proficiency, and/or creates a culture that minimizes the importance of individual differences.
Takes pride in having a diverse administration, faculty and/or student body, but some policies are not culturally sensitive; and/or provides limited resources for administrators to support the development of cultural proficiency.
Develops and implements culturally sensitive policies that acknowledge the diverse backgrounds, identities, strengths, and challenges of administrators, students and staff. Provides administrators with relevant resources to support them in building cultural proficiency and promotes a culture that affirms individual differences.
Leads stakeholders to develop and implement culturally sensitive policies that acknowledge the diverse backgrounds, identities, strengths, and challenges of administrators, students and staff. Empowers administrators with time, resources, and support to build cultural proficiency and collaborates with community members to create a culture that affirms individual differences. Is able to model this element.
Indicator IV-C. IV-C. Elements IV-C-1. Communication Skills
Communications: Demonstrates strong interpersonal, written and verbal communication skills. Unsatisfactory
Demonstrates ineffectual interpersonal, written, or verbal communication skills at times.
Needs Improvement
Proficient
May demonstrate adequate interpersonal, written, and verbal communication skills but sometimes makes grammatical errors or has difficulty expressing ideas to stakeholders.
Part III: Appendix A. ESE Model Rubric for Superintendents
Demonstrates strong interpersonal, written, and verbal communication skills.
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Exemplary Demonstrates strong context- and audience-specific interpersonal, written, and verbal communication skills. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership Superintendent Rubric Indicator IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student data, current research, best practices and theory to continuously adapt practice and achieve improved results. Models these behaviors in the administrator’s own practice. IV-D. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
IV-D-1. Continuous Learning of Staff
Accepts the practice of administrators working largely in isolation, without consideration of data and best practices, and/or discourages reflection among administrators, faculty and staff.
May encourage administrators to reflect on the effectiveness of interactions with faculty and students and to use data and best practices to adapt practice but does not support administrators in these practices.
Leads all administrators and teams to reflect on the effectiveness of interactions with faculty and students. Ensures that administrators use data, research, and best practices to adapt practice to achieve improved results.
Models for administrators how to reflect on the effectiveness of interactions with faculty and students and uses data, research, and best practices to adapt practice to achieve improved results. Supports all educators to work in teams as often as is feasible and appropriate. Is able to model this element.
IV-D-2. Continuous Learning of Administrator
Does not reflect on personal practice or demonstrate new ways of thinking about administration and leadership.
Occasionally reflects on personal practice, sets meaningful goals, and/or researches ways to improve efficiency and practice.
Reflects on and improves personal practice, sets meaningful goals, and develops new approaches in order to improve efficiency and practice.
Demonstrates openness and commitment to learning; reflects on personal practice; and relies on student data, current research, and best practice to improve own leadership. Is able to model this element.
Indicator IV-E. Shared Vision: Continuously engages all stakeholders in the creation of a shared educational vision in which every student is prepared to succeed in postsecondary education and become a responsible citizen and global contributor. IV-E. Elements IV-E-1. Shared Vision Development
Unsatisfactory Does little to engage stakeholders in the creation of a shared educational vision, or the vision is disconnected from college and career readiness, civic engagement, and/or community contributions.
Needs Improvement Engages administrators, staff, students, families, and community members in developing a vision focused on some aspects of student preparation for college and career readiness, civic engagement, and community contributions.
Part III: Appendix A. ESE Model Rubric for Superintendents
Proficient
Exemplary
At all grade levels, continuously engages administrators, staff, students, families, and community members in developing a vision focused on student preparation for college and career readiness, civic engagement, and community contributions.
Leads administrators, staff, students of all ages, families, and community members to develop and internalize a shared educational vision around preparation for college and careers and responsible citizenship. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership Superintendent Rubric Indicator IV-F. IV-F. Elements
Managing Conflict: Employs strategies for responding to disagreement and dissent, constructively resolving conflict and building consensus throughout a district or school community. Unsatisfactory
Needs Improvement
Proficient
Exemplary
IV-F-1. Response to Disagreement
Does not respond to disagreement or dissent and/or does not use appropriate, respectful, nonconfrontational approaches.
May respond respectfully to disagreement and dissent, but responds inconsistently and does not always employ a non-confrontational approach
Employs a non-confrontational approach for responding respectfully and appropriately to disagreement and dissent, using both as opportunities for learning. Models this practice for the administrator team.
Models a variety of strategies for responding respectfully and effectively to disagreement and dissent, using both as opportunities for learning. Provides professional development for the administrator team to build these conflict resolution strategies. Is able to model this element.
IV-F-2. Conflict Resolution
Does not address conflicts in a solution-oriented and/or respectful manner.
May attempt to respectfully resolve conflicts as they arise, but employs only a limited range of strategies.
Consistently employs a variety of strategies to resolve conflicts in a constructive and respectful manner. Models this behavior for the administrator team.
Consistently employs a variety of strategies to resolve conflicts in a constructive and respectful manner and empowers and supports administrators to use these approaches. Is able to model this element.
IV-F-3. Consensus Building
Does not attempt to build consensus within the district community, or attempts at consensus-building around critical school decisions are unsuccessful.
Employs a limited number of strategies to build consensus within the school district community, with varying degrees of success.
Builds consensus within the school district community around critical school decisions, employing a variety of strategies.
Employs a variety of strategies to build consensus within the school district community around critical school decisions, while encouraging dialogue and different points of view. Is able to model this element.
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Massachusetts Model System for Educator Evaluation Part III: Guide to Rubrics and Model Rubrics for Superintendent, Administrator, and Teacher Appendix B. School-Level Administrator Rubric
January 2012
Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA 02148-4906 Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370 www.doe.mass.edu
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PERFORMANCE STANDARDS
Guide to School-Level Administrator Rubric Rubrics – defined in the regulations as “scoring tool[s] that describe characteristics of practice or artifacts at different levels of performance” (603 CMR 35.02) – are a critical component of the Massachusetts educator evaluation framework and are required for every educator. Rubrics are designed to help educators and evaluators (1) develop a consistent, shared understanding of what proficient performance looks like in practice, (2) develop a common terminology and structure to organize evidence, and (3) make informed professional judgments about formative and summative performance ratings on each Standard and overall. This appendix contains the ESE Model School-Level Administrator Rubric.
Structure of the School-Level Administrator Rubric
Standards: Standards are the broad categories of knowledge, skills, and performance of effective practice detailed in the regulations. There are four Standards for administrators: Instructional Leadership; Management and Operations; Family and Community Engagement; and Professional Culture.
Indicators: Indicators, also detailed in the regulations, describe specific knowledge, skills, and performance for each Standard. For example, there are five Indicators in Standard I of the School Administrator rubric, including Curriculum, Instruction, and Evaluation.
Elements: The elements are more specific descriptions of actions and behaviors related to each Indicator. The elements further break down the Indicators into more specific aspects of educator practice and provide an opportunity for evaluators to offer detailed feedback that serves as a roadmap for improvement.
Descriptors: Performance descriptors are observable and measurable statements of educator actions and behaviors aligned to each element and serve as the basis for identifying the level of teaching or administrative performance in one of four categories: Unsatisfactory, Needs Improvement, Proficient, or Exemplary.
Use of the School-Level Administrator Rubric This rubric describes administrative leadership practice at the school level. It is intended to be used throughout the 5 step evaluation cycle for the evaluation of principals by the superintendent (or the superintendent’s designee). The rubric can also be used in the evaluation of other school based leaders (such as assistant principals, department heads, deans, etc.) by the principal or other district administrator. The responsibilities of administrators to whom this rubric will be applied may vary. ESE encourages administrators and evaluators to use the rubric strategically by discussing and agreeing upon certain Indicators and elements that should be high priorities according to that administrator’s role and responsibilities as well as his/her professional practice, student learning, and school improvement goals. There are a variety of ways to emphasize these components throughout the evaluation cycle. For example, high priority Indicators and/or elements can be analyzed in greater depth during self-assessment, targeted during goal setting, a focus for more comprehensive evidence collection, or all of the above. However, the expectation is that by the end of the evaluation cycle, administrators and evaluators have gathered and shared a reasonable amount of evidence on every Indicator to support a rating for each Standard. Part III: Appendix B. ESE Model Rubric for School-Level Administrators
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School-Level Administrator Rubric At-A-Glance Standard I: Instructional Leadership A. Curriculum Indicator 1. Standards-Based Unit Design 2. Lesson Development Support
Standard II: Management & Operations A. Environment Indicator
Standard III: Family and Community Engagement A. Engagement Indicator
1. Plans, Procedures, and Routines
1. Family Engagement
2. Operational Systems
2. Community and Business Engagement
3. Student Safety, Health, and Social
1. Instructional Practices
B. Human Resources Management & Development Indicator
2. Quality of Effort & Work
1. Recruitment & Hiring Strategies
3. Diverse Learners’ Needs
2. Induction, Professional
A. Commitment to High Standards Indicator 1. Commitment to High Standards 2. Mission and Core Values
3. Meetings
and Emotional Needs B. Instruction Indicator
Standard IV: Professional Culture
B. Sharing Responsibility Indicator 1. Student Support
B. Cultural Proficiency Indicator 1. Policies and Practices
2. Family Collaboration
Development, and Career Growth Strategies C. Assessment Indicator 1. Variety of Assessments 2. Adjustment to Practice
C. Scheduling & Management Information Systems Indicator 1. Time for Teaching and Learning
C. Communication Indicator 1. Two-Way Communication
C. Communications Indicator 1. Communication Skills
2. Culturally Proficient Communication
2. Time for Collaboration D. Evaluation Indicator
D. Law, Ethics & Policies Indicator
1. Educator Goals
1. Laws and Policies
2. Observation s & Feedback
2. Ethical Behavior
D. Family Concerns Indicator 1. Family Concerns
D. Continuous Learning Indicator 1. Continuous Learning of Staff 2. Continuous Learning of Administrator
3. Ratings 4. Alignment Review E. Data-Informed Decision Making Indicator 1. Knowledge & Use of Data
E. Fiscal Systems Indicator
E. Shared Vision Indicator
1. Fiscal Systems
1. Shared Vision Development
2. School and District Goals 3. Improvement of Performance,
Effectiveness, and Learning
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School-Level Administrator Rubric At-A-Glance F. Managing Conflict Indicator 1. Response to Disagreement 2. Conflict Resolution 3. Consensus Building
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Standards and Indicators of Effective Administrative Leadership School-Level Administrator Rubric Standard I: Instructional Leadership. The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful teaching and learning the central focus of schooling. Indicator I-A. Curriculum: Ensures that all teachers design effective and rigorous standards-based units of instruction consisting of wellstructured lessons with measurable outcomes. I-A. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
I-A-1. StandardsBased Unit Design
Does not set the expectation that educators plan standards-based units of instruction, provide adequate resources or support for this activity, and/or monitor or assess progress.
Gives educators resources on how to use a backward design approach to planning standards-based units and checks that teachers engage in instructional planning. Sometimes monitors and assesses progress and provides feedback.
Provides support and assistance for educators and teams to use a backward design approach to plan standards-based units with measurable outcomes and challenging tasks requiring higherorder thinking. Frequently monitors and assesses progress, providing feedback as necessary.
Empowers staff to create with a backward design approach rigorous standards-based units of instruction that are aligned across grade levels and content areas. Continually monitors and assesses progress, provides feedback, and connects educators to additional supports as needed. Is able to model this element.
I-A-2. Lesson Development Support
Does not state expectations for the development of well-structured lessons, provide support to educators, and/or discriminate between strong and weak lesson-planning practices.
Provides limited training to educators on how to develop well-structured lessons and/or does not consistently address patterns of weak lesson development practices.
Supports educators to develop well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, technologies, and grouping.
Supports educators to collaborate on developing a series of interconnected, well-structured lessons with challenging objectives and appropriate student engagement strategies, pacing, sequence, materials, and grouping and identifies specific exemplars and resources in each area. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership School-Level Administrator Rubric Indicator I-B.
I-B. Elements
Instruction: Ensures that instructional practices in all settings reflect high expectations regarding content and quality of effort and work, engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. Unsatisfactory
Needs Improvement
Proficient
Exemplary
I-B-1. Instructional Practices
Does not look for evidence of and/or cannot accurately identify more than a few effective teaching strategies and practices.
While observing practice and reviewing unit plans, occasionally looks for evidence of or accurately identifies appropriate teaching strategies and practices.
While observing practice and reviewing unit plans, looks for and identifies a variety of effective teaching strategies and practices.
Ensures, through observation and review of unit plans, that teachers know and employ effective teaching strategies and practices while teaching their content. Is able to model this element.
I-B-2. Quality of Effort and Work
Does not set high expectations for the quality of content, student effort, and/or student work schoolwide, or expectations are inappropriate.
May set high expectations for the quality of content, student effort, and student work schoolwide but allows expectations to be inconsistently applied across the school.
Sets and models high expectations for the quality of content, student effort, and student work schoolwide and supports educators to uphold these expectations consistently.
Sets and models high expectations for the quality of content, student effort, and student work schoolwide and empowers educators and students to uphold these expectations consistently. Is able to model this element.
I-B-3. Diverse Learners’ Needs
Does not look for evidence of and/or cannot accurately identify more than a few effective teaching strategies and practices.
While observing practice and reviewing unit plans, occasionally looks for evidence of or accurately identifies teaching strategies and practices that are appropriate for diverse learners.
While observing practice and reviewing unit plans, looks for and identifies a variety of teaching strategies and practices that are effective with diverse learners.
Ensures, through observation and review of unit plans, that teachers know and employ teaching strategies and practices that are effective with diverse learners while teaching their content. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership School-Level Administrator Rubric Indicator I-C.
Assessment: Ensures that all teachers use a variety of formal and informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to their practice when students are not learning. Unsatisfactory
Needs Improvement
I-C-1. Variety of Assessments
Does not communicate or monitor a strategy for assessments, leaving it up to educators to design and implement their own assessments.
Provides educators with some formal assessment options and suggests that they coordinate their assessment practices within their teams and include a variety of assessments but does not monitor this practice.
Supports educator teams to use a variety of formal and informal methods and assessments, including common interim assessments that are aligned across grade levels and subject areas.
Leads educator teams to develop and implement a comprehensive assessment strategy that includes ongoing informal assessment and common interim assessments that are aligned across grade levels and subject areas. Is able to model this element.
I-C-2. Adjustment to Practice
Does not encourage or facilitate teams to review assessment data.
Suggests that teams meet to review data and plan for adjustments and interventions but inconsistently monitors this practice.
Provides planning time and effective support for teams to review assessment data and identify appropriate interventions and adjustments to practice. Monitors educators’ efforts and successes in this area.
Plans, facilitates, and supports team review meetings after each round of assessments. Monitors teams’ plans, adjustments to instruction, and outcomes and shares lessons learned with others. Is able to model this element.
I-C. Elements
Part III: Appendix B. ESE Model Rubric for School-Level Administrators
Proficient
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Exemplary
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Standards and Indicators of Effective Administrative Leadership School-Level Administrator Rubric Indicator I-D.
Evaluation: Provides effective and timely supervision and evaluation in alignment with state regulations and contract provisions, including: 1. Ensures that educators pursue meaningful, actionable, and measurable professional practice and student learning goals. 2. Makes frequent unannounced visits to classrooms and gives targeted and constructive feedback to teachers. 3. Exercises sound judgment in assigning ratings for performance and impact on student learning. 4. Reviews alignment between judgment about practice and data about student learning, growth, or achievement when evaluating and rating educators and understands that the supervisor has the responsibility to confirm the rating in cases in which a discrepancy exists.
I-D. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
I-D-1. Educator Goals
Does not support educators to develop professional practice and/or student learning goals, review the goals for quality, and/or support educators in attaining goals.
Supports educators and educator teams to develop professional practice and student learning goals but does not consistently review them for quality and/or monitor progress.
Supports educators and educator teams to develop and attain meaningful, actionable, and measurable professional practice and student learning goals.
Supports educators and educator teams to develop and attain meaningful, actionable, and measurable professional practice and student learning goals and models this process through the leader’s own evaluation process and goals. Is able to model this element.
I-D-2. Observations and Feedback
Observes educators only in formal observation visits and/or does not provide honest feedback to educators who are not performing proficiently.
Makes infrequent unannounced visits to classrooms, rarely provides feedback that is specific and constructive, and/or critiques struggling educators without providing support to improve their performance.
Typically makes at least two unannounced visits to classrooms every day and provides targeted constructive feedback to all educators. Acknowledges effective practice and provides redirection and support for those whose practice is less than Proficient.
Makes multiple unannounced visits to classrooms every day and provides targeted constructive feedback within 48 hours. Engages with all educators in conversations about improvement, celebrates effective practice, and provides targeted support to educators whose practice is less than Proficient. Is able to model this element.
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Guide to School-Level Administrator Rubric I-D-3. Ratings
Assigns ratings for performance, goal attainment, and impact on student learning without collecting and analyzing sufficient and/or appropriate data or does not assign ratings for some educators.
Assigns ratings for performance, goal attainment, and impact on student learning in a way that is not consistently transparent to educators.
Exercises sound and reliable judgment in assigning ratings for performance, goal attainment, and impact on student learning and ensures that educators understand why they received their ratings.
Exercises sound and reliable judgment in assigning ratings for performance, goal attainment, and impact on student learning. Ensures that educators understand in detail why they received their ratings and provides effective support to colleagues around this practice Is able to model this element.
I-D-4. Alignment Review
Does not review alignment between judgment about practice and data about student learning when evaluating and rating educators.
Occasionally reviews alignment between judgment about practice and student learning data.
Consistently reviews alignment between judgment about practice and student learning data and makes informed decisions about educator support and evaluation based upon this review.
Studies alignment between judgment about practice and data about student learning when evaluating and rating educators and provides effective support to colleagues around this practice. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership School-Level Administrator Rubric Indicator I-E.
Data-Informed Decision Making: Uses multiple sources of evidence related to student learning, including state, district, and school assessment results and growth data, to inform school and district goals and improve organizational performance, educator effectiveness, and student learning. Unsatisfactory
Needs Improvement
I-E-1. Knowledge and Use of Data
Relies on few data sources that do not represent the full picture of school performance and/or does not analyze the data accurately.
May identify multiple sources of student learning data but these data do not provide multiple perspectives on performance and/or analysis of the data is sometimes inaccurate.
Identifies a range of appropriate data sources and effectively analyzes the data for decisionmaking purposes.
Leads educator teams to identify a range of appropriate data sources, including non-traditional information that offers a unique perspective on school performance, and models effective data analysis for staff. Is able to model this element.
I-E-2. School and District Goals
Gathers limited information on the school’s strengths and weaknesses and/or does not use these data to inform school plans or actions.
Assesses the school’s strengths and weaknesses using data that are not carefully analyzed and/or writes an unfocused strategic plan.
Uses data to accurately assess the school’s strengths and areas for improvement to inform the creation of focused, measurable school and district goals.
Involves stakeholders in a comprehensive diagnosis of the school’s strengths and weaknesses using appropriate data and leads a collaborative process to develop a focused, results-oriented strategic plan with annual goals. Is able to model this element.
I-E-3. Improvement of Performance, Effectiveness, and Learning
Does not share assessment data with faculty, use data to make adjustments to school plans, and/or model appropriate data analysis strategies.
Shares limited data with faculty to identify student and/or educator subgroups that need support; provides limited assistance to educator teams in using data to improve performance.
Uses multiple data sources to evaluate educator and school performance. Provides educator teams with disaggregated assessment data and assists faculty in identifying students who need additional support.
Leads teams to disaggregate data and identify individuals or groups of students who need support. Empowers educators to use a range of data sources to pinpoint areas for their own and schoolwide improvement. Is able to model this element.
I-E. Elements
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Proficient
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Exemplary
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Standards and Indicators of Effective Administrative Leadership School-Level Administrator Rubric Standard II: Management and Operations. Promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling Indicator II-A. Environment: Develops and executes effective plans, procedures, routines, and operational systems to address a full range of safety, health, and emotional and social needs of students. II-A. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
II-A-1. Plans, Procedures, and Routines
Does not organize the school effectively for orderly and efficient movement of students.
Establishes plans, procedures, and routines but student entry, dismissal, meals, class transitions, assemblies, and recess are not consistently orderly and/or efficient.
Establishes and implements plans, procedures, and routines that generally ensure orderly and efficient student entry, dismissal, meals, class transitions, assemblies, and recess.
Establishes systems, plans, procedures, and routines that empower students and staff to implement orderly and efficient student entry, dismissal, meals, class transitions, assemblies, and recess. Is able to model this element.
II-A-2. Operational Systems
Inadequately supervises or supports custodial and/or other staff so that the campus is not generally clean, attractive, welcoming, and/or safe.
Provides inconsistent supervision and/or support of custodial and other staff, resulting in a campus that is not consistently clean, attractive, welcoming, or safe.
Supervises and supports custodial, clerical, food services, and other staff effectively so that the campus is clean, attractive, welcoming, and safe.
Creates and maintains a school environment in which custodial and other staff take personal responsibility for keeping the campus clean, attractive, welcoming, and safe. Is able to model this element.
II-A-3. Student Safety, Health, and Social and Emotional Needs
Leaves student discipline largely up to teachers to address on their own or totally delegates to an assistant. Often tolerates discipline violations and enforces the rules inconsistently.
Urges staff to demand good student behavior but allows varying standards to exist in different classrooms and common areas. Addresses student discipline and bullying matters on a case-by-case basis.
Demonstrates high expectations for student behavior and provides appropriate training for staff to uphold these expectations. Establishes schoolwide routines and consequences, including policies and systems to prevent and address bullying and other behaviors that threaten students’ social and emotional well-being.
Consistently showcases high expectations for student behavior and invests staff and students in upholding these expectations. Successfully implements schoolwide routines and consequences such that students take ownership over addressing bullying and other behaviors that threaten students’ social and emotional wellbeing. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership School-Level Administrator Rubric Indicator II-B. Human Resources Management and Development: Implements a cohesive approach to recruitment, hiring, induction, development, and career growth that promotes high-quality and effective practice. II-B. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
II-B-1. Recruitment and Hiring Strategies
Does not successfully lead the recruitment and hiring process.
Leads the recruitment and hiring process but does not consistently identify effective educators.
Leads the school’s recruitment and hiring process and, through it, consistently identifies effective educators who share the school’s mission.
Consistently identifies effective educators who share the school’s mission. Empowers faculty members to share in a structured, consistent interview process. Is able to model this element.
II-B-2. Induction, Professional Development, and Career Growth Strategies
Does not support new teachers, organize high-quality job-embedded professional development, and/or support the career growth of effective educators.
Develops only a limited school-based induction program for new teachers and/or inconsistently implements the district’s induction strategy; organizes job-embedded professional development that is not consistently high quality or aligned with goals; and/or does not consistently support effective educators’ career growth.
Develops school-based induction support for new teachers and/or faithfully implements the district’s induction strategy; organizes highquality job-embedded professional development aligned with school and educator goals; and supports the career growth of effective educators by distributing leadership tasks and monitoring progress and development.
Facilitates the educator-led design and implementation of induction support, job-embedded professional development, and career growth support all of which are aligned with school and educator goals, and are consistently viewed by educators as effective and helpful. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership School-Level Administrator Rubric Indicator II-C. Scheduling and Management Information Systems: Uses systems to ensure optimal use of time for teaching, learning, and collaboration. II-C. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
II-C-1. Time for Teaching and Learning
Does not create a master schedule and/or related systems to maximize blocks of uninterrupted instructional time.
Creates a master schedule and related systems that set aside instructional time but does not effectively eliminate unnecessary interruptions to instruction.
Creates a master schedule and related systems to maximize blocks of uninterrupted instructional time and eliminate unnecessary interruptions to instruction.
Creates, implements, and regularly adjusts a master schedule and related systems to maximize blocks of uninterrupted instructional time and eliminate unnecessary interruptions to instruction. Empowers staff to do the same. Is able to model this element.
II-C-2. Time for Collaboration
Sets unrealistic expectations for team meetings if at all and/or does not create a schedule that provides adequate meeting time for teams. Does not work to prevent or deflect time-wasting activities.
Sets inconsistent expectations for team meetings and/or creates a schedule that only provides adequate meeting time for some teams. Works to prevent or deflect activities with limited success.
Sets expectations for team meetings and creates a schedule that provides sufficient meeting time for all teams. Prevents or deflects activities that prevent staff from focusing on student learning during team time.
Is transparent and forthcoming about expectations for all team meetings. Creates and implements a schedule that maximizes meeting time for all teams. Effectively prevents timewasting activities. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership School-Level Administrator Rubric Indicator II-D. Laws, Ethics, and Policies: Understands and complies with state and federal laws and mandates, school committee policies, collective bargaining agreements, and ethical guidelines. Unsatisfactory
Needs Improvement
II-D-1. Laws and Policies
Demonstrates lack of awareness or consistent non-compliance with some or all state and federal laws and mandates, school committee policies, or collective bargaining agreements.
May know state and federal laws and mandates, school committee policies, and collective bargaining agreements but inconsistently complies with some laws or policies.
Understands and complies with state and federal laws and mandates, school committee policies, and collective bargaining agreements.
Invests staff in understanding and complying with state and federal laws and mandates, school committee policies, and collective bargaining agreements. Is able to model this element.
II-D-2. Ethical Behavior
Demonstrates lack of sound judgment reflecting integrity and fairness and/or does not adequately protect student, family, and/or staff confidentiality.
Generally demonstrates sound judgment reflecting integrity and fairness with occasional lapses in judgment and/or does not always protect student, family, and staff confidentiality appropriately.
Reliably demonstrates sound judgment reflecting integrity and fairness; protects student, family, and staff confidentiality appropriately; and expects staff to do both as well.
Reliably demonstrates sound judgment reflecting integrity and fairness; protects student, family, and staff confidentiality appropriately. Effectively supports all staff to do both as well. Is able to model this element.
II-D. Elements
Proficient
Exemplary
Indicator II-E. Fiscal Systems: Develops a budget that supports the district’s vision, mission, and goals; allocates and manages expenditures consistent with district/school-level goals and available resources. II-E. Elements II-E-1. Fiscal Systems
Unsatisfactory Builds a budget that does not align with the district’s goals or mismanages available resources.
Needs Improvement
Proficient
Develops a budget that loosely aligns with the district’s vision, mission, and goals or inconsistently manages expenditures and available resources.
Develops a budget that aligns with the district’s vision, mission, and goals. Allocates and manages expenditures consistent with district/school-level goals and available resources.
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Exemplary Leads a team to develop a budget that aligns with the district’s vision, mission, and goals with supporting rationale; allocates and manages expenditures consistent with district/school-level goals; and seeks alternate funding sources as needed. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership School-Level Administrator Rubric Standard III: Family and Community Engagement. Promotes the learning and growth of all students and the success of all staff through effective partnerships with families, community organizations, and other stakeholders that support the mission of the school and district. Indicator III-A. III-A. Elements
Engagement: Actively ensures that all families are welcome members of the classroom and school community and can contribute to the classroom, school, and community’s effectiveness. Unsatisfactory
Needs Improvement
Proficient
Exemplary
III-A-1. Family Engagement
Does little to welcome families as members of the classroom or school community or tolerates an environment that is unwelcoming to some families.
Makes some attempts to welcome families as members of the classroom and school community but does not consistently use culturally sensitive practices and/or work to identify and remove barriers to family involvement.
Uses culturally sensitive practices to ensure that all families are welcome and can contribute to the classroom, school and community’s effectiveness. Works with staff to identify and remove barriers to families’ involvement, including families whose home language is not English.
Uses culturally sensitive practices and successfully engages most families, ensuring that all families are welcome and can contribute to classroom, school, and community effectiveness. Works with staff, families, and organizations to identify and remove barriers to family involvement, including families whose home language is not English. Is able to model this element.
III-A-2. Community and Business Engagement
Limits work to the immediate context of the school. Does not make efforts to reach out to community organizations, community members, or businesses that could otherwise contribute to school effectiveness.
Engages some community organizations, community members, and/or businesses in annual school events but does not make efforts to increase their involvement to maximize community contributions for school effectiveness.
Establishes ongoing relationships with community organizations, community members, and businesses. Engages them to increase their involvement to maximize community contributions for school effectiveness.
Establishes strategic partnerships with community organizations, community members, and businesses that improve school effectiveness. Works to increase the types and number of organizations with whom the school partners in order to deepen relationships and increase partner contributions. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership School-Level Administrator Rubric Indicator III-B. III-B. Elements
Sharing Responsibility: Continuously collaborates with families to support student learning and development both at home and at school. Unsatisfactory
Needs Improvement
Proficient
Exemplary
III-B-1. Student Support
Does not work with educators to identify student needs, does not work with families to address student needs, and/or does not draw upon internal or external resources.
Asks educators to identify students struggling academically or behaviorally and/or works with a limited number of families to address student needs, utilizing a limited set of resources.
Supports educators to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners. Collaborates with families to address student needs, utilizing resources within and outside of the school.
Models for educators how to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners. Collaborates with families to effectively address student needs and prevent further challenges, connecting students with a network of resources within and outside the school. Is able to model this element.
III-B-2. Family Collaboration
Does not set clear expectations for or provide support to educators to regularly communicate with families on ways to support their children’s learning at home and at school.
Sets general expectations and provides occasional support to educators to engage families in supporting their children’s learning at school and at home and/or supporting their children with disabilities or limited English proficiency.
Sets clear expectations for and supports educators to regularly engage families in supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency.
Sets clear expectations and provides differentiated support to educators to ensure that they regularly engage all families in supporting their children’s learning at school and home, including families and children with limited English proficiency and/or children with disabilities. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership School-Level Administrator Rubric Indicator III-C. III-C. Elements
Communication: Engages in regular, two-way, culturally proficient communication with families about student learning and performance. Unsatisfactory
Needs Improvement
Proficient
Exemplary
III-C-1. Two-Way Communication
Does not set clear expectations for or provide support to educator to communicate with families. School and classroom communication regarding student learning and performance primarily occurs through report cards.
May set expectations for and provide limited support to educators to communicate with families but does not stress the importance of two-way communication channels. School and classroom communication regarding student learning and performance primarily occurs through newsletters and other one-way media.
Sets clear expectations for and provides support to educators to communicate regularly with families using two-way communication channels, including careful and prompt response to communications from families. Supports educators to maximize the number of face-to-face family/teacher interactions.
Sets clear expectations for and provides differentiated support to ensure that all educators design and implement frequent personalized communications, respond carefully and promptly to communications from families, and solicit feedback from families that informs improvement to communication plans. Is able to model this element.
III-C-2. Culturally Proficient Communication
Does not set clear expectations for or provide support to educators regarding culturally sensitive communication and/or allows inappropriate disrespectful communication with families that ignores different family cultural norms.
May set expectations for educators regarding culturally sensitive communication but does not provide support to educators and/or occasionally communicates in ways that are culturally insensitive to some families’ home language, culture, and values.
Sets clear expectations for and provides support to educators regarding culturally sensitive communication. Ensures that school and classroom communication with families is always respectful and demonstrates understanding of and sensitivity to different families’ home language, culture, and values.
Sets clear expectations for, models, and provides differentiated support regarding culturally sensitive communication. Ensures that school and classroom communication with families is always respectful and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership School-Level Administrator Rubric Indicator III-D. III-D. Elements III-D-1. Family Concerns
Family Concerns: Addresses family concerns in an equitable, effective, and efficient manner. Unsatisfactory
Inconsistently contacts families in response to concerns, and agreedupon solutions are often not in the best interest of students.
Needs Improvement May address concerns with families as they arise, but agreed-upon solutions are not always in the best interest of students.
Part III: Appendix B. ESE Model Rubric for School-Level Administrators
Proficient
Exemplary
Reaches out to families as concerns arise and works to reach equitable solutions in the best interest of students.
Reaches out to families proactively and as soon as concerns arise and effectively reaches equitable solutions that satisfy families, faculty, and staff and are in the best interest of students. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership School-Level Administrator Rubric Standard IV: Professional Culture. Promotes success for all students by nurturing and sustaining a school culture of reflective practice, high expectations, and continuous learning for staff. Indicator IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of teaching and learning with high expectations for achievement for all, including: 1. Mission and core values: Develops, promotes, and secures staff commitment to core values that guide the development of a succinct, results-oriented mission statement and ongoing decision making. 2. Meetings: Plans and leads well-run and engaging meetings that have clear purpose, focus on matters of consequence, and engage participants in a thoughtful and productive series of conversations and deliberations about important school matters IV-A. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
IV-A-1. Commitment to High Standards
Does not encourage high standards of teaching and learning or high expectations for achievement and/or may demonstrate low expectations for staff.
May ask for a commitment to high standards of teaching and learning with high expectations for achievement for all but does not support and/or model it.
Fosters a shared commitment to high standards of teaching and learning with high expectations for achievement for all.
Leads faculty in developing a shared commitment to high standards of teaching and learning with high expectations for achievement for all. Revisits and renews commitment with faculty regularly. Is able to model this element.
IV-A-2. Mission and Core Values
Does not develop core values and mission statements for the school.
May develop core values and mission statements but rarely uses them to guide decision making.
Develops, promotes, and models commitment to core values that guides the development of a succinct, results-oriented mission statement and ongoing decision making.
Leads faculty to develop core values and mission statements, shares these statements with families and the school community, and uses them to guide decision making. Is able to model this element.
IV-A-3. Meetings
Leads meetings that lack clear purpose and/or are primarily used for one-way informational updates.
Leads meetings that include both oneway informational updates and participatory activities focused on matters of consequence.
Plans and leads well-run and engaging meetings that have clear purpose, focus on matters of consequence, and engage participants in a thoughtful and productive series of conversations and deliberations about important school matters.
Plans and facilitates staff-led, engaging meetings in which small groups of educators learn together and create solutions to instructional issues. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership School-Level Administrator Rubric Indicator IV-B. Cultural Proficiency: Ensures that policies and practices enable staff members and students to interact effectively in a culturally diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected. IV-B. Elements IV-B-1. Policies and Practices
Unsatisfactory
Needs Improvement
Proficient
Exemplary
Develops and implements culturally insensitive or inappropriate policies, does not support staff in building cultural proficiency, and/or creates a culture that minimizes the importance of individual differences.
Takes pride in having a diverse faculty and/or student body, but some policies are not culturally sensitive and/or provides limited resources for educators to support the development of cultural proficiency.
Develops and implements culturally sensitive policies that acknowledge the diverse backgrounds, identities, strengths, and challenges of students and staff. Provides staff with relevant resources to support them in building cultural proficiency and promotes a culture that affirms individual differences.
Leads stakeholders to develop and implement culturally sensitive policies that acknowledge the diverse backgrounds, identities, strengths, and challenges of students and staff. Empowers staff with time, resources, and support to build cultural proficiency and collaborates with community members to create a culture that affirms individual differences. Is able to model this element.
Indicator IV-C. Communications: Demonstrates strong interpersonal, written and verbal communication skills. IV-C. Elements IV-C-1. Communication Skills
Unsatisfactory Demonstrates ineffectual interpersonal, written, or verbal communication skills at times.
Needs Improvement
Proficient
May demonstrate adequate interpersonal, written, and verbal communication skills but sometimes makes grammatical errors or has difficulty expressing ideas to stakeholders.
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Demonstrates strong interpersonal, written, and verbal communication skills.
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Exemplary Demonstrates strong context- and audience-specific interpersonal, written, and verbal communication skills. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership School-Level Administrator Rubric Indicator IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student data, current research, best practices and theory to continuously adapt instruction and achieve improved results. Models these behaviors in the administrator’s own practice. IV-D. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
IV-D-1. Continuous Learning of Staff
Accepts the practice of educators working largely in isolation, without consideration of data and best practices, or discourages reflection among staff.
May encourage educators and teams to reflect on the effectiveness of instruction and interactions with students and to use data and best practices to adapt instruction but does not support educators in these practices.
Leads all educators and teams to reflect on the effectiveness of lessons, units, and interactions with students. Ensures that staff use data, research, and best practices to adapt instruction to achieve improved results.
Models for educators how to reflect on the effectiveness of lessons, units, and interactions with students and uses data, research, and best practices to adapt instruction to achieve improved results. Supports all educators to work in teams as often as is feasible and appropriate. Is able to model this element.
IV-D-2. Continuous Learning of Administrator
Does not reflect on personal practice or demonstrate new ways of thinking about administration and leadership.
Occasionally reflects on personal practice, sets meaningful goals, and/or researches ways to improve efficiency and practice.
Reflects on and improves personal practice, sets meaningful goals, and develops new approaches in order to improve the efficiency and practices of the school.
Demonstrates openness and commitment to learning; reflects on personal practice; and relies on student data, current research, and best practice to improve own leadership. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership School-Level Administrator Rubric Indicator IV-E. Shared Vision: Continuously engages all stakeholders in the creation of a shared educational vision in which every student is prepared to succeed in postsecondary education and become responsible citizens and community contributors. IV-E. Elements IV-E-1. Shared Vision Development
Unsatisfactory Does not engage stakeholders in the creation of a shared educational vision, or the vision is disconnected from college and career readiness, civic engagement, and/or community contributions.
Needs Improvement
Proficient
Exemplary
Engages staff, students, families, and community members in developing a vision focused on some aspects of student preparation for college and career readiness, civic engagement, and community contributions.
At all grade levels, continuously engages staff, students, families, and community members in developing a vision focused on student preparation for college and career readiness, civic engagement, and community contributions.
Leads staff, students of all ages, families, and community members to develop and internalize a shared educational vision around preparation for college and careers and responsible citizenship. Is able to model this element.
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Standards and Indicators of Effective Administrative Leadership School-Level Administrator Rubric Indicator IV-F. IV-F. Elements
Managing Conflict: Employs strategies for responding to disagreement and dissent, constructively resolving conflict and building consensus throughout a district/school community. Unsatisfactory
Needs Improvement
Proficient
Exemplary
IV-F-1. Response to Disagreement
Does not respond to disagreement or dissent and/or does not use appropriate, respectful, nonconfrontational approaches.
May respond respectfully to disagreement and dissent, but responds inconsistently and does not always employ a non-confrontational approach
Employs a non-confrontational approach for responding respectfully and appropriately to disagreement and dissent, using both as opportunities for learning
Models a variety of strategies for responding respectfully and effectively to disagreement and dissent, using both as opportunities for learning. Is able to model this element.
IV-F-2. Conflict Resolution
Does not address conflicts in a solution-oriented and/or respectful manner.
May attempt to respectfully resolve conflicts as they arise, but employs only a limited range of strategies.
Consistently employs a variety of strategies to resolve conflicts in a constructive and respectful manner.
Consistently employs a variety of strategies to resolve conflicts in a constructive and respectful manner and empowers staff to use these approaches. Is able to model this element.
IV-F-3. Consensus Building
Does not attempt to build consensus within the school community, or attempts at consensus-building around critical school decisions are unsuccessful.
Employs a limited number of strategies to build consensus within the school community, with varying degrees of success.
Builds consensus within the school community around critical school decisions, employing a variety of strategies.
Employs a variety of strategies to build consensus within the school community around critical school decisions while encouraging dialogue and different points of view. Is able to model this element.
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Massachusetts Model System for Educator Evaluation Part III: Guide to Rubrics and Model Rubrics for Superintendent, Administrator, and Teacher Appendix C. Teacher Rubric
January 2012
Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA02148-4906 Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370 www.doe.mass.edu
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Guide to Teacher Rubric Rubrics – defined in the regulations as ―scoring tool[s] that describe characteristics of practice or artifacts at different levels of performance‖ (603 CMR 35.02) – are a critical component of the Massachusetts educator evaluation framework and are required for every educator. Rubrics are designed to help educators and evaluators (1) develop a consistent, shared understanding of what proficient performance looks like in practice, (2) develop a common terminology and structure to organize evidence, and (3) make informed professional judgments about formative and summative performance ratings on each Standard and overall. This appendix contains the ESE Model Teacher Rubric.
Structure of the Teacher Rubric
Standards: Standards are the broad categories of knowledge, skills, and performance of effective practice detailed in the regulations. There are four Standards for teachers: Curriculum, Planning, and Assessment; Teaching All Students; Family and Community Engagement; and Professional Culture.
Indicators: Indicators, also detailed in the regulations, describe specific knowledge, skills, and performance for each Standard. For example, there are three Indicators in Standard I of the teacher rubric: Curriculum and Planning; Assessment; and Analysis.
Elements: The elements are more specific descriptions of actions and behaviors related to each Indicator. The elements further break down the Indicators into more specific aspects of educator practice and provide an opportunity for evaluators to offer detailed feedback that serves as a roadmap for improvement.
Descriptors: Performance descriptors are observable and measurable statements of educator actions and behaviors aligned to each element and serve as the basis for identifying the level of teaching or administrative performance in one of four categories: Unsatisfactory, Needs Improvement, Proficient, or Exemplary.
Use of the Teacher Rubric This rubric describes teaching practice. It is intended to be used throughout the 5 step evaluation cycle for all teachers, including teachers of whole classrooms, small groups, individual students, or any combination of the above. The rubric is designed to be applicable to general education teachers from pre-K through Advanced Placement, as well as teachers with specialized classes or knowledge, including teachers of English Language Learners, and special education teachers; districts may also choose to use this rubric for educators in other roles such as specialists. The responsibilities of teachers to whom this rubric will be applied may vary. ESE encourages educators and evaluators to use the rubric strategically by discussing and agreeing upon certain Indicators and Elements that should be high priorities according to that educator’s role and responsibilities as well as his/her professional practice and student learning needs. There are a variety of ways to emphasize these components throughout the evaluation cycle. For example, high priority Indicators and/or elements can be analyzed in greater depth during self-assessment, targeted during goal setting, a focus for more comprehensive evidence collection, or all of the above. However, the expectation is that by the end
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Teacher Rubric At-A-Glance of the evaluation cycle, educators and evaluators have gathered and shared a reasonable amount of evidence on every Indicator to support a rating for each Standard.
Standard I: Curriculum, Planning, and Assessment A. Curriculum and Planning Indicator
Standard II: Teaching All Students A. Instruction Indicator
1. Subject Matter Knowledge
1. Quality of Effort and Work
2. Child and Adolescent Development
2. Student Engagement
3. Rigorous Standards-Based Unit Design
3. Meeting Diverse Needs
Standard III: Family and Community Engagement A. Engagement Indicator 1. Parent/Family Engagement
Standard IV: Professional Culture A. Reflection Indicator 1. Reflective Practice 2. Goal Setting
4. Well-Structured Lessons B. Assessment Indicator
B. Learning Environment Indicator
B. Collaboration Indicator
1. Variety of Assessment Methods
1. Safe Learning Environment
1. Learning Expectations
2. Adjustments to Practice
2. Collaborative Learning Environment
2. Curriculum Support
B. Professional Growth Indicator 1. Professional Learning and Growth
3. Student Motivation C. Analysis Indicator
C. Cultural Proficiency Indicator
C. Communication Indicator
1. Analysis and Conclusions
1. Respects Differences
1. Two-Way Communication
2. Sharing Conclusions With Colleagues
2. Maintains Respectful Environment
2. Culturally Proficient Communication
C. Collaboration Indicator 1. Professional Collaboration
3. Sharing Conclusions With Students D. Expectations Indicator
D. Decision-Making Indicator
1. Clear Expectations
1. Decision-making
2. High Expectations 3. Access to Knowledge E. Shared Responsibility Indicator 1. Shared Responsibility
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Standards and Indicators of Effective Teaching Practice: Teacher Rubric Standard I: Curriculum, Planning, and Assessment
Standard II: Teaching All Students
Standard III: Family and Community Engagement
Standard IV: Professional Culture F. Professional Responsibilities Indicator 1. Judgment 2. Reliability and Responsibility
How to reference parts of the rubric: Indicator terminology: under the ―Teaching All Students” Standard (II), the "Instruction Indicator” (A) can be referred to as Indicator II-A Element terminology: under the Instruction Indicator (A), the Student Engagement Element (2) can be referred to as Element II-A-2
Standard I: Curriculum, Planning, and Assessment. The teacher promotes the learning and growth of all students by providing highquality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives. Indicator I-A.
Curriculum and Planning: Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes.
I-A. Elements
Unsatisfactory
Needs Improvement
Proficient
I-A-1. Subject Matter Knowledge
Demonstrates limited knowledge of the subject matter and/or its pedagogy; relies heavily on textbooks or resources for development of the factual content. Rarely engages students in learning experiences focused on complex knowledge or skills in the subject.
Demonstrates factual knowledge of subject matter and the pedagogy it requires by sometimes engaging students in learning experiences around complex knowledge and skills in the subject.
Demonstrates sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
Exemplary Demonstrates expertise in subject matter and the pedagogy it requires by engaging all students in learning experiences that enable them to synthesize complex knowledge and skills in the subject. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix C. ESE Model Rubric for Teachers
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Standards and Indicators of Effective Teaching Practice: Teacher Rubric I-A-2. Child and Adolescent Development
Demonstrates little or no knowledge of developmental levels of students this age or differences in how students learn. Typically develops one learning experience for all students that does not enable most students to meet the intended outcomes.
Demonstrates knowledge of developmental levels of students this age but does not identify developmental levels and ways of learning among the students in the class and/or develops learning experiences that enable some, but not all, students to move toward meeting intended outcomes.
Demonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes.
Demonstrates expert knowledge of the developmental levels of the teacher’s own students and students in this grade or subject more generally and uses this knowledge to differentiate and expand learning experiences that enable all students to make significant progress toward meeting stated outcomes. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix C. ESE Model Rubric for Teachers
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Standards and Indicators of Effective Teaching Practice: Teacher Rubric Unsatisfactory
Needs Improvement
Proficient
Exemplary
I-A-3. Rigorous StandardsBased Unit Design
Plans individual lessons rather than units of instruction, or designs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomes, and/or include tasks that mostly rely on lower level thinking skills.
Designs units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-order thinking skills.
Designs units of instruction with measurable outcomes and challenging tasks requiring higherorder thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
Designs integrated units of instruction with measurable, accessible outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn and apply the knowledge and skills defined in state standards/local curricula. Is able to model this element.
I-A-4. WellStructured Lessons
Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class.
Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping.
Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.
Develops well-structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element.
I-A. Elements
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix C. ESE Model Rubric for Teachers
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Standards and Indicators of Effective Teaching Practice: Teacher Rubric Indicator I-B. I-B. Elements
Assessment: Uses a variety of informal and formal methods of assessments to measure student learning, growth, and understanding to develop differentiated and enhanced learning experiences and improve future instruction. Unsatisfactory
Needs Improvement
Proficient
Exemplary
I-B-1. Variety of Assessment Methods
Administers only the assessments required by the school and/or measures only point-in-time student achievement.
May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standards.
Designs and administers a variety of informal and formal methods and assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards.
Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standards. Is able to model this element.
I-B-2. Adjustment to Practice
Makes few adjustments to practice based on formal and informal assessments.
May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings.
Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.
Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix C. ESE Model Rubric for Teachers
January 2012
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Standards and Indicators of Effective Teaching Practice: Teacher Rubric Indicator I-C. Analysis: Analyzes data from assessments, draws conclusions, and shares them appropriately. I-C. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
I-C-1. Analysis and Conclusions
Does not draw conclusions from student data beyond completing minimal requirements such as grading for report cards.
Draws conclusions from a limited analysis of student data to inform student grading and promotion decisions.
Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning.
Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions. Is able to model this element.
I-C-2. Sharing Conclusions With Colleagues
Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback.
Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learning.
Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.
Establishes and implements a schedule and plan for regularly sharing with all appropriate colleagues conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model this element.
I-C-3. Sharing Conclusions With Students
Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve their performance.
Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives.
Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.
Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvement. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix C. ESE Model Rubric for Teachers
January 2012
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Standards and Indicators of Effective Teaching Practice: Teacher Rubric Standard II: Teaching All Students. The teacher promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Indicator II-A. Instruction: Uses instructional practices that reflect high expectations regarding content and quality of effort and work; engage all students; and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. II-A. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
II-A-1. Quality of Effort and Work
Establishes no or low expectations around quality of work and effort and/or offers few supports for students to produce quality work or effort.
May states high expectations for quality and effort, but provides few exemplars and rubrics, limited guided practice, and/or few other supports to help students know what is expected of them; may establish inappropriately low expectations for quality and effort.
Consistently defines high expectations for the quality of student work and the perseverance and effort required to produce it; often provides exemplars, rubrics, and guided practice.
Consistently defines high expectations for quality work and effort and effectively supports students to set high expectations for each other to persevere and produce high-quality work. Is able to model this element.
II-A-2. Student Engagement
Uses instructional practices that leave most students uninvolved and/or passive participants.
Uses instructional practices that motivate and engage some students but leave others uninvolved and/or passive participants.
Consistently uses instructional practices that are likely to motivate and engage most students during the lesson.
Consistently uses instructional practices that typically motivate and engage most students both during the lesson and during independent work and home work. Is able to model this element.
II-A-3. Meeting Diverse Needs
Uses limited and/or inappropriate practices to accommodate differences.
May use some appropriate practices to accommodate differences, but fails to address an adequate range of differences.
Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.
Uses a varied repertoire of practices to create structured opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix C. ESE Model Rubric for Teachers
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Standards and Indicators of Effective Teaching Practice: Teacher Rubric Indicator II-B. Learning Environment: Creates and maintains a safe and collaborative learning environment that motivates students to take academic risks, challenge themselves, and claim ownership of their learning. II-B. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
II-B-1. Safe Learning Environment
Maintains a physical environment that is unsafe or does not support student learning. Uses inappropriate or ineffective rituals, routines, and/or responses to reinforce positive behavior or respond to behaviors that interfere with students’ learning.
May create and maintain a safe physical environment but inconsistently maintains rituals, routines, and responses needed to prevent and/or stop behaviors that interfere with all students’ learning.
Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
Uses rituals, routines, and proactive responses that create and maintain a safe physical and intellectual environment where students take academic risks and play an active role—individually and collectively—in preventing behaviors that interfere with learning. Is able to model this element.
II-B-2. Collaborative Learning Environment
Makes little effort to teach interpersonal, group, and communication skills or facilitate student work in groups, or such attempts are ineffective.
Teaches some interpersonal, group, and communication skills and provides some opportunities for students to work in groups.
Develops students’ interpersonal, group, and communication skills and provides opportunities for students to learn in groups with diverse peers.
Teaches and reinforces interpersonal, group, and communication skills so that students seek out their peers as resources. Is able to model this practice.
II-B-3. Student Motivation
Directs all learning experiences, providing few, if any, opportunities for students to take academic risks or challenge themselves to learn.
Creates some learning experiences that guide students to identify needs, ask for support, and challenge themselves to take academic risks.
Consistently creates learning experiences that guide students to identify their strengths, interests, and needs; ask for support when appropriate; take academic risks; and challenge themselves to learn.
Consistently supports students to identify strengths, interests, and needs; ask for support; take risks; challenge themselves; set learning goals; and monitor their own progress. Models these skills for colleagues.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix C. ESE Model Rubric for Teachers
January 2012
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Standards and Indicators of Effective Teaching Practice: Teacher Rubric Indicator II-C. Cultural Proficiency: Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. II-C. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
II-C-1. Respects Differences
Establishes an environment in which students demonstrate limited respect for individual differences.
Establishes an environment in which students generally demonstrate respect for individual differences
Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges.
Establishes an environment in which students respect and affirm their own and others’ differences and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges. Is able to model this practice.
II-C-2. Maintains Respectful Environment
Minimizes or ignores conflicts and/or responds in inappropriate ways.
Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others.
Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities.
Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practice.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix C. ESE Model Rubric for Teachers
January 2012
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Standards and Indicators of Effective Teaching Practice: Teacher Rubric Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students. II-D. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
II-D-1. Clear Expectations
Does not make specific academic and behavior expectations clear to students.
May announce and post classroom academic and behavior rules and consequences, but inconsistently or ineffectively enforces them.
Clearly communicates and consistently enforces specific standards for student work, effort, and behavior.
Clearly communicates and consistently enforces specific standards for student work, effort, and behavior so that most students are able to describe them and take ownership of meeting them. Is able to model this element.
II-D-2. High Expectations
Gives up on some students or communicates that some cannot master challenging material.
May tell students that the subject or assignment is challenging and that they need to work hard but does little to counteract student misconceptions about innate ability.
Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability.
Effectively models and reinforces ways that students can consistently master challenging material through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element.
II-D-3. Access to Knowledge
Rarely adapts instruction, materials, and assessments to make challenging material accessible to all students.
Occasionally adapts instruction, materials, and assessments to make challenging material accessible to all students.
Consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities.
Individually and with colleagues, consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix C. ESE Model Rubric for Teachers
January 2012
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Standards and Indicators of Effective Teaching Practice: Teacher Rubric Standard III: Family and Community Engagement. The teacher promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations. Indicator III-A. III-A. Elements III-A-1. Parent/Family Engagement
Engagement: Welcomes and encourages every family to become active participants in the classroom and school community. Unsatisfactory
Needs Improvement
Does not welcome families to become participants in the classroom and school community or actively discourages their participation.
Makes limited attempts to involve families in school and/or classroom activities, meetings, and planning.
Proficient Uses a variety of strategies to support every family to participate actively and appropriately in the classroom and school community.
Exemplary Successfully engages most families and sustains their active and appropriate participation in the classroom and school community. Is able to model this element.
Indicator III-B. Collaboration: Collaborates with families to create and implement strategies for supporting student learning and development both at home and at school. III-B. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
III-B-1. Learning Expectations
Does not inform parents about learning or behavior expectations.
Sends home only a list of classroom rules and the learning outline or syllabus for the year.
Consistently provides parents with clear, user-friendly expectations for student learning and behavior.
Successfully conveys to most parents student learning and behavior expectations. Is able to model this element.
III-B-2. Curriculum Support
Rarely, if ever, communicates with parents on ways to support children at home or at school.
Sends home occasional suggestions on how parents can support children at home or at school.
Regularly updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency.
Successfully prompts most families to use one or more of the strategies suggested for supporting learning at school and home and seeks out evidence of their impact. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix C. ESE Model Rubric for Teachers
January 2012
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Standards and Indicators of Effective Teaching Practice: Teacher Rubric Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. III-C. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
III-C-1. Two-Way Communication
Rarely communicates with families except through report cards; rarely solicits or responds promptly and carefully to communications from families.
Relies primarily on newsletters and other one-way media and usually responds promptly to communications from families.
Regularly uses two-way communication with families about student performance and learning and responds promptly and carefully to communications from families.
Regularly uses a two-way system that supports frequent, proactive, and personalized communication with families about student performance and learning. Is able to model this element.
III-C-2. Culturally Proficient Communication
Makes few attempts to respond to different family cultural norms and/or responds inappropriately or disrespectfully.
May communicate respectfully and make efforts to take into account different families’ home language, culture, and values, but does so inconsistently or does not demonstrate understanding and sensitivity to the differences.
Always communicates respectfully with families and demonstrates understanding of and sensitivity to different families’ home language, culture, and values.
Always communicates respectfully with families and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix C. ESE Model Rubric for Teachers
January 2012
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Standards and Indicators of Effective Teaching Practice: Teacher Rubric Standard IV: Professional Culture. The teacher promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. Indicator IV-A. Reflection: Demonstrates the capacity to reflect on and improve the educator’s own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning. IV-A. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
IV-A-1. Reflective Practice
Demonstrates limited reflection on practice and/or use of insights gained to improve practice.
May reflect on the effectiveness of lessons/ units and interactions with students but not with colleagues and/or rarely uses insights to improve practice.
Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.
Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element.
IV-A-2. Goal Setting
Generally, participates passively in the goal-setting process and/or proposes goals that are vague or easy to reach.
Proposes goals that are sometimes vague or easy to achieve and/or bases goals on a limited selfassessment and analysis of student learning data.
Proposes challenging, measurable professional practice, team, and student learning goals that are based on thorough selfassessment and analysis of student learning data.
Individually and with colleagues builds capacity to propose and monitor challenging, measurable goals based on thorough selfassessment and analysis of student learning data. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix C. ESE Model Rubric for Teachers
January 2012
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Standards and Indicators of Effective Teaching Practice: Teacher Rubric Indicator IV-B. Professional Growth: Actively pursues professional development and learning opportunities to improve quality of practice or build the expertise and experience to assume different instructional and leadership roles. IV-B. Elements IV-B-1. Professional Learning and Growth
Unsatisfactory Participates in few, if any, professional development and learning opportunities to improve practice and/or applies little new learning to practice.
Needs Improvement
Proficient
Participates only in required professional development activities and/or inconsistently or inappropriately applies new learning to improve practice.
Consistently seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.
Exemplary Consistently seeks out professional development and learning opportunities that improve practice and build expertise of self and other educators in instruction and leadership. Is able to model this element.
Indicator IV-C. Collaboration: Collaborates effectively with colleagues on a wide range of tasks. IV-C. Elements IV-C-1. Professional Collaboration
Unsatisfactory Rarely and/or ineffectively collaborates with colleagues; conversations often lack focus on improving student learning.
Needs Improvement
Proficient
Does not consistently collaborate with colleagues in ways that support productive team effort.
Consistently and effectively collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.
Exemplary Supports colleagues to collaborate in areas such as developing standardsbased units, examining student work, analyzing student performance, and planning appropriate intervention. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix C. ESE Model Rubric for Teachers
January 2012
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Standards and Indicators of Effective Teaching Practice: Teacher Rubric Indicator IV-D. Decision-Making: Becomes involved in schoolwide decision making, and takes an active role in school improvement planning. IV-D. Elements IV-D-1. Decision-Making
Unsatisfactory Participates in planning and decision making at the school, department, and/or grade level only when asked and rarely contributes relevant ideas or expertise.
Needs Improvement May participate in planning and decision making at the school, department, and/or grade level but rarely contributes relevant ideas or expertise.
Proficient
Exemplary
Consistently contributes relevant ideas and expertise to planning and decision making at the school, department, and/or grade level.
In planning and decision-making at the school, department, and/or grade level, consistently contributes ideas and expertise that are critical to school improvement efforts. Is able to model this element.
Indicator IV-E. Shared Responsibility: Shares responsibility for the performance of all students within the school. IV-E. Elements IV-E-1. Shared Responsibility
Unsatisfactory
Needs Improvement
Proficient
Exemplary
Rarely reinforces schoolwide behavior and learning expectations for all students and/or makes a limited contribution to their learning by rarely sharing responsibility for meeting their needs.
Within and beyond the classroom, inconsistently reinforces schoolwide behavior and learning expectations for all students, and/or makes a limited contribution to their learning by inconsistently sharing responsibility for meeting their needs.
Within and beyond the classroom, consistently reinforces schoolwide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs.
Individually and with colleagues develops strategies and actions that contribute to the learning and productive behavior of all students at the school. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix C. ESE Model Rubric for Teachers
January 2012
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Standards and Indicators of Effective Teaching Practice: Teacher Rubric Indicator IV-F. IV-F. Elements
Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently. Unsatisfactory
Needs Improvement
Proficient
Exemplary
IV-F-1. Judgment
Demonstrates poor judgment and/or discloses confidential student information inappropriately.
Sometimes demonstrates questionable judgment and/or inadvertently shares confidential information.
Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
Demonstrates sound judgment and acts appropriately to protect student confidentiality, rights and safety. Is able to model this element.
IV-F-2. Reliability & Responsibility
Frequently misses or is late to assignments, makes errors in records, and/or misses paperwork deadlines; frequently late or absent.
Occasionally misses or is late to assignments, completes work late, and/or makes errors in records.
Consistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school.
Consistently fulfills all professional responsibilities to high standards. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix C. ESE Model Rubric for Teachers
January 2012
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Massachusetts Model System for Educator Evaluation Part III: Guide to Rubrics and Model Rubrics for Superintendent, Administrator, and Teacher Appendix D. Specialized Instructional Support Personnel Rubric
March 2012
Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA 02148-4906 Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370 www.doe.mass.edu
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Guide to Specialized Instructional Support Personnel (SISP) Rubric Rubrics – defined in the regulations as ―scoring tool[s] that describe characteristics of practice or artifacts at different levels of performance‖ (603 CMR 35.02) – are a critical component of the Massachusetts educator evaluation framework and are required for every educator. Rubrics are designed to help educators and evaluators (1) develop a consistent, shared understanding of what proficient performance looks like in practice, (2) develop a common terminology and structure to organize evidence, and (3) make informed professional judgments about formative and summative performance ratings on each Standard and overall. This appendix contains the ESE Model ―SISP‖ Rubric.
Structure of the Specialized Instructional Support Personnel (SISP) Rubric
Standards: Standards are the broad categories of knowledge, skills, and performance of effective practice detailed in the regulations. There are four Standards for teachers: Curriculum, Planning, and Assessment; Teaching All Students; Family and Community Engagement; and Professional Culture.
Indicators: Indicators, also detailed in the regulations, describe specific knowledge, skills, and performance for each Standard. For example, there are three Indicators in Standard I of the SISP rubric: Curriculum and Planning; Assessment; and Analysis.
Elements: The elements are more specific descriptions of actions and behaviors related to each Indicator. The elements further break down the Indicators into more specific aspects of educator practice and provide an opportunity for evaluators to offer detailed feedback that serves as a roadmap for improvement.
Descriptors: Performance descriptors are observable and measurable statements of educator actions and behaviors aligned to each element and serve as the basis for identifying the level of teaching or administrative performance in one of four categories: Unsatisfactory, Needs Improvement, Proficient, or Exemplary.
Use of the Specialized Instructional Support Personnel (SISP) Rubric This rubric describes practice that is common across educators in professional support roles such as school counselors, school psychologists, school nurses, and others defined in the recognition clause of the appropriate collective bargaining agreement. It is intended to be used throughout the 5 step evaluation cycle for educators who provide direct services such as education, therapy, counseling, assessment, and diagnosis to a caseload of students, as well as educators who may provide indirect support to students through consultation to and collaboration with teachers, administrators, and other colleagues. The roles and responsibilities of educators to whom this rubric will be applied will vary. ESE encourages educators and evaluators to use the rubric strategically by discussing and agreeing upon certain Indicators and Elements that should be high priorities according to that educator’s role and responsibilities as well as his/her professional practice and student learning needs. There are a variety of ways to emphasize these components throughout the evaluation cycle. For example, high priority Indicators and/or elements can be analyzed in greater depth during self-assessment, targeted during goal setting, a focus for more comprehensive evidence collection, or all of the above. However, the expectation is that by the end of the evaluation cycle, educators and evaluators have gathered and shared a reasonable amount of evidence on every Indicator to support a rating for each Standard.
Part III: Appendix D. ESE Model Rubric for Specialized Instructional Support
March 2012
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Specialized Instructional Support Personnel (SISP) Rubric At-A-Glance Standard I: Curriculum, Planning, and Assessment A. Curriculum and Planning Indicator
Standard II: Teaching All Students A. Instruction Indicator
1. Professional Knowledge
1. Quality of Effort and Work
2. Child and Adolescent Development
2. Student Engagement
3. Plan Development
3. Meeting Diverse Needs
Standard III: Family and Community Engagement A. Engagement Indicator 1. Parent/Family Engagement
Standard IV: Professional Culture A. Reflection Indicator 1. Reflective Practice 2. Goal Setting
4. Well-Structured Lessons B. Assessment Indicator
B. Learning Environment Indicator
B. Collaboration Indicator
1. Variety of Assessment Methods
1. Safe Learning Environment
1. Learning Expectations
2. Adjustments to Practice
2. Collaborative Learning Environment
2. Student Support
B. Professional Growth Indicator 1. Professional Learning and Growth
3. Student Motivation C. Analysis Indicator
C. Cultural Proficiency Indicator
C. Communication Indicator
C. Collaboration Indicator
1. Analysis and Conclusions
1. Respects Differences
1. Two-Way Communication
1. Professional Collaboration
2. Sharing Conclusions With Colleagues
2. Maintains Respectful Environment
2. Culturally Proficient Communication
2. Consultation
3. Sharing Conclusions With Students and Families D. Expectations Indicator
D. Decision-Making Indicator
1. Clear Expectations
1. Decision-making
2. High Expectations 3. Access to Knowledge E. Shared Responsibility Indicator 1. Shared Responsibility F. Professional Responsibilities Indicator 1. Judgment 2. Reliability and Responsibility
Note: The SISP rubric is designed to have close alignment with the teacher rubric to emphasize commonalities across educators. Please see Appendix E addressing “Role-Specific Indicators” for additional guidance and samples of how to strategically supplement this rubric to further differentiate by role. How to reference parts of the rubric: Indicator terminology: under the ―Teaching All Students” Standard (II), the‖ Instruction Indicator” (A) can be referred to as Indicator II-A Element terminology: under the Instruction Indicator (A), the Student Engagement Element (2) can be referred to as Element II-A-2
Part III: Appendix D. ESE Model Rubric for Specialized Instructional Support
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Standards and Indicators of Effective Teaching Practice: Specialized Instructional Support Personnel Rubric Standard I: Curriculum, Planning, and Assessment. promotes the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives. Indicator I-A.
Curriculum and Planning: Has strong knowledge specific to subject matter and/or professional responsibility, has a good grasp of child development and how students learn, and designs effective and rigorous plans for support consisting of well-structured lessons with measurable outcomes. Unsatisfactory
Needs Improvement
Proficient
Exemplary
I-A-1. Professional Knowledge
Demonstrates limited professional knowledge; relies heavily on outdated practices as opposed to current practices supported by research. Rarely engages students in academic, behavioral, and social/emotional learning experiences through the use of educational and/or clinical practices.
Demonstrates factual knowledge of the professional content and delivery and sometimes applies it to engage students in academic, behavioral, and social/emotional learning experiences through the use of educational and/or clinical practices.
Demonstrates sound knowledge and understanding of professional content and delivery by consistently engaging students in academic, behavioral, and social/emotional learning experiences through the use of educational and/or clinical practices that enable students to acquire knowledge and skills.
Demonstrates mastery of professional content and its delivery by engaging all students in academic, behavioral, and social/emotional learning experiences, through the use of educational and/or clinical practices, that enable students to synthesize knowledge and skills. Is able to model this element.
I-A-2. Child and Adolescent Development
Demonstrates little or no knowledge of child and adolescent development; typically develops one learning experience, and/or type of support or assistance for all students that does not adequately address intended outcomes.
Demonstrates general knowledge of child and adolescent development but does not apply this knowledge when providing differentiated learning experiences, support, and/or assistance that would enable all students—as opposed to just some— to move toward meeting intended outcomes.
Demonstrates knowledge of students’ developmental levels and the different ways these students learn or behave by providing differentiated learning experiences, support, and/or assistance that enable all students to progress toward meeting intended outcomes.
Demonstrates expert knowledge of the developmental levels of individual students and students in the grade or subject more generally and uses this knowledge to differentiate and expand learning experiences, supports, and/or types of assistance, enabling all students to make significant progress toward meeting stated outcomes. Is able to model this element.
I-A. Elements
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix D. ESE Model Rubric for Specialized Instructional Support
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Standards and Indicators of Effective Teaching Practice: Specialized Instructional Support Personnel Rubric I-A. Elements
1-A-3 Plan 1 Development
I-A-4. WellStructured Lessons
Unsatisfactory
Needs Improvement
Develops or contributes to the development of plans that are not timely and/or not tailored to the needs of individual students; or, plans do not include appropriate supports or measurable outcomes that would enable students to meet the goals and objectives of the plan.
Develops or contributes to the timely development of plans that respond to some but not all relevant individual student needs, and/or plans that lack sufficient measurable outcomes or supports that enable students to meet all goals and objectives of the plan.
Develops or contributes to the timely development of wellstructured plans with measurable outcomes that respond to all relevant individual student needs, and include supports that enable students to meet the goals or objectives of the plan.
Develops or contributes to the timely development of comprehensive, wellstructured plans with measurable outcomes that respond to all relevant individual student needs, are coordinated with other plans relevant to those students, and include supports that enable students to meet all goals or objectives of the plan. Is able to model this element.
Develops lessons (which may include individual and group activities or sessions) with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping.
Develops lessons (which may include individual and group activities or sessions) with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping.
Develops well-structured lessons (which may include individual and group activities or sessions) with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.
Develops well-structured and highly engaging lessons (which may include individual and group activities and sessions) with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element.
Proficient
Exemplary
―Plan‖ is used throughout this document to refer to a variety of plans, including but not limited to: lesson plans, unit plans, Individualized Education Programs (IEPs), Individualized Health Care Plans (IHCPs), Career Plans, and 504 Plans. The type of plan that an educator is responsible for depends on the educator being evaluated; both the educator and evaluator should understand and agree upon the definition relevant to the educator’s role. 1
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix D. ESE Model Rubric for Specialized Instructional Support
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Standards and Indicators of Effective Teaching Practice: Specialized Instructional Support Personnel Rubric Indicator I-B. I-B. Elements
Assessment: Uses a variety of informal and formal methods of assessments to measure student learning, growth, and understanding to develop differentiated and enhanced learning experiences and improve future instruction. Unsatisfactory
Needs Improvement
Proficient
Exemplary
I-B-1. Variety of Assessment Methods
Administers assessments and/or collects only the data required by the school and/or measures only point-intime student achievement or development.
May design and administer assessments and/or collect some data to measure student learning, growth, or development, but uses a limited range of methods.
Designs and administers assessments and/or collects data to measure student learning, growth, and/or development through a variety of methods, including informal and formal assessments and common interim assessments where applicable.
Uses an integrated, comprehensive assessment system, including informal and formal assessment methods and common interim assessments where applicable, to measure student learning, growth, and development. Is able to model this element.
I-B-2. Adjustment to Practice
Makes few adjustments to practice by identifying and/or implementing appropriate differentiated interventions, supports, and programs based on formal and informal assessments.
May organize and analyze some assessment results but only occasionally adjusts practice and identifies and/or implements appropriate differentiated interventions, supports, and programs for students.
Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions, supports, and programs for students.
Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions, supports, or programs for individuals and groups of students and appropriate modifications of plans. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix D. ESE Model Rubric for Specialized Instructional Support
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Standards and Indicators of Effective Teaching Practice: Specialized Instructional Support Personnel Rubric Indicator I-C. Analysis: Analyzes data from assessments, draws conclusions, and shares them appropriately. I-C. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
I-C-1. Analysis and Conclusions
Does not analyze data and/or draw conclusions from data beyond completing minimal requirements.
Draws conclusions from a limited analysis of data to inform student learning, growth, and development.
Individually and with colleagues, draws appropriate conclusions about programs, plans, and practices from a thorough analysis of a wide range of data to improve student learning, growth, and development.
Individually and with colleagues, draws appropriate, actionable conclusions about programs, plans, and practices from a thorough analysis of a wide range of data that improve short- and long-term planning decisions. Is able to model this element.
I-C-2. Sharing Conclusions With Colleagues
Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback from them about practices that will support improved student learning and/or development.
Only occasionally shares with colleagues conclusions about student progress and/or seeks feedback from them about practices that will support improved student learning and/or development.
Regularly shares with appropriate colleagues (e.g., classroom teachers, administrators, and professional support personnel) conclusions about student progress and seeks feedback from them about practices that will support improved student learning and/or development.
Establishes and implements a schedule and plan for regularly sharing with all appropriate colleagues (e.g., classroom teachers, administrators, and professional support personnel) conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning and/or development. Is able to model this element.
I-C-3. Sharing Conclusions With Students and Families
Provides little or no feedback on student growth or progress except through minimally required reporting or provides inappropriate feedback that does not support students to grow and improve.
Provides some feedback about student growth or progress beyond required reports but rarely shares strategies for students to grow and improve.
Based on assessment results and/or other data, provides descriptive feedback and engages students and families in constructive conversation that focuses on student growth and improvement.
Establishes early, constructive feedback loops with students and families that create a dialogue about student growth, progress, and improvement. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix D. ESE Model Rubric for Specialized Instructional Support
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Standards and Indicators of Effective Teaching Practice: Specialized Instructional Support Personnel Rubric Standard II: Teaching All Students. Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Indicator II-A. Instruction: Uses instructional and clinical practices that reflect high expectations regarding content and quality of effort and work; engage all students; and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. II-A. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
II-A-1. Quality of Effort and Work
Establishes no or low expectations for student work and behavior and/or offers few supports to help students know what is expected of them.
May state high expectations for student work and behavior, but provides few exemplars and rubrics, or limited guided practice, and/or few other supports to help students know what is expected of them.
Consistently defines high expectations for student work and behavior, and the perseverance and effort required to produce it; often provides exemplars, rubrics, or guided practice, and/or models appropriate behaviors.
Consistently defines high expectations for student work and behavior and effectively supports students to set high expectations for each other to persevere and produce high-quality work. Is able to model this element.
II-A-2. Student Engagement
Uses instructional and/or clinical practices that leave most students uninvolved and/or passive.
Uses instructional and/or clinical practices that motivate and engage some students but leave others uninvolved and/or passive.
Consistently uses instructional and clinical practices that are likely to motivate and engage most students during the lesson, activity, or session.
Consistently uses instructional and clinical practices that typically motivate and engage most students during the lesson, activity, or session, and during independent work. Is able to model this element.
II-A-3. Meeting Diverse Needs
Uses limited and/or inappropriate practices and/or supports to accommodate differences.
May use some appropriate practices and/or supports to accommodate differences, but fails to address an adequate range of differences.
Uses appropriate practices, including tiered instruction, scaffolds, and other supports, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.
Uses a varied repertoire of practices and/or supports to create structured opportunities for each student to meet or exceed expectations for growth and development. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix D. ESE Model Rubric for Specialized Instructional Support
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Standards and Indicators of Effective Teaching Practice: Specialized Instructional Support Personnel Rubric Indicator II-B. Learning Environment: Creates and maintains a safe and collaborative learning environment that motivates students to take academic risks, challenge themselves, and claim ownership of their learning. II-B. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
II-B-1. Safe Learning Environment
Maintains a physical environment that is unsafe or does not support student learning. Uses inappropriate or ineffective rituals, routines, and/or responses to reinforce positive behavior or respond to behaviors that interfere with students’ learning.
May create and maintain a safe physical environment but inconsistently maintains rituals, routines, and responses needed to prevent and/or stop behaviors that interfere with all students’ learning.
Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
Uses rituals, routines, and proactive responses that create and maintain a safe physical and intellectual environment where students take academic risks and play an active role—individually and collectively—in preventing behaviors that interfere with learning. Is able to model this element.
II-B-2. Collaborative Learning Environment
Makes little effort to teach interpersonal, group, and communication skills or facilitate student work in groups, or such attempts are ineffective.
Teaches some interpersonal, group, and communication skills and provides some opportunities for students to work in groups.
Develops students’ interpersonal, group, and communication skills and provides opportunities for students to learn in groups with diverse peers.
Teaches and reinforces interpersonal, group, and communication skills so that students seek out their peers as resources. Is able to model this practice.
II-B-2. Student Motivation
Directs all learning experiences, providing few, if any, opportunities for students to take risks or challenge themselves.
Creates some learning experiences that guide students to identify needs, ask for support, and challenge themselves to take risks.
Consistently creates learning experiences that guide students to identify their strengths, interests, and needs; ask for support when appropriate; take risks; and challenge themselves to succeed.
Consistently supports students to identify their strengths, interests, and needs; ask for support; take risks; challenge themselves; set learning goals; and monitor their own progress. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix D. ESE Model Rubric for Specialized Instructional Support
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Standards and Indicators of Effective Teaching Practice: Specialized Instructional Support Personnel Rubric Indicator II-C. Cultural Proficiency: Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. II-C. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
II-C-1. Respects Differences
Establishes an environment in which students demonstrate limited respect for individual differences.
Establishes an environment in which students generally demonstrate respect for individual differences.
Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges.
Establishes an environment in which students respect and affirm their own and others’ differences and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges. Is able to model this element.
II-C-2. Maintains Respectful Environment
Minimizes or ignores conflicts and/or responds in inappropriate ways.
Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others.
Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities.
Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix D. ESE Model Rubric for Specialized Instructional Support
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Standards and Indicators of Effective Teaching Practice: Specialized Instructional Support Personnel Rubric Indicator II-D. Expectations: Plans and implements lessons and/or supports that set clear and high expectations and also make knowledge, information, and/or supports accessible for all students. Unsatisfactory
Needs Improvement
II-D-1. Clear Expectations
Does not make specific standards for student work, effort, interactions, and behavior clear to students.
May communicate specific standards for student work, effort, interactions, and behavior, but inconsistently or ineffectively enforces them.
Clearly communicates and consistently enforces specific standards for student work, effort, and behavior.
Clearly communicates and consistently enforces specific standards for student work, effort, interactions, and behavior so that most students are able to describe them and take ownership of meeting them. Is able to model this element.
II-D-2. High Expectations
Gives up on some students or communicates that some cannot accomplish challenging goals. .
May tell students that a goal is challenging and that they need to work hard but does not model ways students can accomplish the goal through effective effort. .
Effectively models and reinforces ways that students can set and accomplish challenging goals through effective effort, rather than having to depend on innate ability.
Effectively models and reinforces ways that students can consistently accomplish challenging goals through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element.
II-D-3. Access to Knowledge
Rarely adapts instruction, services, plans, communication, and/or assessments to make curriculum/supports accessible to all students for whom the educator has responsibility.
Occasionally adapts instruction, services, plans, communication, and/or assessments to make curriculum/supports accessible to all students for whom the educator has responsibility.
Consistently adapts instruction, services, plans, communication, and/or assessments to make curriculum/ supports accessible to all students for whom the educator has responsibility, including English learners and students with disabilities.
Individually and with colleagues, consistently adapts instruction, services, plans, communication, and/or assessments to make curriculum/supports accessible to all students for whom the educator has responsibility, including English learners and students with disabilities. Is able to model this element.
II-D. Elements
Proficient
Exemplary
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix D. ESE Model Rubric for Specialized Instructional Support
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Standards and Indicators of Effective Teaching Practice: Specialized Instructional Support Personnel Rubric Standard III: Family and Community Engagement. Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations. Indicator III-A. III-A. Elements III-A-1. Parent/Family Engagement
Engagement: Welcomes and encourages every family to become active participants in the classroom and school community. Unsatisfactory
Needs Improvement
Does not welcome families to become participants in the classroom and school community or actively discourages their participation.
Makes limited attempts to involve families in school and/or classroom activities, meetings, and planning.
Proficient Uses a variety of strategies to support families to participate actively and appropriately in the classroom and school community.
Exemplary Successfully engages most families and sustains their active and appropriate participation in the classroom and school community. Is able to model this element.
Indicator III-B. Collaboration: Collaborates with families to create and implement strategies for supporting student learning and development both at home and at school. III-B. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
III-B-1. Learning Expectations
Does not inform parents about learning, behavior, and/or wellness expectations.
Sends home only a list of rules/expectations and an outline of the student learning, behavior, or wellness plan for the year.
Consistently provides parents with clear, user-friendly expectations for student learning, behavior, and/or wellness.
Successfully conveys to most parents clear, user-friendly student learning, behavior, and wellness expectations. Is able to model this element.
III-B-2. Student Support
Rarely, if ever, communicates with parents on ways to support learning and development at home or at school.
Sends home occasional suggestions on how parents can support learning and development at home or at school.
Regularly communicates with parents to create, share, and/or identify strategies for supporting learning and development at school and home.
Regularly communicates with parents to share and/or identify strategies for supporting learning and development at school and home, successfully encourages most families to use at least one of these strategies, and seeks out evidence of their impact. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix D. ESE Model Rubric for Specialized Instructional Support
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Standards and Indicators of Effective Teaching Practice: Specialized Instructional Support Personnel Rubric Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning, behavior and wellness. III-C. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
III-C-1. Two-Way Communication
Rarely communicates with families except through required reports; rarely solicits or responds promptly to communications from families.
Relies primarily on sharing general information and announcements with families through one-way media and usually responds promptly to communications from families.
Regularly uses two-way communication with families about student learning, behavior, and wellness; responds promptly and carefully to communications from families.
Regularly uses a two-way system that supports frequent, proactive, and personalized communication with families about individual student learning, behavior, and wellness. Is able to model this element.
III-C-2. Culturally Proficient Communication
Makes few attempts to respond to different family cultural norms and/or responds inappropriately or disrespectfully.
May communicate respectfully and make efforts to take into account different families’ home language, culture, and values, but does so inconsistently or does not demonstrate understanding and sensitivity to the differences.
Always communicates respectfully with families and demonstrates understanding of and sensitivity to different families’ home language, culture, and values.
Always communicates respectfully with families and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix D. ESE Model Rubric for Specialized Instructional Support
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Standards and Indicators of Effective Teaching Practice: Specialized Instructional Support Personnel Rubric Standard IV: Professional Culture. Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. Indicator IV-A. Reflection: Demonstrates the capacity to reflect on and improve the educator’s own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning. IV-A. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
IV-A-1. Reflective Practice
Demonstrates limited reflection on practice and/or use of insights gained to improve practice.
May reflect on the effectiveness of instruction, supports, and interactions with students but not with colleagues and/or rarely uses insights gained to improve practice.
Regularly reflects on the effectiveness of instruction, supports, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student outcomes.
Regularly reflects on the effectiveness of instruction, supports, and interactions with students, both individually and with colleagues; and uses and shares with colleagues insights gained to improve practice and student outcomes. Is able to model this element.
IV-A-2. Goal Setting
Participates passively in the goalsetting process and/or proposes goals that are vague or easy to reach.
Proposes one goal that is vague or easy to achieve and/or bases goals on a limited self-assessment and analysis of student data.
Proposes challenging, measurable professional practice, team, and student learning goals that are based on thorough selfassessment and analysis of student data.
Individually and with colleagues builds capacity to propose and monitor challenging, measurable goals based on thorough selfassessment and analysis of student data. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix D. ESE Model Rubric for Specialized Instructional Support
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Standards and Indicators of Effective Teaching Practice: Specialized Instructional Support Personnel Rubric Indicator IV-B. Professional Growth: Actively pursues professional development and learning opportunities to improve quality of practice or build the expertise and experience to assume different instructional and leadership roles. IV-B. Elements IV-B-1. Professional Learning and Growth
Unsatisfactory Participates in few, if any, professional development and learning opportunities to improve practice and/or applies little new learning to practice.
Needs Improvement
Proficient Consistently seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.
Participates only in required professional development and learning activities and/or inconsistently or inappropriately applies new learning to improve practice.
Exemplary Consistently seeks out professional development and learning opportunities that improve practice and build expertise of self and other educators in instruction, academic support, and leadership. Is able to model this element.
Indicator IV-C. Collaboration: Collaborates effectively with colleagues on a wide range of tasks. IV-C. Elements
Unsatisfactory
Needs Improvement
Proficient
Exemplary
IV-C-1. Professional Collaboration
Rarely and/or ineffectively collaborates with colleagues; conversations often lack focus on student performance and/or development.
Does not consistently collaborate with colleagues in ways that support productive team effort.
Consistently and effectively collaborates with colleagues through shared planning and/or informal conversation in such work as: analyzing student performance and development and planning appropriate interventions at the classroom or school level.
Facilitates effective collaboration among colleagues through shared planning and/or informal conversation in such work as analyzing student performance and development and planning appropriate, comprehensive interventions at the classroom and school level. Is able to model this element.
IV-C-2. Consultation
Regularly provides inappropriate advice; does not provide advice and expertise to general education teachers or other colleagues unless prompted to do so; and/or fails to offer advice when appropriate.
Provides advice and expertise to support general education teachers and other colleagues to create appropriate and effective academic, behavioral, and social/emotional learning experiences for only some students for whom responsibility is shared, or sometimes provides advice that is inappropriate or poorly customized.
Regularly provides appropriate advice and expertise that is customized to support general education teachers and other colleagues to create appropriate and effective academic, behavioral, and social/emotional learning experiences for students for whom responsibility is shared.
Utilizes a variety of means to regularly provide advice and expertise that is customized to support general education teachers and other colleagues to successfully create appropriate and effective academic, behavioral, and social/emotional learning experiences for students. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix D. ESE Model Rubric for Specialized Instructional Support
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Standards and Indicators of Effective Teaching Practice: Specialized Instructional Support Personnel Rubric Indicator IV-D. Decision-Making: Becomes involved in schoolwide decision making, and takes an active role in school improvement planning. IV-D. Elements IV-D-1. Decision-Making
Unsatisfactory Participates in planning and decision making at the school, department, and/or grade level only when asked and rarely contributes relevant ideas or expertise.
Needs Improvement May participate in planning and decision making at the school, department, and/or grade level but rarely contributes relevant ideas or expertise.
Proficient
Exemplary
Consistently contributes relevant ideas and expertise to planning and decision making at the school, department, and/or grade level.
In planning and decision-making at the school, department, and/or grade level, consistently contributes ideas and expertise that are critical to school improvement efforts. Is able to model this element.
Indicator IV-E. Shared Responsibility: Shares responsibility for the performance of all students within the school. IV-E. Elements IV-E-1. Shared Responsibility
Unsatisfactory
Needs Improvement
Rarely reinforces schoolwide behavior and learning expectations for all students and/or makes a limited contribution to their learning by rarely sharing responsibility for meeting their needs.
Within and beyond the classroom, inconsistently reinforces schoolwide behavior and learning expectations for all students, and/or makes a limited contribution to their learning by inconsistently sharing responsibility for meeting their needs.
Proficient Within and beyond the classroom, consistently reinforces schoolwide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs.
Exemplary Individually and with colleagues, develops strategies and actions that contribute to the learning and productive behavior of all students at the school. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix D. ESE Model Rubric for Specialized Instructional Support
March 2012
II-B-78
page D-78 of D-15 PERFORMANCE STANDARDS
Standards and Indicators of Effective Teaching Practice: Specialized Instructional Support Personnel Rubric Indicator IV-F. IV-F. Elements
Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently. Unsatisfactory
Needs Improvement
Proficient
Exemplary
IV-F-1. Judgment
Demonstrates poor judgment and/or discloses confidential student information inappropriately.
Sometimes demonstrates questionable judgment and/or inadvertently shares confidential information.
Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
Demonstrates sound judgment and acts appropriately to protect student confidentiality, rights and safety. Is able to model this element.
IV-F-2. Reliability & Responsibility
Frequently misses or is late to assignments, makes errors in records, and/or misses paperwork deadlines; frequently late or absent.
Occasionally misses or is late to assignments, completes work late, and/or makes errors in records.
Consistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school.
Consistently fulfills all professional responsibilities to high standards. Is able to model this element.
Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Part III: Appendix D. ESE Model Rubric for Specialized Instructional Support
March 2012
II-B-79
page D-79 of D-15 PERFORMANCE STANDARDS
Pioneer Valley Regional School District
Administrator Goal Setting & Plan Form
Educator—Name: Evaluator—Name: School(s): Check all that apply:
Proposed Goals
Final Goals
Date:
A minimum of one student learning goal and one professional practice goal are required. Team goals must be considered. Attach pages as needed for additional goals or revisions made to proposed goals during the development of the Educator Plan.
Student Learning S.M.A.R.T. Goal
Professional Practice S.M.A.R.T. Goal
School Improvement S.M.A.R.T. Goal
Check whether goal is individual or team; write team name if applicable.
Check whether goal is individual or team; write team name if applicable.
Check whether goal is individual or team; write team name if applicable.
Individual Team:
Individual Team:
Individual Team:
S.M.A.R.T.: S=Specific and Strategic; M=Measurable; A=Action Oriented; R=Rigorous, Realistic, and Results-Focused; T=Timed and Tracked
Signature of Evaluator ___________________________________ Date Completed: _______________ Signature of Educator
_________________________________ Date Received: ________________
Initiated by Educator, Required
Proposed Goals Due October 1 Final Goals & Plan Due October 22
II-C-1
Page 1 of 4 ADMINISTRATOR EVALUATION
Pioneer Valley Regional School District
Administrator Goal Setting & Plan Form
Educator—Name: Evaluator—Name: School(s): Educator Plan:
Self-Directed Growth Plan Developing Educator Plan
Directed Growth Plan Improvement Plan*
Plan Duration:
Two-Year
Less than a year
One-Year
Start Date:
End Date:
Goal Setting Form with final goals is attached to the Educator Plan. Some activities may apply to the pursuit of multiple goals or types of goals (student learning or professional practice). Attach additional pages as necessary.
Student Learning Goal(s): Planned Activities Describe actions the educator will take to attain the student learning goal(s). Activities may apply to individual and/or team. Attach additional pages as needed.
Action
Supports/Resources from School/District
Timeline or Frequency
*Additional detail may be attached if needed. Initiated by Educator, Required
Proposed Goals Due October 1 Final Goals & Plan Due October 22
II-C-2
Page 2 of 4 ADMINISTRATOR EVALUATION
Pioneer Valley Regional School District
Administrator Goal Setting & Plan Form
Educator—Name:
Professional Practice Goal(s): Planned Activities Describe actions the educator will take to attain the professional practice goal(s). Activities may apply to individual and/or team. Attach additional pages as needed.
Action
Supports/Resources from School/District
Timeline or Frequency
This Educator Plan is “designed to provide educators with feedback for improvement, professional growth, and leadership,” is “aligned to statewide Standards and Indicators and the PVRSD Performance Standards,” “is consistent with district and school goals.” Signature of Evaluator
Date:
Signature of Educator*
Date:
Initiated by Educator, Required
Proposed Goals Due October 1 Final Goals & Plan Due October 22
II-C-3
Page 3 of 4 ADMINISTRATOR EVALUATION
Pioneer Valley Regional School District
Administrator Goal Setting & Plan Form
Educator—Name: Evaluator—Name: School(s): Educator Plan:
Self-Directed Growth Plan Developing Educator Plan
Directed Growth Plan Improvement Plan*
Plan Duration:
Two-Year
Less than a year
One-Year
Start Date:
End Date:
Goal Setting Form with final goals is attached to the Educator Plan. Some activities may apply to the pursuit of multiple goals or types of goals (student learning or professional practice). Attach additional pages as necessary.
Student School Improvement Goal(s): Planned Activities Describe actions the educator will take to attain the student learning goal(s). Activities may apply to individual and/or team. Attach additional pages as needed.
Action
Supports/Resources from School/District
Timeline or Frequency
*Additional detail may be attached if needed.
Initiated by Educator, Required
Proposed Goals Due October 1 Final Goals & Plan Due October 22
II-C-4
Page 4 of 4 ADMINISTRATOR EVALUATION
Mid-Cycle Formative Assessment Report
PIONEER VALLEY REGIONAL SCHOOL DISTRICT
Attach administrator’s Mid-Cycle Goals Progress Report on Goals.
Evaluator: Administrator: Name
Signature
Date
Overall Assessment and Comments (See next page for assessment of progress on each goal.):
II-C-5
ADMINISTRATOR EVALUATION
Mid-Cycle Formative Assessment Report
PIONEER VALLEY REGIONAL SCHOOL DISTRICT
Not Started
Superintendent’s Comments
Description
Off Target
Goal(s)
On Target
Check one box for each goal.
Professional Practice 1 Student Learning 2 School Improvement 3 4 5 Other Goals (if any) 6 7
II-C-6
ADMINISTRATOR EVALUATION
Mid-Cycle Goals Progress Report
PIONEER VALLEY REGIONAL SCHOOL DISTRICT
Administrator: Name
Signature
Date
Overall Analysis (See next page for assessment of progress on each goal.):
II-C-7
ADMINISTRATOR EVALUATION
Comments
Not Started
Description
Off Target
Goal(s)
PIONEER VALLEY REGIONAL SCHOOL DISTRICT
On Target
Mid-Cycle Goals Progress Report
Professional Practice 1
Student Learning
2
School Improvement
3
4
5
Other Goals (if any)
6
7
II-C-8
ADMINISTRATOR EVALUATION
PIONEER VALLEY R.S.D.
End-of-Cycle Summative Evaluation Report: Principal Principal: Evaluator: Name
Signature
Date
Step 1: Assess Performance on Goals (See page 3; check one box for each set of goal[s].) Professional Practice Goal(s)
Did Not Meet
Some Progress
Significant Progress
Met
Exceeded
Student Learning Goal(s)
Did Not Meet
Some Progress
Significant Progress
Met
Exceeded
School Improvement Goal(s)
Did Not Meet
Some Progress
Significant Progress
Met
Exceeded
Exemplary
Proficient
Unsatisfactory
Indicators Unsatisfactory = Performance on a Standard or overall has not significantly improved following a rating of needs improvement, or performance is consistently below the requirements of a Standard or overall and is considered inadequate, or both. Needs Improvement = Performance on a Standard or overall is below the requirements of a Standard or overall but is not considered to be unsatisfactory at the time. Improvement is necessary and expected. For new principals, performance is on track to achieve proficiency within three years. Proficient = Proficient practice is understood to be fully satisfactory. This is the rigorous expected level of performance. Exemplary = A rating of exemplary indicates that practice significantly exceeds proficient and could serve as a model of practice districtwide.
Needs Improvement
Step 2: Assess Performance on Standards (See pages 4–7; check one box for each standard.)
Standard I: Instructional Leadership Standard II: Management and Operations Standard III: Family and Community Engagement Standard IV: Professional Culture
II-C-9
ADMINISTRATOR EVALUATION
End-of-Cycle Summative Evaluation Report: Principal
PIONEER VALLEY R.S.D.
Step 3: Rate Overall Summative Performance (Based on Step 1 and Step 2 ratings; check one.)
Unsatisfactory
Proficient
Needs Improvement
Exemplary Low
Step 4: Rate Impact on Student Learning (Check only one.)
Moderate
High
Step 5: Add Evaluator Comments Comments and analysis are recommended for any rating but are required for an overall summative rating of needs improvement or unsatisfactory or Impact on Student Learning rating of low.
Comments:
Step 6: Add Principal Comments Comments can be added by an educator being evaluated.
Comments:
II-C-10
ADMINISTRATOR EVALUATION
Principal’s Performance Goals
PIONEER VALLEY R.S.D.
Goals should be S.M.A.R.T. and include at least one goal for each category: professional practice, student learning, and school improvement.
Exceeded
Met
Description
Significant Progress
Goal(s)
Some Progress
Did Not Meet
Check one box for each goal.
Professional Practice 1 Student Learning 2 School Improvement 3
4
5 Other Goals (if any) 6
7
II-C-11
ADMINISTRATOR EVALUATION
Principal’s Performance Rating for Standard I: Instructional Leadership
PIONEER VALLEY R.S.D.
Refer to the Principal’s Rubric for details on the Indicators.
Overall Rating for Standard I (Check one.)
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful teaching and learning the central focus of schooling.
Unsatisfactory
Proficient
Needs Improvement
Exemplary
Comments and analysis (recommended for any overall rating; required for overall rating of needs improvement or unsatisfactory):
Indicator
Indicator Rating
Comments and Analysis
I-A. Curriculum
I-B. Instruction
I-C. Assessment
I-D. Evaluation I-E. Data-Informed Decision Making Examples of evidence superintendent might provide: Mid-cycle goals progress report Analysis of classroom walk-through data Analysis of school assessment data Sample of school improvement plans and progress reports
Analysis of staff evaluation data Report on staff educator practice and student learning goals Analysis of student achievement data Student feedback Student work examples
II-C-12
Staff feedback Relevant staff meeting agendas/materials Analysis of leadership team(s) agendas and/or feedback Other:
ADMINISTRATOR EVALUATION
Principal’s Performance Rating for Standard II: Management and Operations
PIONEER VALLEY R.S.D.
Refer to the Administrative Leadership Practice Rubric for details on the indicators.
Overall Rating for Standard II (Check one.)
Unsatisfactory
The education leader promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling.
Proficient
Needs Improvement
Exemplary
Comments and analysis (recommended for any overall rating; required for overall rating of needs improvement or unsatisfactory):
Indicator
Indicator Rating
Comments and Analysis
1 II-B. Human Resources Management and Development II-C. Scheduling and Management Information Systems II-D. Law, Ethics, and Policies
II-E. Fiscal Systems Examples of evidence superintendent might provide: Goals progress report Budget analyses and monitoring reports Budget presentations and related materials External reviews and audits Staff attendance, hiring, retention, and other HR data
Analysis of student feedback Analysis of staff feedback Analysis of safety and crisis plan elements and/or incidence reports Relevant staff meeting agendas/minutes/materials
II-C-13
Master school schedule Analysis and/or samples of leadership team(s) schedule/agendas/materials Other:
ADMINISTRATOR EVALUATION
Principal’s Performance Rating for Standard III: Family and Community Engagement
PIONEER VALLEY R.S.D.
Refer to the Administrative Leadership Practice Rubric for details on the indicators.
Overall Rating for Standard III (Check one.)
Unsatisfactory
The education leader promotes the learning and growth of all students and the success of all staff through effective partnerships with families, community organizations, and other stakeholders that support the mission of the school and district.
Proficient
Needs Improvement
Exemplary
Comments and analysis (recommended for any overall rating; required for overall rating of needs improvement or unsatisfactory):
Indicator
Indicator Rating
Comments and Analysis
III-A. Engagement
III-B. Sharing Responsibility
III-C. Communication
III-D. Family Concerns Examples of evidence superintendent might provide: Goals progress report Participation rates and other data about school family engagement activities Evidence of community support and/or engagement
Sample school newsletters and/or other communications Analysis of school improvement goals/reports Community organization membership/participation/ contributions
II-C-14
Analysis of survey results from parent and/or community stakeholders Relevant staff meeting presentations and minutes Other:
ADMINISTRATOR EVALUATION
Principal’s Performance Rating for Standard IV: Professional Culture
PIONEER VALLEY R.S.D.
Refer to the Administrative Leadership Practice Rubric for details on the indicators.
Overall Rating for Standard IV (Check one.)
The education leader promotes the learning and growth of all students and the success of all staff by nurturing and sustaining a schoolwide culture of reflective practice, high expectations, and continuous learning for staff.
Unsatisfactory
Proficient
Needs Improvement
Exemplary
Comments and analysis (recommended for any overall rating; required for overall rating of needs improvement or unsatisfactory):
Indicator
Indicator Rating
Comments and Analysis
IV-A. Commitment to High Standards IV-B. Cultural Proficiency
IV-C. Communication
IV-D. Continuous Learning
IV-E. Shared Vision
IV-F. Managing Conflict Examples of evidence superintendent might provide: Goals progress report School improvement plans and reports School vision, mission, and core values statements Staff attendance and other data Memos/newsletters to staff and other stakeholders
Classroom visit protocol and sample follow-up reports Presentations/materials for community/parent meetings Staff survey feedback Samples of educator practice goals
II-C-15
Staff and/or leadership meeting agendas/materials Evidence of shared decision making and distributed leadership Existence of working professional learning communities Other:
ADMINISTRATOR EVALUATION
PIONEER VALLEY R.S.D.
End-of-Cycle Summative Evaluation Report: Superintendent Superintendent: Evaluator: Name
Signature
Date
Step 1: Assess Progress Toward Goals (Complete page 3 first; check one for each set of goal[s].) Professional Practice Goal(s)
Did Not Meet
Some Progress
Significant Progress
Met
Exceeded
Student Learning Goal(s)
Did Not Meet
Some Progress
Significant Progress
Met
Exceeded
District Improvement Goal(s)
Did Not Meet
Some Progress
Significant Progress
Met
Exceeded
Exemplary
Proficient
Unsatisfactory = Performance on a standard or overall has not significantly improved following a rating of Needs Improvement, or performance is consistently below the requirements of a standard or overall and is considered inadequate, or both. Needs Improvement/Developing = Performance on a standard or overall is below the requirements of a standard or overall but is not considered to be Unsatisfactory at the time. Improvement is necessary and expected. For new superintendents, performance is on track to achieve proficiency within three years. Proficient = Proficient practice is understood to be fully satisfactory. This is the rigorous expected level of performance. Exemplary = A rating of Exemplary indicates that practice significantly exceeds Proficient and could serve as a model of practice regionally or statewide.
Unsatisfactory
Indicators
Needs Improvement
Step 2: Assess Performance on Standards (Complete pages 4–7 first; then check one box for each standard.)
Standard I: Instructional Leadership Standard II: Management and Operations Standard III: Family and Community Engagement Standard IV: Professional Culture
II-C-16
ADMINISTRATOR EVALUATION
PIONEER VALLEY R.S.D.
End-of-Cycle Summative Evaluation Report: Superintendent
Step 3: Rate Overall Summative Performance (Based on Step 1 and Step 2 ratings; check one.)
Unsatisfactory
Needs Improvement
Step 4: Rate Impact on Student Learning (Check only one.)
Proficient
Exemplary
Low
Moderate
High
Step 5: Add Evaluator Comments Comments and analysis are recommended for any rating but are required for an overall summative rating of Exemplary, Needs Improvement or Unsatisfactory or Impact on Student Learning rating of high or low.
Comments:
II-C-17
ADMINISTRATOR EVALUATION
Superintendent’s Performance Goals
PIONEER VALLEY R.S.D.
Exceeded
Met
Significant Progress
Description
Some Progress
Goal(s)
Did Not Meet
Goals should be SMART and include at least one goal for each category: professional practice, student learning, and district improvement. Check one box for each goal.
Professional Practice 1 Student Learning 2 District Improvement 3
4
5 Other Goals (if any) 6
7
II-C-18
ADMINISTRATOR EVALUATION
Exemplary
Proficient
Check one box for each indicator and indicate the overall standard rating below.
Needs Improvement
PIONEER VALLEY R.S.D. Unsatisfactory
Superintendent’s Performance Rating for Standard I: Instructional Leadership
I-A. Curriculum: Ensures that all instructional staff design effective and rigorous standards-based units of instruction consisting of well-structured lessons with measureable outcomes. I-B. Instruction: Ensures that practices in all settings reflect high expectations regarding content and quality of effort and work, engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. I-C. Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of formal and informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to their practice when students are not learning. I-D. Evaluation: Ensures effective and timely supervision and evaluation of all staff in alignment with state regulations and contract provisions. I-E. Data-Informed Decision Making: Uses multiple sources of evidence related to student learning—including state, district, and school assessment results and growth data—to inform school and district goals and improve organizational performance, educator effectiveness, and student learning.
Overall Rating for Standard I (Check one.)
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful teaching and learning the central focus of schooling.
Unsatisfactory
Needs Improvement
Proficient
Exemplary
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Examples of evidence superintendent might provide: Goals progress report Analysis of classroom walk-through data Analysis of district assessment data Sample of district and school improvement plans and progress reports
Analysis of staff evaluation data Report on educator practice and student learning goals Student achievement data Analysis of student feedback Analysis of staff feedback
II-C-19
Relevant school committee meeting agendas/materials Analysis of leadership team(s) agendas and/or feedback Protocol for school visits Other:
ADMINISTRATOR EVALUATION
Superintendent’s Performance Rating for Standard II: Management and Operations
Exemplary
Proficient
Check one box for each indicator and indicate the overall standard rating below.
Needs Improvement
Unsatisfactory
PIONEER VALLEY R.S.D.
II-A. Environment: Develops and executes effective plans, procedures, routines, and operational systems to address a full range of safety, health, emotional, and social needs. II-B. Human Resources Management and Development: Implements a cohesive approach to recruiting, hiring, induction, development, and career growth that promotes high-quality and effective practice. II-C. Scheduling and Management Information Systems: Uses systems to ensure optimal use of data and time for teaching, learning, and collaboration, minimizing disruptions and distractions for school-level staff. II-D. Law, Ethics, and Policies: Understands and complies with state and federal laws and mandates, school committee policies, collective bargaining agreements, and ethical guidelines. II-E. Fiscal Systems: Develops a budget that supports the district’s vision, mission, and goals; allocates and manages expenditures consistent with district- and school-level goals and available resources.
Overall Rating for Standard II (Check one.)
The education leader promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling.
Unsatisfactory
Needs Improvement
Proficient
Exemplary
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Examples of evidence superintendent might provide: Goals progress report Budget analyses and monitoring reports Budget presentations and related materials External reviews and audits Staff attendance, hiring, retention, and other HR data
Analysis of student feedback Analysis of staff feedback Analysis of safety and crisis plan elements and/or incidence reports
II-C-20
Relevant school committee meeting agendas/minutes/materials Analysis and/or samples of leadership team(s) schedule/agendas/materials Other:
ADMINISTRATOR EVALUATION
Exemplary
Proficient
Check one box for each indicator and indicate the overall standard rating below.
Needs Improvement
PIONEER VALLEY R.S.D. Unsatisfactory
Superintendent’s Performance Rating for Standard III: Family and Community Engagement
III-A. Engagement: Actively ensures that all families are welcome members of the classroom and school community and can contribute to the effectiveness of the classroom, school, district, and community. III-B. Sharing Responsibility: Continuously collaborates with families and community stakeholders to support student learning and development at home, school, and in the community. III-C. Communication: Engages in regular, two-way, culturally proficient communication with families and community stakeholders about student learning and performance. III-D. Family Concerns: Addresses family and community concerns in an equitable, effective, and efficient manner.
Overall Rating for Standard III (Check one.)
The education leader promotes the learning and growth of all students and the success of all staff through effective partnerships with families, community organizations, and other stakeholders that support the mission of the district and its schools.
Unsatisfactory
Needs Improvement
Proficient
Exemplary
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Examples of evidence superintendent might provide: Goals progress report Participation rates and other data about school and district family engagement activities Evidence of community support and/or engagement
Sample district and school newsletters and/or other communications Analysis of school improvement goals/reports Community organization membership/participation/ contributions
II-C-21
Analysis of survey results from parent and/or community stakeholders Relevant school committee presentations and minutes Other:
ADMINISTRATOR EVALUATION
Exemplary
Proficient
Check one box for each indicator and indicate the overall standard rating below.
Needs Improvement
PIONEER VALLEY R.S.D. Unsatisfactory
Superintendent’s Performance Rating for Standard IV: Professional Culture
IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of service, teaching, and learning with high expectations for achievement for all. IV-B. Cultural Proficiency: Ensures that policies and practices enable staff members and students to interact effectively in a culturally diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected. IV-C. Communication: Demonstrates strong interpersonal, written, and verbal communication skills. IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student data, current research, best practices, and theory to continuously adapt practice and achieve improved results. Models these behaviors in his or her own practice. IV-E. Shared Vision: Successfully and continuously engages all stakeholders in the creation of a shared educational vision in which every student is prepared to succeed in postsecondary education and become a responsible citizen and global contributor. IV-F. Managing Conflict: Employs strategies for responding to disagreement and dissent, constructively resolving conflict and building consensus throughout a district or school community.
Overall Rating for Standard IV (Check one.)
The education leader promotes the learning and growth of all students and the success of all staff by nurturing and sustaining a districtwide culture of reflective practice, high expectations, and continuous learning for staff.
Unsatisfactory
Needs Improvement
Proficient
Exemplary
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Examples of evidence superintendent might provide: Goals progress report District and school improvement plans and reports Staff attendance and other data Memos/newsletters to staff and other stakeholders
School visit protocol and sample follow-up reports Presentations/materials for community/parent meetings Analysis of staff feedback Samples of principal/administrator practice goals
II-C-22
School committee meeting agendas/materials Sample of leadership team(s) agendas and materials Analysis of staff feedback Other:
ADMINISTRATOR EVALUATION
PIONEER VALLEY R.S.D.
End-of-Cycle Summative Evaluation Report: Administrator: Evaluator: Name
Signature
Date
Step 1: Assess Progress Toward Goals (Complete page 3 first; check one for each set of goal[s].) Professional Practice Goal(s)
Did Not Meet
Some Progress
Significant Progress
Met
Exceeded
Student Learning Goal(s)
Did Not Meet
Some Progress
Significant Progress
Met
Exceeded
District Improvement Goal(s)
Did Not Meet
Some Progress
Significant Progress
Met
Exceeded
Exemplary
Proficient
Unsatisfactory = Performance on a standard or overall has not significantly improved following a rating of Needs Improvement, or performance is consistently below the requirements of a standard or overall and is considered inadequate, or both. Needs Improvement/Developing = Performance on a standard or overall is below the requirements of a standard or overall but is not considered to be Unsatisfactory at the time. Improvement is necessary and expected. For new superintendents, performance is on track to achieve proficiency within three years. Proficient = Proficient practice is understood to be fully satisfactory. This is the rigorous expected level of performance. Exemplary = A rating of Exemplary indicates that practice significantly exceeds Proficient and could serve as a model of practice regionally or statewide.
Unsatisfactory
Indicators
Needs Improvement
Step 2: Assess Performance on Standards (Complete pages 4–7 first; then check one box for each standard.)
Standard I: Instructional Leadership Standard II: Management and Operations Standard III: Family and Community Engagement Standard IV: Professional Culture Overall Rating
II-C-23
ADMINISTRATOR EVALUATION
End-of-Cycle Progress Report
PIONEER VALLEY R.S.D.
Administrator: Name
Signature
Date Exceeded
Met
Significant Progress
Description
Some Progress
Goal(s)
Did Not Meet
.
Professional Practice 1 Student Learning 2 School Improvement 3
4
5
Other
Other
II-C-24
ADMINISTRATOR EVALUATION
Progress Report on Standard I: Instructional Leadership
PIONEER VALLEY R.S.D.
Refer to the Rubric for details on the Indicators.
Standard I
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful teaching and learning the central focus of schooling.
Overall Analysis
Indicator
Comments
I-A. Curriculum
I-B. Instruction
I-C. Assessment
I-D. Evaluation I-E. Data-Informed Decision Making
II-C-25
ADMINISTRATOR EVALUATION
Progress Report on Standard II: Management and Operations
PIONEER VALLEY R.S.D.
Refer to the Rubric for details on the indicators.
Standard II
The education leader promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling.
Overall analysis
Indicator
Comments and Analysis
II-A. Environment II-B. Human Resources Management and Development II-C. Scheduling and Management Information Systems II-D. Law, Ethics, and Policies
II-E. Fiscal Systems
II-C-26
ADMINISTRATOR EVALUATION
Progress Report on Standard III: Family and Community Engagement
PIONEER VALLEY R.S.D.
Refer to the Rubric for details on the indicators.
Standard III
The education leader promotes the learning and growth of all students and the success of all staff through effective partnerships with families, community organizations, and other stakeholders that support the mission of the school and district.
Overall analysis:
Indicator
Comments and Analysis
III-A. Engagement
III-B. Sharing Responsibility
III-C. Communication
III-D. Family Concerns
II-C-27
ADMINISTRATOR EVALUATION
PIONEER VALLEY R.S.D.
Progress Report on Standard IV: Professional Culture Refer to the Rubric for details on the indicators.
Standard IV
The education leader promotes the learning and growth of all students and the success of all staff by nurturing and sustaining a schoolwide culture of reflective practice, high expectations, and continuous learning for staff.
Overall Analysis:
Indicator
Comments and Analysis
IV-A. Commitment to High Standards IV-B. Cultural Proficiency
IV-C. Communication
IV-D. Continuous Learning
IV-E. Shared Vision
IV-F. Managing Conflict
II-C-28
ADMINISTRATOR EVALUATION
A Pioneer Valley Regional School District
Evaluation Tracking Sheet
Educator—Name: Evaluator—Name: School(s): Educator Plan:
Self-Directed Growth Plan Developing Educator Plan
Directed Growth Plan Improvement Plan
Plan Duration:
2-Year
Less than a year
Evaluation Step
One-Year
Date(s)
Educator Initials
Evaluator(s) Initials
Self-Assessment received by evaluator Educator Plan development completed Formative Assessment conference, if any Formative Evaluation conference, if any Formative Assessment Report completed Formative Evaluation Report completed Educator response, if any, received by evaluator Summative Evaluation conference, if any Summative Evaluation Report completed Educator response, if any, received by evaluator
Initiated by Evaluator , Required
II-D-1
Page 1 of 1
B Pioneer Valley Regional School District
Educator Self-Assessment Form
Educator—Name: Evaluator—Name: School(s):
Part 1: Analysis of Student Learning, Growth, and Achievement Briefly summarize areas of strength and high-priority concerns for students under your responsibility for the upcoming school year. Cite evidence such as results from available assessments. This form should be individually submitted by educator, but Part 1 can also be used by individuals and/or teams who jointly review and analyze student data.
Team, if applicable:
___________________________________
List Team Members below: __________________________________
________________________________
__________________________________
________________________________
__________________________________
________________________________
Initiated by Educator, Required
II-D-2
B Pioneer Valley Regional School District
Educator Self-Assessment Form
Part 2: Assessment of Practice Against Performance Standards Citing your district’s performance rubric, briefly summarize areas of strength and high-priority areas for growth. Areas may target specific Standards, Indicators, or elements, or span multiple Indicators or elements within or across Standards. The form should be individually submitted by educator, but Part 2 can also be used by teams in preparation for proposing team goals.
Team, if applicable:
___________________________________
List Team Members below: __________________________________
________________________________
__________________________________
________________________________
__________________________________
________________________________
Signature of Educator
Date Completed
Signature of Evaluator
Date Received
Initiated by Educator, Required
II-D-3
C Educator Goal Setting & Plan Form
Pioneer Valley Regional School District
Educator—Name: Evaluator—Name: School(s): Check all that apply:
Proposed Goals
Final Goals
Date:
A minimum of one student learning goal and one professional practice goal are required. Team goals must be considered. Attach pages as needed for additional goals or revisions made to proposed goals during the development of the Educator Plan.
Student Learning S.M.A.R.T. Goal
Professional Practice S.M.A.R.T. Goal
Check whether goal is individual or team; write team name if applicable.
Check whether goal is individual or team; write team name if applicable.
Individual Team:
Individual Team:
S.M.A.R.T.: S=Specific and Strategic; M=Measurable; A=Action Oriented; R=Rigorous, Realistic, and Results-Focused; T=Timed and Tracked
Signature of Educator ___________________________________ Date Completed: _______________ Signature of Evaluator _________________________________ Date Received: ________________ Initiated by Educator, Required
Proposed Goals Due October 1 Final Goals & Plan Due October 22
II-D-4
C Pioneer Valley Regional School District
Educator Goal Setting & Plan Form
Educator—Name: Evaluator—Name: School(s): Educator Plan:
Self-Directed Growth Plan Developing Educator Plan
Directed Growth Plan Improvement Plan*
Plan Duration:
Two-Year
Less than a year
One-Year
Start Date:
End Date:
Goal Setting Form with final goals is attached to the Educator Plan. Some activities may apply to the pursuit of multiple goals or types of goals (student learning or professional practice). Attach additional pages as necessary.
Student Learning Goal(s): Planned Activities Describe actions the educator will take to attain the student learning goal(s). Activities may apply to individual and/or team. Attach additional pages as needed.
Action
Supports/Resources from School/District
Timeline or Frequency
*Additional detail may be attached if needed. Initiated by Educator, Required
Proposed Goals Due October 1 Final Goals & Plan Due October 22
II-D-5
C Pioneer Valley Regional School District
Educator Goal Setting & Plan Form
Educator—Name:
Professional Practice Goal(s): Planned Activities Describe actions the educator will take to attain the professional practice goal(s). Activities may apply to individual and/or team. Attach additional pages as needed.
Action
Supports/Resources from School/District
Timeline or Frequency
This Educator Plan is “designed to provide educators with feedback for improvement, professional growth, and leadership,” is “aligned to statewide Standards and Indicators and the PVRSD Performance Standards,” “is consistent with district and school goals.” Signature of Educator
Date:
Signature of Evaluator
Date:
Initiated by Educator, Required
Proposed Goals Due October 1 Final Goals & Plan Due October 22
II-D-6
Pioneer Valley Regional School
District
Setting SMART Goal
Good goals help educators, schools, and districts improve. That is why the educator evaluation regulations require educators to develop goals that are specific, actionable, and measurable. They require, too, that goals be accompanied by action plans with benchmarks to assess progress. This "SMART" Goal framework is a useful tool that individuals and teams can use to craft etfective goals and action plans:
S
=
Specific and Strategic
M
=
Measurable
A
=
Action Oriented
R
-
Rigorous, Realistic, and Results-Focused (the 3 Rs)
T
=
Timed and Tracked
Goals with an action plan and benchmarks that have these characteristics are "SMART."
A practical example some of us have experienced in our personal lives can make clear how this SMART goalframework can help turn hopes into actions that have results. First, an example of not being "SMART" with goals:
lwill
lose weight and get in condition.
Getting SMARTeT: Between March 15 and Memoriat Day, I witl tose 10 pounds and be able to run 1 mile nonstop.
The hope is now a goat, that meets most of the SMART Framework criteria: It's Specific and
Strategic
= 10 pounds, 1 mile
Measurable = Pounds, miles It's 'Action-oriented = lose, run It's got the 3 Rs = weight loss and running distance It's Timed = 10 weeks
It's
SMART enough: To make the goal really "SMART," though, we need to add an action plan and benchmarks' They make sure the goal meets that final criteria, "Tracked." They also strengthen the other criteria, especially when the benchmarks include "process" benchmarks for tracking progress on the key actions and "outcome" benchmarks that track early evidence of change and/or progress toward the ultimate goal.
Key Actions
r
Reduce my daily calorie intake to fewer than 1,200 calories for each of 10 weeks.
Page 1 of 2
r .
Walk 15 minutes per day; increase my time by 5 minutes per week for the next 4 weeks. Starting in week 5, run and walk in intervals for 30 minutes, increasing the proportion of time spentrunning instead of walking until lcan run a mile, non-stop, bytheend of week 10.
Benchmarks:
r r
For process, maintaining a daily record of calorie intake and exercise
For outcome, biweekly weight loss and running distance targets (e.9., After 2 wks: 2 lbsi0 miles; 4 wks: 4 lbs/O miles; 6 wks: 6lbs/.2 mi, 8 wks: B lbs/.4 miles)
S = Specific and Strategic
Goals need to be straightforward and clearly written, with sufficient specificity to determine whether or not they have been achieved. A goal is strategic when it serves an important purpose of the school or district as a whole and addresses something that is likely to have a big impact on our overall vision. M = Measurable lf we can't measure it, we can't manage it. What measures of quantity, qualiiy, and/or impact will we use to determine that we've achieved the goal? And how will we measure progress along the way? Progress toward achieving the goal is typically measured through "benchmarks." Some benchmarks focus on the process: are we doing what we said we were going to do? Other benchmarks focus on the outcome: are we seeing early signs of progress toward the results?
A = Action Oriented Goals have active, not passive verbs. And the action steps attached to them tell us "who" is doing "what." Without clarity about what we're actually going to do to achieve the goal, a goal is only a hope with little chance of being achieved. Making clear the key actions required to achieve a goal helps everyone see how their part of the work is connected-to other parts of the work and to a larger purpose. Knowing that helps people stay focused and energized, rather than fragmented and uncertain. R = Rigorous, Realistic, and Results-Focused (the 3 Rs)
A goal is not an activity: a goal makes clear what will be different as a result of achieving the goal. A goal needs to describe a realistic, yet ambitious result. lt needs to stretch the educator, team, school, or district toward improvement but not be out of reach. The focus and effort required to achieve a rigorous but realistic goal should be challenging but not exhausting. Goals set too high will discourage us, whereas goals set too low will leave us feeling "empty" when it is accomplished and won't serve our students well. T = Timed
A goal needs to have a deadline. Deadlines help all of us take action. For a goal to be accomplished, definite times need to be established when key actions will be completed and benchmarks achieved. Tracking the progress we're making on our action steps (process benchmarks) is essential: if we fall behind on doing something we said we were going to do, we'll need to accelerate the pace on something else. But tracking progress on process outcomes isn't enough. Our outcome benchmarks help us know whether we're on track to achieve our goal and/or whether we've reached our goal. Benchmarks give us a way to see our progress and celebrate it. They also give us information we need to make mid-course corrections.
Page 2 ol 2
D Pioneer Valley Regional School District
Observation and Evidence Report
Educator—Name: Evaluator—Name: School(s): Observation Date:
Observation Time/Duration:
Observation Location (e.g., classroom, grade-level meeting, etc.): Intended Observation Focus:
Observation Evidence What did the educator and students say and do? (Claims, Evidence, and Impact)
Aligned Indicator
Feedback to the Educator: Judgments, Commendations, Recommendations (Suggestions, Expectations for Growth and/or Improvement)
Observation Evidence pertains to (check any that apply): Progress toward attaining student learning goal(s)
Progress toward attaining professional practice goal(s)
Standards and Indicators for Effective Teaching Practice: Rubric Outline I. Curriculum, Planning, II. Teaching All III. Family & Community IV. Professional & Assessment Students Engagement Culture I-A. Curriculum and Planning
II-A. Instruction
III-A. Engagement
IV-A. Reflection
I-B. Assessment
II-B. Learning Environment
III-B. Collaboration
IV-B. Professional Growth
I-C. Analysis
II-C. Cultural Proficiency
III-C. Communication
IV-C. Collaboration
II-D. Expectations
IV-D. Decision-making IV-E. Shared Responsibility IV-F. Prof. Responsibilities
Signature of Evaluator ________________________________________ Date Completed: _______________ Signature of Educator
_______________________________________ Date Received: ________________
Initiated by Evaluator, Optional
Due 3-5 school days following observation
II-D-9
E Pioneer Valley Regional School District
Evaluator Record of Evidence Form
Educator—Name: Evaluator—Name: School(s): Academic Year:
Educator Plan and Duration:
Standards and Indicators for Effective Teaching Practice: Rubric Outline as per 603 CMR 35.03 The evaluator should track collection to ensure that sufficient evidence has been gathered.
I. Curriculum, Planning, & Assessment I-A. Curriculum and Planning
II. Teaching All Students
III. Family & Community Engagement
IV. Professional Culture
II-A. Instruction
III-A. Engagement
IV-A. Reflection
II-B. Learning Environment
III-B. Collaboration
IV-B. Professional Growth
II-C. Cultural Proficiency
III-C. Communication
IV-C. Collaboration
I-B. Assessment I-C. Analysis II-D. Expectations
IV-D. Decision-making IV-E. Shared Responsibility IV-F. Professional Responsibilities
* The Rubric Outline is intended to be used for citing Standards and Indicators. Evaluators should review the full rubric for analysis of evidence and determination of ratings
Initiated by Evaluator , Optional
II-D-10
E Evaluator Record of Evidence Form
Pioneer Valley Regional School District Educator:
Date (Record date of collection, duration if applicable)
EX: 11/8/11
Source of Evidence* (e.g., parent conference, observation) EX: unit plans, benchmark data
Evaluator:
Standard(s)/ Indicator(s) Note Standard(s) and Indicator(s) to which evidence is tied EX: I-B
Analysis of Evidence
Feedback Provided
Record notes "based on observations and artifacts of professional practice, including unannounced observations of practice of any duration” or other forms of evidence to support determining ratings on Standards as per 603 CMR 35.07
Briefly record feedback given to educator (e.g., strengths recognized, suggestions for improvement)
EX: unit plans were appropriately modified after analysis of benchmark data to better reflect student performance at mid-point of semester
EX: recognized strong adjustment to practice, suggested teacher collaborate with team on backward curriculum mapping
*note if classroom observations are announced or unannounced Initiated by Evaluator , Optional
II-D-11
F Pioneer Valley Regional School District
Artifacts Cover Page
Educator—Name: Evaluator—Name: School(s): Artifact Title/Name: Artifact Context & Reflection
Aligned Indicator or Goal
Standards and Indicators for Effective Teaching Practice: Rubric Outline I. Curriculum, Planning, & Assessment
II. Teaching All Students
III. Family & Community Engagement
IV. Professional Culture
I-A. Curriculum and Planning
II-A. Instruction
III-A. Engagement
IV-A. Reflection
II-B. Learning Environment
III-B. Collaboration
IV-B. Professional Growth
I-B. Assessment
II-C. Cultural Proficiency
III-C. Communication
IV-C. Collaboration
I-C. Analysis
II-D. Expectations
IV-D. Decision-making IV-E. Shared Responsibility IV-F. Professional Responsibilities
Signature of Educator ________________________________________ Date Completed: _______________ Signature of Evaluator _________________________________________ Date Received: _______________
Initiated by Educator, optional
Due January 5 for Mid Cyle Due March 1 for Summative (Non PTS) Due May 1 for Summative (PTS)
II-D-12
G Educator Pioneer Valley Regional School District
Collection of Evidence Form
Educator—Name: Evaluator—Name: School(s): Evidence pertains to (check all that apply): Evidence of effective curriculum, planning and assessment Evidence of teaching all students effectively Progress toward attaining student learning goal(s) Progress toward attaining professional practice goal(s)
Fulfillment of professional responsibilities and growth Evidence of outreach to and ongoing engagement with families Other
Summary of Evidence Summarize the evidence compiled to be presented to evaluator with a brief analysis. Attach additional pages as needed.
Signature of Educator
Date
Signature of Evaluator
Date
Initiated by Educator, Optional
Due January 5 for Mid Cycle Due March 1 for Summative (Non PTS) Due May 1 for Summative (PTS)
II-D-13
H Pioneer Valley Regional School District
Educator Self-Evaluation Form
Educator—Name: Evaluator—Name: School(s): Mid Cycle Formative Self Evaluation
Summative Evaluation
Progress Toward Student Learning Goal(s) Rationale, reflection, and plans for improvement: (cite evidence)
Progress Toward Professional Practice Goal(s) Rationale, reflection, and plans for improvement: (cite evidence)
Initiated by Educator, Optional
Formative Due Jan. 1(NPTS) or May 1 (PTS) Summative Due April 1 (NPTS) or May 1 (PTS)
II-D-14
H Pioneer Valley Regional School District
Educator Self-Evaluation Form
Self-Assessment on Each Standard I: Curriculum, Planning & Assessment Rationale, reflection, and plans for improvement: (cite evidence)
II. Teaching All Students Rationale, reflection, and plans for improvement: (cite evidence)
III: Family/Community Engagement Rationale, reflection, and plans for improvement: (cite evidence)
IV: Professional Culture Rationale, reflection, and plans for improvement: (cite evidence)
Initiated by Educator, Optional
Formative Due Jan. 1(NPTS) or May 1 (PTS) Summative Due April 1 (NPTS) or May 1 (PTS)
II-D-15
H Educator Self-Evaluation Form
Pioneer Valley Regional School District
Overall performance Rationale, reflection, and plans for improvement: (cite evidence)
Signature of Educator
Date Completed
Signature of Evaluator
Date Received
Initiated by Educator, Optional
Formative Due Jan. 1(NPTS) or May 1 (PTS) Summative Due April 1 (NPTS) or May 1 (PTS)
II-D-16
I Educator Evaluation Report
Pioneer Valley Regional School District Educator—Name: Evaluator—Name: School(s): Mid-Cycle Formative Evaluation Report
Summative Evaluation Report
Assessing: Progress toward attaining goals
Performance on Standards
Both
Progress Toward Student Learning Goal(s) Attach additional pages as needed.
Inadequate Progress
Some Progress
Significant Progress
Rationale, evidence, and feedback for improvement:
Progress Toward Professional Practice Goal(s) Attach additional pages as needed.
Inadequate Progress
Some Progress
Significant Progress
Rationale, evidence, and feedback for improvement:
Initiated by Evaluator, Required
Formative Due Feb. 1 (NPTS) or June 1 (PTS) Summative Due April 1 (NPTS) or June 1 (PTS)
II-D-17
I Educator Evaluation Report
Pioneer Valley Regional School District Educator—Name:
Rating on Each Standard I: Curriculum, Planning, & Assessment
Unsatisfactory
Needs Improvement
Proficient
Exemplary
Proficient
Exemplary
Proficient
Exemplary
Proficient
Exemplary
Rationale, reflection, and feedback for improvement: (cite evidence)
II: Teaching All Unsatisfactory Needs Improvement Students Rationale, reflection, and feedback for improvement: (cite evidence)
III: Family/Community Engagement
Unsatisfactory
Needs Improvement
Rationale, reflection, and feedback for improvement: (cite evidence)
IV: Professional Unsatisfactory Needs Improvement Culture Rationale, reflection, and feedback for improvement: (cite evidence)
Initiated by Evaluator, Required
Formative Due Feb. 1 (NPTS) or June 1 (PTS) Summative Due April 1 (NPTS) or June 1 (PTS)
II-D-18
I Educator Evaluation Report
Pioneer Valley Regional School District Educator—Name:
Overall Performance Rating Unsatisfactory
Needs Improvement
Proficient
Exemplary
Rationale, reflection, and feedback for improvement: (cite evidence)
Plan Moving Forward (if Summative) Self-Directed Growth Plan
Directed Growth Plan
Improvement Plan
Developing Educator Plan
The educator shall have the opportunity to respond in writing to the formative evaluation on the Educator Response Form. Signature of Evaluator
Date Completed:
Signature of Educator*
Date Received:
* Signature of the educator indicates acknowledgement of this report; it does not necessarily denote agreement with the contents of the report. Educators have the opportunity to respond to this report in writing and may use the Educator Report Form.
Initiated by Evaluator, Required
Formative Due Feb. 1 (NPTS) or June 1 (PTS) Summative Due April 1 (NPTS) or June 1 (PTS)
II-D-19
J Pioneer Valley Regional School District
Educator Response Form
Educator—Name: Evaluator—Name: School(s): Response to: (check all that apply) Educator Plan, including goals and activities Evaluator collection and/or analysis of evidence Formative Assessment or Evaluation Report Summative Evaluation Report Other:
Educator Response Attach additional pages as needed.
Signature of Educator
Date
Signature of Evaluator
Date
Attachment(s) included Initiated by Educator, Optional
Due 5 school days after receipt of Feedback document
II-D-20
TABLE OF CONTENTS SECTION III SCHOOL BOARD GOVERNANCE AND OPERATIONS POWERS 1. 2. 3. 4. 5. 6. 7.
AND DUTIES OF SCHOOL COMMITTEE…………………………… III – A – (1&2) Personnel Curriculum Financial Plant Public Relations Pupils General
MEMBERS……………………………………………………………………………… III – B – (1) 1. Code of Ethics MEETINGS……………………………………………………………………………… III – D – (1-3) 1. Regular Meetings 2. Special Meetings a. 11/21/96 S.C. Vote 3. Adjourned Meetings 4. Executive Sessions 5. Open Meetings 6. Student Advisory Committee 7. Notice of Meetings 8. Agenda 9. Preparation for Meetings 10. Minutes 11. Executive Session Minutes OPERATION AND PROCEDURES………………………………………………… III - E – (1– 18) 1. Rules of Order 2. Order of Business 3. Voting 4. Quorum 5. Subcommittee Reports a.1.. a.2.. a.3. Subcommittee Duties & Responsibilities 6. Handling of Complaints 11. Subcommittee Duties & Responsibilities 12. PVRSD Committee Operational Protocol DISTRICT AGREEMENT (ADDENDUM A)…………………………………….. III – F – (1-13) B - BOARD OF BA BAA BB BBA BBAA BBBA/BBBB BBBC BBBE BCA BDC BG BGB BGC BGD BGE BGF BHC
GOVERNANCE AND OPERATIONS School Committee Operational Goals Evaluation of School Committee School Committee Legal Status School Committee Powers and Duties School Committee Member Authority School Committee Member Qualifications & Oath of Office School Committee Member Resignation Unexpired Term Fulfillment School Committee Member Ethics Appointed Committee Officials School Committee Policy Development Policy Adoption Policy Revision and Review School Committee Review of Procedures Policy Dissemination Suspension of Policies School Committee-Staff Communications
BHE BIA BIBA BID BJ BK
Use of Electronic Messaging by School Committee Members New School Committee Member Orientation School Committee Conferences, Conventions, and Workshops School Committee Member Compensation and Expenses School Committee Legislative Program School Committee Memberships
SECTION III: SCHOOL BOARD GOVERNANCE AND OPERATIONS A.
Powers and Duties of School Committee Since the school committee is the governing body of the school district, with full control over all the many phases of the school program, its attention is necessarily directed to planning, evaluating, and policy-making. The following tasks are thus included among its major functions. 1.
Personnel Adoption of pay schedules, working conditions, job descriptions. Election or rejection of new employees recommended by the executive officer. Employment of a superintendent and other administrative personnel.
2.
Curriculum Decisions as to the general scope and nature of educational offerings. Enforcement of the rules and regulations of the State Board of Education with respe ct to the instructional program. Approval of courses to be offered.
3.
Financial Approval and adoption of an annual operating and capital budget. Approval of current expenditures. Preparation of policies for the purchasing and distribution of supplies and equipment.
4.
Plant Provision for custodial and maintenance services. Provision of adequate furnishings for buildings.
5.
Public Relations Representation of the school to the community and the community to the school. Upholding the schools before individuals and groups. Working for adequate financial support from all sources. Making buildings and facilities available to community groups.
III – A - 1
SCHOOL BOARD GOVERNANCE AND OPERATIONS – POWERS & DUTIES
6.
Pupils Determination of policies concerning discipline, requirements for graduation, health and personnel services, and school lunches. Fixing of tuition charges and terms of admission for non-resident pupils.
7.
General Determination of school calendar. Delegation of the implementation of policy and the administration of regulations to the professional staff. Requirement of frequent, thorough reports on the management and operation of the schools. Annual revision of handbook of policies and procedures. Evaluation of the school academic program.
III – A - 2
SCHOOL BOARD GOVERNANCE AND OPERATIONS – POWERS & DUTIES
B.
Members l.
Code of Ethics Members of the Pioneer Valley Regional School Committee agree to and support the following propositions: a. b. c. d. e.
f.
The member's basic function is policy-making and not administrative. The members should abide by all committee decisions once they are made. The member represents the entire school community at all times. The member accepts the office as a means of unselfish service, with no intent to benefit personally from committee activities or decisions. The member will recognize and support the administrative chain of com m and and will decline to act upon complaints as an individual outside the administration. The member agrees to refer all complaints to the administrative staff for solution and will discuss them at com m ittee meetings only if administrative solutions fail and/or require joint resolution. The member will give the chief administrator full responsibility for discharging his professional duties and will hold him responsible for acceptable results.
g.
The member recognizes that action at official meetings is binding and that no individual member can bind the committee outside of such meetings. The member will make decisions only after all facts on a question have been presented and discussed.
h.
The member will not make statements or promises of how he will vote on matters that will come before the committee.
i.
The member will uphold the intent of Executive Sessions and will respect the privileged communication that exists in executive s e s s i o n s .
j.
T h e member will not withhold pertinent information on school matters or personnel problems from other members, from members of other committees who may be seeking help and information on school problems, or from the administration.
k.
The member accepts the responsibility along with his fellow members of seeing that the maximum of facilities and resources is provided for the proper functioning of the school.
The acceptance of this Code of Ethics presumes the member understands the basis organization of school committees under the laws of the Commonwealth of Massachusetts. The oath of office of a school committee member binds the individual member to adherence to those state laws which apply to school committees since school committees are agencies of state.
III-B-1
MEMBERS – CODE OF ETHICS
11/21/96 P.V.R.S.D. COMMITTEE MEETING Pioneer Valley Regional School Committee D . .
Meetings 1.
Regular Meetings: Regular meetings of the Committee shall take place on the fourth Thursday of each month except July at one of the district schools. These shall be scheduled for either 7:00 p.m. or 7:30 p.m. unless another time is agreed upon by the majority at a prior meeting. Regular meetings may be scheduled on another day of the month if agreed upon by the majority at a prior meeting.
2.
Special Meetings: Special meetings may be called by the Chairperson when necessary, or they may be called by the Superintendent's secretary upon the written request of any two other members of the Committee. A notice of such special meeting shall be mailed by the secretary to each member of the Committee at least forty-eight (48) hours before the time set for the meeting. The call for each special meeting must state therein the purpose for which the meeting is called. At any special meeting, no business other than that stated in the notice of the meeting shall be transacted unless all members of the Committee are present in which case and with majority approval any business that may come before the Committee may be transacted.
3.
Adjourned Meetings: In the event that business slated for a regular meeting cannot be completed at a reasonable hour or for any other reason, the meeting may be adjourned to a later date agreed upon by the Committee members. The adjourned meeting may take place only after public posting in the same manner which governs any other regular meeting.
4.
Executive Sessions: a.
No Executive Session shall be held until the Committee has first convened in an open session for which notice has been given.
b.
The Committee may elect to go into executive session by a majority vote in which the vote of each member is recorded and entered into the minutes, the presiding officer has cited the purpose for an Executive Session, and the presiding officer has stated before the Executive Session if the Committee will reconvene after the Executive Session.
c.
Executive Sessions may be held only for the following purposes: 1) to discuss the reputation and character, physical condition or mental health rather than the professional competence of a single individual. The Committee shall hold an open meeting if the individual involved requests that the meeting be open. 2) to consider the discipline or dismissal of, or to hear complaints or charges brought against an officer, employee, staff member or individual. The Committee shall hold an open meeting if the individual involved requests that the meeting be open. 3) to discuss strategy with respect to collective bargaining or litigation, if an open meeting may have a detrimental effect on the bargaining or litigating position of the governmental body, and to conduct collective bargaining sessions. 4) to discuss the deployment of security personnel or devices.
III-D-1
MEETINGS
5) 6) 7)
to consider allegations of criminal misconduct. to consider the purchase, exchange, lease or value of real property, if such discussions may have a detrimental effect on the negotiating position of the Committee and a person, firm or corporation. to comply with the provisions of any general or special law or federal grant-inaid requirements.
All votes taken in Executive Session shall be recorded votes and shall become part of the record of said Executive Session. Upon request of any member of the Committee, any vote taken in, Executive Session shall be verified by a roll call.
5.
Open Meetings: All meetings, regular, special or adjourned, shall be open to the public, except only Executive Sessions properly called. While public comments and suggestions pertaining to specific issues are welcomed and encouraged, the law provides that no person shall address the meeting without leave of the presiding officer, and at the request of the same officer, be silent.
6.
Student Advisory Committee: Student advisors, duly elected according to the provisions of Chapter 95, General Laws, are invited to attend school committee meetings, each month. In addition to attending, they are encouraged to place proposals before the Committee, and to contribute to discussion of agenda items involving students, student activities and related matters.
7.
Notice of Meetings: Notice of all meetings, except those of an emergency nature, shall be delivered to each Committee member and filed with the town clerks of each member town, at least forty-eight hours, including Saturdays but not Sundays and legal holidays, prior to such meeting. Notices to members shall contain a full agenda and other background and informational material as may be necessary to give each member sufficient information for informed and reasonable action on the issues involved.
8.
Agenda: The Committee chairperson and the superintendent shall collaborate in drawing up the agenda for each meeting. Closing date for each agenda for regular sessions shall be the end of the business day on the Friday immediately prior to the Committee meeting date. "Matters for Committee action received after that time will be placed on the following month's agenda unless of an emergency nature and then only after acceptance by a majority of the Committee.
9.
Preparation for Meetings: All Committee members are expected to study all materials sent to them with the agenda prior to each meeting so that they may be properly informed on all pertinent issues arid questions.
10.
Minutes: The law requires that a detailed record of all Committee action be maintained. The secretary
III-D-2
MEETINGS
appointed by the Committee, shall maintain these records as minutes and see that each Committee member receives a copy of such minutes for each meeting along with the agenda and other material prior to the next session. 11.
Release of Executive Session Minutes-* a. b. c.
When executive session minutes are approved, the committee or subcommittee shall determine whether to make them public, either in whole or in part, and shall formally vote to do so. Executive session minutes remaining confidential shall be reviewed at least quarterly by the appropriate body to determine if they should be released. All requests for executive session minutes shall be honored if there is no longer a lawful reason to keep them confidential. Absent a vote of the appropriate body the Superintendent (in consultation with district counsel, if necessary) would make that determination. *Approved, 12/18/97.
III-D-3
MEETINGS
E.
Operation and Procedures 1.
Rules of Order: Conduct of the meetings and business of the Committee shall be in accordance with the rules of parliamentary procedure as prescribed in Robert's Rules of Order.
2.
Order of Business: The chairperson shall proceed to business according to the following order: Reading of minutes Examination of bills and signing of warrants Budget Reconciliation report Treasurer's Report School Lunch Report Information/Events report Superintendent's report Sub-Committee reports Other business Executive Session Adjournment Variations to the above order must have the approval the Committee.
3.
Voting: All matters requiring Committee action shall be decided by formal vote, either by voice or roll call. No secret or written ballot shall be used.
4.
Quorum: A majority of the members of the Committee shall constitute a quorum for the transaction of any business, but a lesser number may adjourn. A meeting which lacks a quorum may only decide to set another meeting date. No other business may be transacted. A member who will be late or unable to attend a meeting should so advise his fellow town members, the Superintendent, or the Chairperson in advance of the meeting.
5.
Sub-Committee Reports: Sub-Committees, appointed by the chairperson, will report their findings to the full committee for final action. Only the full Committee may vote on the disposition of any matter investigated by the subcommittee. Standing subcommittees may be appointed by the chairperson the first meeting following the annual meeting. Others may be named by the chairperson as may be required, with approval of the Committee, and shall cease to exist upon the acceptance of their reports, or upon formal discharge.
6.
Handling of Complaints: Citizen complaints shall be referred to the superintendent for follow-up action. No committee member shall make any commitment beyond the promise to refer such matters to the school official, nor can he commit the members of the Committee to any action. Recurring complaints or insufficient or ineffective action by school officials may justify bringing the issue before the full committee. In any case, all complaints must be channeled through to the committee only as a last resort.
III-E-1
OPERATION AND PROCEDURES
7.
Adoption and Amendment of Policies: New Policy BGB By law the school committee alone is responsible for policy and, with the superintendent, shall establish the general policies governing the operation of the school, the general scope and nature of the educational program, employment of all school personnel, supervision of finances, adoption of textbooks and approval of courses of study. Such policies may be adopted and/or amended by majority vote of the school committee.
8.
Adoption and Revision of Rules and Regulations: New Policy BGC Rules and regulations may be adopted or amended by a majority vote of the committee after notice of such proposed action has been given at a previous meeting and a copy of the proposed rule or amendment given to each member of the committee.
9.
Periodic Review of Policies and Rules: New Policy BGD In order to ensure that school committee rules and policies shall be constantly up to date and keep pace with the changing times, a special sub-committee should be appointed each year to review existing rules and policies and recommend changes where necessary.
10.
Notification of Committee Action: New Policy BGE The superintendent shall notify as soon as possible all persons having business relations with the committee of any action taken by the committee affecting the interests of such persons.
III-E-2
OPERATION AND PROCEDURES
Revision Approved at 3/26/09 PVRSDC Meeting PIONEER VALLEY REGIONAL SCHOOL DISTRICT COMMITTEE SUBCOMMITTEE DUTIES AND RESPONSIBILITIES BUDGET SUBCOMMITTEE Has authority from the School Committee to examine and screen all requests and proposals for annual budget appropriations, subject to final acceptance of the capital and operating budgets by the full committee. This subcommittee will also review all requests and all proposals for major expenditures throughout the year prior to submission for approval to the full committee. This team has the responsibility for seeing that all requests are solidly based on a need for continuation or reasonable improvement of educational programs and physical facilities. BUILDING & GROUNDS SUBCOMMITTEE Shall concern itself with the physical property of the Pioneer Valley Regional School District, school structures, athletic fields, play areas and general campus. Periodic inspection of the total property is the responsibility of this committee, as well as constant liaison with the administration in a continuing search for and correction of problems. This team shall be referral point for administration requests, recommendations or other proposals concerning the school property. After proper research and screening, the subcommittee may refer such proposals to the full committee for consideration. CURRICULUM & PERSONNEL SUBCOMMITTEE Shall give preliminary review to all curriculum proposals, study programs, and course offerings prior to presentation to the full committee, as well as proposals for (new) personnel attached to such programs. This subcommittee will also establish suitable descriptions for work positions within the system. NEGOTIATING SUBCOMMITTEE Has full authority from the school committee to negotiate all matters in good faith with district personnel, either individually or as collective bargaining representatives as permitted by contract and law, subject to directives and final acceptance by the full committee. This subcommittee has the responsibility to protect the committee against possible infringement of the rights, privileges and responsibilities invested in school committee by law, and to protect the taxpayers against unnecessary increases in the financial burden of school operation through inefficient negotiation. NOMINATING SUBCOMMITTEE During the month prior to the so-called "Annual Meeting" of the full committee, this subcommittee shall search for and select the most eligible and potentially effective candidate for election as chairperson, vice-chairperson, secretary and treasurer. Their names shall be submitted as a proposed slate at the annual (the first regular meeting which follows the annual elections in the Pioneer Valley Regional School District member towns) meeting of the full committee. It is understood that the proposed slate may be supplemented from the floor during the annual election process.
III-E-3
OPERATION AND PROCEDURES
POLICY SUBCOMMITTEE Shall periodically update and compile policies and other long-range decisions made throughout the year. They will also receive on-going direction from the committee to establish policies as deemed necessary for recommendation to the full committee.
GENERAL COMMENT The delineation of the above committee assignments effectively channels the preliminary study of proposals to a responsible group for in-depth review and knowledgeable recommendation to the full committee. This action not only assures a more efficient, effective mode of operation, but provides diverse experience background in Committee operations for elected members. The assignment intent recognizes the variable subcommittee work leads and attempts to provide experience overlap, and community representation and flexibility within each subcommittee. It is expected that the chairperson of the School Committee, acting through the Superintendent of Schools, may assign proposals, studies, and problems to an appropriate subcommittee for either directed study and action or future report and recommendation. Lastly, it rests upon the chairperson of the School Committee, who is an honorary member of each subcommittee, to effectively assign and utilize the respective talents of the Committee membership through subcommittee assignment and active participation. To date this has become increasingly effective and displays such thorough organized, expeditious meeting formats. I trust that the above assignments provide the foundation for a successful Committee year.
III-E-4
OPERATION AND PROCEDURES
Approved at 10-23-14 PVRSDC Meeting PVRSD Policy Subcommittee Meeting 9-25-14
PVRSD Committee Operational Protocol Concerning Requests for Information by an Individual Committee Member
1. As a general rule, members will request needed information at the appropriate subcommittee meeting. 2. When this is not possible or timely, the member will make his/her request directly to the Superintendent of Schools or Chair of the PVRSD Committee. If a request raises concerns for the body of work it represents or other reasons, the request will be brought to a PVRSD Committee Meeting to determine whether the request represents a priority for them.
III-E-5
OPERATION AND PROCEDURES
BA
SCHOOL COMMITTEE OPERATIONAL GOALS The School Committee is responsible to the people for whose benefit the school system has been established. The Committee's current decisions will influence the course of education in our schools for years to come. The Committee and each of its members must look to the future and to the needs of all people more than the average citizen finds necessary. This requires a comprehensive perspective and long-range planning in addition to attention to immediate problems. The School Committee's primary responsibility is to establish those purposes, programs, and procedures that will best produce the educational achievement needed by our students. The Committee is charged with accomplishing this while also being responsible for wise management of resources available to the school system. The Committee must fulfill these responsibilities by functioning primarily as a legislative body to formulate and adopt policy, by selecting an executive officer to implement policy, and by evaluating the results. It must carry out its functions openly, while seeking the comments of public, students, and staff in its decisionmaking processes. In accordance with these principles, the technique will involve: 1. Periodically setting performance objectives for the School Committee itself and evaluating their accomplishment. 2. Setting objectives for performance for each position and function in the system. 3. Allowing the people responsible for carrying out objectives to have a role in setting them. 4. Establish practical and simple goals. 5. Conducting a concrete and periodic review of performance against these goals. SOURCE: MASC
Approved 6/23/16 PVRSDC Mtg.
BA
School Committee Operational Goals
BAA EVALUATION OF SCHOOL COMMITTEE OPERATIONAL PROCEDURES The School Committee will periodically establish realistic objectives related to Committee procedures and relationships. At the end of a specified length of time, the Committee will measure its performance against the stated objectives. The following areas of School Committee operations and relationships are representative of those in which objectives may be set and progress appraised: 1. Communication with the public 2. School Committee - Superintendent relationships 3. School Committee member development and performance 4. Policy development 5. Educational leadership 6. Fiscal management 7. School Committee meetings 8. Performance of subcommittees of the School Committee 9. Interagency and governmental relationships When the Committee has completed its self-evaluation, the members will discuss the results in detail and formulate a new series of objectives. At the same time, the Committee will set an approximate date on which the next evaluation will be conducted. Implied in the concept of evaluation is an assumption that individuals and Committees are capable of improvement. The School Committee believes that its performance will be improved if evaluation is carried out systematically in accordance with good planning, conscientious follow-through, and careful assessment of results. SOURCE: MASC
Approved 6/23/16 PVRSDC Mtg.
BAA
Evaluation of School Committee
BB
SCHOOL COMMITTEE LEGAL STATUS The School Committee is the governing board of the town's public school system. Although it functions as a duly elected Committee of town government, the School Committee has, unlike other town boards, autonomous and absolute authority within limitations established by the Commonwealth of Massachusetts to carry out the educational policies of the state and guide the educational process. Established by law The powers and duties of the District shall be vested in and exercised by a regional school district committee hereinafter referred to as the Committee. The Committee shall consist of twelve members, three members from each member town.
SOURCE: MASC LEGAL REFS.: M.G.L. 41:1 and 71:37 specifically, but powers and duties of School Committees are established throughout the General Laws of Massachusetts Relating to School Committees CROSS REFS.: AA, School District Legal Status BBA, School Committee Powers and Duties
Approved 12/14/16 PVRSDC Mtg.
BB
School Committee Legal Status
BBA
SCHOOL COMMITTEE POWERS AND DUTIES The School Committee has all the powers conferred upon it by state law and must perform those duties mandated by the state. These include the responsibility and right to determine policies and practices and to employ a staff to implement its directions for the proper education of the children of the community. The Committee takes a broad view of its functions. It sees them as: 1. Legislative or policymaking. The Committee is responsible for the development of policy as guides for administrative action and for employing a Superintendent who will implement its policies. 2. Appraisal. The Committee is responsible for evaluating the effectiveness of its policies and their implementation. 3. Provision of financial resources. The Committee is responsible for adoption of a budget that will enable the school system to carry out the Committee's policies. 4. Public relations. The Committee is responsible for providing adequate and direct means for keeping the local citizenry informed about the schools and for keeping itself and the school staff informed about the needs and wishes of the public. 5. Educational planning and evaluation. The Committee is responsible for establishing educational goals and policies that will guide the Committee and staff for the administration and continuing improvement of the educational programs provided by the School District. SOURCE: MASC LEGAL REF.: M.G.L. 71:37 specifically, but powers and duties of School Committees are established throughout the Massachusetts General Laws. CROSS REF.: BB, School Committee Legal Status
Approved 6/23/16 PVRSDC Mtg.
BBA
School Committee Powers And Duties
BBAA
SCHOOL COMMITTEE MEMBER AUTHORITY Authority Because all powers of the School Committee derived from state laws are granted in terms of action as a group, members of the School Committee have authority only when acting as a Committee legally in session. The School Committee will not be bound in any way by any statement or action on the part of an individual member except when such statement or action is a result of specific instructions of the Committee. No member of the Committee, by virtue of his/her office, will exercise any administrative responsibility with respect to the schools or command the services of any school employee. The School Committee will function as a body and all policy decisions and other matters, as required by law, will be settled by an official vote of the Committee sitting in formal session. Duties The duties and obligations of the individual Committee member may be enumerated as follows: 1. To become familiar with the General Laws of the Commonwealth relating to education and School Committee operations, regulations of the Massachusetts Board of Education, policies and procedures of this School Committee and School Department. 2. To keep abreast of new laws and the latest trends in education. 3. To have a general knowledge of the goals, objectives, and programs of the town's public schools. 4. To work effectively with other Committee members without trying either to dominate the Committee or neglect his/her share of the work. 5. To respect the privileged communication that exists in executive sessions by maintaining strict confidentiality on matters discussed in these sessions, except that which becomes part of the public record, once it has been approved for release. 6. To vote and act in Committee impartially for the good of the students.
Approved 6/23/16 PVRSDC Mtg.
BBAA
School Committee Member Authority
7. To accept the will of the majority vote in all cases, and to remember that he/she is one of a team and must abide by, and carry out, all Committee decisions once they are made. 8. To represent the Committee and the schools to the public in a way that promotes interest and support. 9. To refer questions and complaints to the proper school authorities. 10. To comply with the accepted code of ethics for School Committee members. SOURCE: MASC
Approved 6/23/16 PVRSDC Mtg.
BBAA
School Committee Member Authority
BBBA/BBBB
SCHOOL COMMITTEE MEMBER QUALIFICATIONS/OATH OF OFFICE In order to serve on the School Committee, an individual must be a registered voter in the town from which he/she is elected or appointed and must take an oath of office as required by law. Each new member will present to the Committee secretary official certification of having sworn the oath before an officer duly qualified to administer oaths prior to entering on his/her official duties as a member of the Committee. From the Town Clerk, newly qualified Committee members, by law, receive, and sign a receipt for, a copy of the Massachusetts open meeting law governing the conduct of Committee meetings in general and executive sessions in particular. Established by law SOURCE: MASC LEGAL REFS.: M.G.L. 30A:20; 41:1; 41:107 M.G.L. 76:5 Amended 1993
Approved 6/23/16 PVRSDC Mtg.
BBBA/BBBB
School Committee Member Qualifications & Oath of Office
BBBC
SCHOOL COMMITTEE MEMBER RESIGNATION A current School Committee member who submits a resignation to the appropriate certifying authority terminates School Committee duties at the time of such resignation unless a later time is stated in the resignation. Should a School Committee member move out of the town or District in which he or she holds office, that member shall be deemed to have vacated the office. Established by law SOURCE: MASC LEGAL REFS.: M.G.L. 41:2; 41:109
Approved 6/23/16 PVRSDC Mtg.
BBBC
School Committee Member Resignation
BBBE
UNEXPIRED TERM FULFILLMENT Vacancies that occur on the Committee shall be filled by appointment of the moderator of the member town in which the vacancy occurs, to serve until the next District election, at which time a successor shall be elected to serve for the balance of the unexpired term.
Approved 1/26/17 PVRSDC Mtg.
BBBE
Unexpired Term Fulfillment
BCA
SCHOOL COMMITTEE MEMBER ETHICS (Massachusetts Association of School Committees Code of Ethics) Preamble The acceptance of a code of ethics implies the understanding of the basic organization of School Committees under the Laws of the Commonwealth of Massachusetts. The oath of office of a School Committee member binds the individual member to adherence to those state laws which apply to School Committees, since School Committees are agencies of the state. This code of ethics delineates three areas of responsibility of School Committee members in addition to that implied above: 1. Community responsibility 2. Responsibility to school administration 3. Relationships to fellow Committee members A School Committee member in his/her relations with his/her community should: 1. Realize that his/her primary responsibility is to the children. 2. Recognize that his/her basic function is to be policy making and not administrative. 3. Remember that he/she is one of a team and must abide by, and carry out, all Committee decisions once they are made. 4. Be well informed concerning the duties of a Committee member on both a local and state level. 5. Remember that he/she represents the entire community at all times. 6. Accept the office as a Committee member as means of unselfish service with no intent to benefit personally from his/her Committee activities. A School Committee member in his/her relations with his/her school administration should: 1. Endeavor to establish sound, clearly defined policies which will direct and support the administration.
Approved 12/14/16 PVRSDC Mtg.
BCA
School Committee Member Ethics
2. Recognize and support the administrative chain of command and refuse to act on complaints as an individual outside the administration. 3. Give the chief administrator full responsibility for discharging his/her professional duties and hold him/her responsible for acceptable results. 4. Refer all complaints to the administrative staff for solution and only discuss them at Committee meetings if such solutions fail. A School Committee in his/her relations with his/her fellow Committee members should: 1. Recognize that action at official meetings is binding and that he/she alone cannot bind the Committee outside of such meetings. 2. Realize that he/she should not make statements or promises of how he/she will vote on matters that will come before the Committee. 3. Uphold the intent of executive sessions and respect the privileged communications that exists in executive sessions. 4. Not withhold pertinent information on school matters or personnel problems, either from members of his/her own Committee or from members of other Committees who may be seeking help or information on school problems 5. Make decisions only after all facts on a question have been presented and discussed. SOURCE: Massachusetts Association of School Committees, 5/22/64
Approved 12/14/16 PVRSDC Mtg.
BCA
School Committee Member Ethics
BG SCHOOL COMMITTEE POLICY DEVELOPMENT The School Committee will develop policies and put them in writing so that they may serve as guides for the discretionary action of those to whom it delegates authority. The formulation and adoption of these written policies will constitute the basic method by which the School Committee will exercise its leadership in providing for the successful and efficient functioning of the school system. Through the study and evaluation of reports concerning the execution of its policies, the School Committee will exercise its control over school operation. The School Committee accepts the definition of policy set forth by the National School Boards Association: Policies are principles adopted by a School Committee to chart a course of action. They tell what is wanted; they may include why and how much. Policies should be broad enough to indicate a line of action to be followed by the administration in meeting day-to-day problems, yet be specific enough to give clear guidance. The policies of the School Committee are framed, and are meant to be interpreted in terms of state law, regulations of the Massachusetts Board of Education, and other regulatory agencies of the various levels of government.
Approved 2/11/16 PVRSDC Mtg.
BG
School Committee Policy Development
BGB POLICY ADOPTION Adoption of new policies or changing existing policies is solely the responsibility of the School Committee. Policies will be adopted and/or amended only by the affirmative vote of a majority of the members of the School Committee when such action has been scheduled on the agenda of a regular or special meeting. To permit time for study of all policies or amendments to policies and to provide an opportunity for interested parties to react, proposed policies or amendments will be presented as an agenda item to the Committee in the following sequence: 1. Information item - distribution with agenda 2. Discussion item - reading of the proposed policy or policies; response from Superintendent; report from any advisory Committee assigned responsibility in the area; Committee discussion and directions for any redrafting 3. Action item - discussion, adoption or rejection. Amendments to the policy at the action stage will not require repetition of the sequence, unless the Committee so directs. The School Committee may dispense with the above sequence to meet emergency conditions. Policies will be effective upon the date set by the School Committee. This date will ensure that affected persons have an opportunity to become familiar with the requirements of the new policy prior to its implementation.
Approved 2/11/16 PVRSDC Mtg.
BGB
Policy Adoption
BGC POLICY REVISION AND REVIEW In an effort to keep its written policies up to date so that they can be used consistently as a basis for School Committee action and administrative decision, the Committee will review its policies on a regular basis. The Committee will evaluate how the policies have been executed by the school staff and will weigh the results. It will rely on the school staff, students, and the community for providing evidence of the effect of the policies it has adopted. The Superintendent is given the continuing commission of calling to the Committee's attention all policies that are out of date or for other reason appear to need revision. The School Committee directs the Superintendent to periodically recall all policy and regulations manuals for administrative updating and Committee review.
Approved 2/11/16 PVRSDC Mtg.
BGC
Policy Revision and Review
BGD SCHOOL COMMITTEE REVIEW OF PROCEDURES It is expected that the Superintendent and administrative staff will need to issue procedures implementing policies of the School Committee. Many of these will be routine from year to year; others will arise in special circumstances; some will be drawn up under specific directions from the Committee. The Committee may review the procedures developed by the Superintendent for the school system whenever they appear inconsistent with policy, goals, or objectives of the District, but it will revise or veto such procedures only when, in the Committee's judgment, they are inconsistent with policies adopted by the Committee. The Committee will not officially approve procedures except as required by state law or in cases when strong community attitudes, or possible student or staff reaction, make it necessary or advisable for a regulation to have the Committee's advance approval. Rules Pertaining to Staff and Student Conduct Under Massachusetts law, the Superintendent is required to publish "rules and regulations pertaining to the conduct of teachers and students which have been adopted." Codes of discipline, as well as procedures used to develop such codes, shall be filed with the Dept. of Elementary and Secondary Education for information purposes only. Standards of conduct will be included in staff and student handbooks. These handbooks will be reviewed and approved annually by the School Committee. LEGAL REF.: M.G.L. 71:37H
Approved 2/11/16 PVRSDC Mtg.
BGD
School Committee Review of Procedures
BGE POLICY DISSEMINATION The Superintendent is directed to establish and maintain an orderly plan for preserving and making accessible the policies adopted by the Committee and the regulations needed to put them into effect. Accessibility is to extend at least to all employees of the school system, to members of the Committee, and, insofar as conveniently possible, to all persons in the community. A policy concerning a particular group or groups in the schools will be distributed to those groups prior to the policy's effective date. All policy manuals distributed to anyone will remain the property of the Committee and will be considered as "on loan" to anyone, or any organization, in whose possession they might be at any time. They are subject to recall at any time deemed necessary for purposes of updating. The School Committee's official policy manual will be considered a public record and will be available for inspection at the Superintendent's office.
Approved 2/11/16 PVRSDC Mtg.
BGE
Policy Dissemination
BGF SUSPENSION OF POLICIES The operation of any section or sections of School Committee policies not established by law or contract may be temporarily suspended by a two-thirds vote of Committee members present at any regular or special meeting. Any action to suspend policy must be reviewed at the next scheduled meeting and will be so noted on the agenda for that meeting.
Approved 2/11/16 PVRSDC Mtg.
BGF
Suspension of Policies
BHC SCHOOL COMMITTEE-STAFF COMMUNICATIONS The School Committee wishes to maintain open channels of communication between itself and the staff. The basic line of communication will, however, be through the Superintendent. Staff Communications to the School Committee All communications or reports to the Committee or any of its subcommittees from Principals, supervisors, teachers, or other staff members will be submitted through the Superintendent. This procedure does not deny the right of any employee to appeal to the Committee for administrative decisions on important matters, except those matters that are outside of the Committee's legal authority, provided the Superintendent has been notified of the forthcoming appeal and that it is processed in accordance with the Committee's policy on complaints and grievances. Staff members are also reminded that Committee meetings are public meetings. As such, they provide an excellent opportunity to observe first hand the Committee's deliberations on problems of staff concern. School Committee Communications to Staff All official communications, policies, and directives of staff interest and concern will be communicated to staff members through the Superintendent. The Superintendent will develop appropriate methods to keep staff fully informed of the Committee's problems, concerns and actions. Visits to Schools Individual School Committee members interested in visiting schools or classrooms will inform the Superintendent of such visits and make arrangements for visitations through the Principals of the various schools. Such visits will be regarded as informal expressions of interest in school affairs and not as "inspections" or visits for supervisory or administrative purposes. Official visits by Committee members will be carried on only under Committee authorization.
Approved 2/11/16 PVRSDC Mtg.
BHC
School Committee-Staff Communications
BHE USE OF ELECTRONIC MESSAGING BY SCHOOL COMMITTEE MEMBERS As elected public officials, School Committee members shall exercise caution when communicating between and among themselves via electronic messaging services including, but not limited to, electronic mail (e-mail), Internet web forums, and Internet chat rooms. Under the Open Meeting Law, deliberation by a quorum of members constitutes a meeting. Deliberation is defined as movement toward a decision including, but not limited to, the sharing of an opinion regarding business over which the Committee has supervision, control, or jurisdiction. A quorum may be arrived at sequentially using electronic messaging without knowledge and intent by the author. School Committee members should use electronic messaging between and among members only for housekeeping purposes such as requesting or communicating agenda items, meeting times, or meeting dates. Electronic messaging should not be used to discuss Committee matters that require public discussion under the Open Meeting Law. Under the Public Records Law, electronic messages between public officials may be considered public records. Therefore, in order to ensure compliance, the School Committee chairperson, in consultation with the Superintendent of Schools, shall annually designate a member of the central office staff who shall be copied on all electronic correspondence between and among members of the School Committee, or the district shall provide district e-mail addresses, which are archived. These copies shall be printed and retained in the central office in the same fashion as any other School Committee records. School Committee members who do not have a computer or access to these messages shall be provided copies on a timely basis. LEGAL REF.: M.G.L.4:7; 30A:18-25, 23B; 66:10
Approved 2/11/16 PVRSDC Mtg.
BHE
Use of Electronic Messaging by School Committee Members
BIA NEW SCHOOL COMMITTEE MEMBER ORIENTATION In accordance with the requirements of law, each new School Committee member elected to the School Committee is required to complete, within one year of their election or appointment, at least eight hours of orientation training. This orientation shall include, but is not limited to, a review of School Finance, the Open Meeting Law, Public Records Law, Conflict of Interest Law, Special Education Law, Collective Bargaining, School Leadership Standards and Evaluations, and the Roles and Responsibilities of School Committee Members. The School Committee and Superintendent shall assist each new member to understand the Committee's functions, policies and procedures of the Committee as soon after election as possible. Each new member shall be given the following materials: A. A copy of the School Committee policy manual B. A copy of the Open Meeting Law C. A copy of the Conflict of Interest Regulations D. A copy of the district's budget E. Collective bargaining agreements and contracts F. Student and staff handbooks Each new member shall also receive any other materials the Chair and/or the Superintendent determine to be necessary. The Chair and/or Superintendent shall also clarify policy: A. arranging visits to schools or administrative offices B. requesting information regarding school district operations C. responding to community requests/complaints concerning staff or programs D. handling confidential information Whether appointed or elected, new members should be advised that they are also members of the Massachusetts Association of School Committees, Inc. and should be encouraged to utilize the services and resources MASC provides by attending meetings or workshops specifically designed for new Committee members. Their expenses at these meetings or workshops will be reimbursed in accordance with established School Committee policy. LEGAL REF.: M.G.L. 71:36A
Approved 2/11/16 PVRSDC Mtg.
BIA
New School Committee Member Orientation
BIBA SCHOOL COMMITTEE CONFERENCES, CONVENTIONS, AND WORKSHOPS To provide continuing in-service training and development for its members, the School Committee encourages the participation of all members at appropriate School Committee conferences, workshops and conventions. However, in order to control both the investment of time and funds necessary to implement this policy, the Committee establishes these principles and procedures for its guidance: 1. The clerk will maintain a calendar of School Committee conferences, conventions and workshops. The Committee will periodically decide which meetings appear to be most promising in terms of producing direct and indirect benefits to the school system. At least annually, the Committee will identify those new ideas or procedures and/or cost benefits that can be ascribed to participation at such meetings. 2. Funds for participation at such meetings will be budgeted for on an annual basis. When funds are limited, the Committee will designate which of its members would be the most appropriate to participate at a given meeting. 3. Reimbursement to Committee members for their travel expenses will be in accordance with the travel reimbursement policy. 4. When a conference, convention, or workshop is not attended by the full Committee, those who do participate will be requested to share information, recommendations and materials acquired at the meeting. LEGAL REFS.: M.G.L. 40:5 CROSS REFS.: BID, School Committee Member Compensation and Expenses DKC, Expense Reimbursements
Approved 2/11/16 PVRSDC Mtg.
BIBA
School Committee Conferences, Conventions, and Workshops
BID SCHOOL COMMITTEE MEMBER COMPENSATION AND EXPENSES The School Committee shall serve without compensation, except that a member of a School Committee of a city, town, regional school district or superintendency union may be compensated for his/her services by a majority vote of the city council in a city having a Plan D or Plan E charter; in a city not having a Plan D or Plan E charter by vote of the city council, subject to the provisions of the charter of such a city; in a town by a majority vote at a town meeting; and in a regional school district or school superintendency by a majority vote of the voting member towns authorized at their respective town meetings, the amount of such compensation, in each case, to be set by the respective cities, towns or groups of towns. No member of a School Committee in any town shall be eligible to the position of teacher, or Superintendent of public schools therein, or in any union school or superintendency union or district in which his/her town participates. Upon submitting vouchers and supporting bills for expenses incurred in carrying out specific services previously authorized by the Committee, members may be reimbursed from school funds. Reimbursable expenses may include the cost of attendance at conferences of School Committee associations and other professional meetings or visitations when such attendance and expense payment has had prior School Committee approval. LEGAL REFS.: M.G.L. 40:5; 71:52 CROSS REF.: BIBA, School Committee Conferences, Conventions, and Workshops
Approved 2/11/16 PVRSDC Mtg.
BID
School Committee Member Compensation and Expenses
BJ SCHOOL COMMITTEE LEGISLATIVE PROGRAM The School Committee, as an agent of the state, must operate within the bounds of state and federal laws affecting public education. If the Committee is to meet its responsibilities to the residents and students of this community, it must work vigorously for the passage of new laws designed to advance the cause of good schools and for the repeal or modification of existing laws that impede this cause. To this end: 1. The Committee will keep itself informed of pending legislation and actively communicate its concerns and make its position known to elected representatives at both the state and national level. 2. The Committee will work with its legislative representatives (both state and federal), with the Massachusetts Association of School Committees, and other concerned groups in developing an annual, as well as a long-range, legislative program. One of the major objectives of the Committee's legislative program will be to seek full funding for all state and federally mandated programs. 3. The Committee will annually designate a person--who may or may not be a member of the Committee--to serve as its legislative representative. This person will be authorized to speak on the Committee's behalf with respect to legislation being considered by the Massachusetts Legislature or the United States Congress or their respective committees. In all dealings with individual elected representatives, the Legislature or Congress, the Committee's representative will be bound by the official positions taken by the School Committee.
Approved at 2/11/16 PVRSDC Mtg.
BJ
School Committee Legislative Program
BK SCHOOL COMMITTEE MEMBERSHIPS The Committee may maintain memberships in the national, state and regional School Committees (boards) associations and take an active part in the activities of these groups. It may also maintain institutional memberships in other educational organizations, which the executive officer and Committee find to be of benefit to members and personnel. The materials and benefits of institutional memberships will be distributed and used to the best advantage of the Committee and the staff.
Approved 2/11/16 PVRSDC Mtg.
BK
School Committee Memberships
DISTRICT AGREEMENT
ADDENDUM A
III-F-1
DISTRICT AGREEMENT
APPROVED MARCH 28, 1991 AMENDED 7/1/99
PIONEER VALLEY REGIONAL SCHOOL DISTRICT AGREEMENT The Agreement entered into pursuant to Chapter 71 of the General Laws of Massachusetts, as amended, among the Towns of Bernardston, Leyden, Northfield and Warwick, he reinafter referred to as member towns, establishing the Pioneer Valley Regional School District (the "District") is hereby further amended in its entirety to read as hereinafter set forth. In consideration of the mutual promises herein contained, IT IS HEREBY AGREED AS FOLLOWS: Section I The Regional School District Committee (A)
(B)
Powers, Duties and Composition (1)
The powers and duties of the District shall be vested in and exercised by a regional school district committee hereinafter referred to as the Committee. The Committee shall consist of twelve members, three members from each member town.
(2)
A majority of the members of the Committee shall constitute a quorum, but a lesser number may adjourn.
(3)
The Committee shall have all the powers and duties conferre d and imposed upon school committees by law and conferred and imposed by this agreement, and such other additional powers and duties as are specified in Sections 16 to 16I, inclusive of Chapter 71 of the General Laws and any amendments thereof or additions thereto now or hereafter enacted, or as may be specified in any other applicable general or special law.
(4)
At the first regular meeting of the Committee following the 1992 District election and thereafter at the first regular meeting to be held after each District election, the Committee shall organize and choose by ballot a chairperson and a vice chairperson from its own membership. At the same meeting, or at any other meeting, the Committee shall appoint a treasurer and secretary who may be the same person but who need not be members of the Committee; fix the time and place for ifs regular meetings and provide for the calling of special District meetings. The chairperson will appoint members, to serve on subcommittees annually.
Initial Committee (1)
(C)
The members of the Committee in office on July 1, 199.1 shall continue to serve until the District election to be held in 1992. Vacancies occurring until that date shall be filled in accordance with Subsection I(D).
Elections (1)
Each Committee member shall be entitled to one vote at all Committee meetings.In compliance with the Supreme Court's "one person, one vote principle" members will be elected in district-wide, at-large elections, with members required to be residents of specific communities such that the total number of Committee members remains at twelve with three members from each member town.
(2)
At every District election, except the 1992 District election, there shall be elected to membership on the Committee for terms of four years, or for any unexpired term as
III-F-2
DISTRICT AGREEMENT
(3)
(4)
(D)
outlined in Subsection I(D), such persons as shall maintain the Committee at twelve members and preserve the residency requirements as stated in Subsection I(A) (1) of this section. At the 1992 District election, twelve members--the entire committee will be elected, with residency requirements as stated above. The Towns of Bernardston and Leyden will each have two members elected for two years and one for four, years. The Towns of Northfield and Warwick will each have two members elected for four years and one member elected for two years. In the Towns of Bernardston and Leyden the successful candidate receiving the greatest number of votes shall fill the four-year, term on the Committee. In the Towns of Northfield and Warwick the successful candidate receiving the fewest votes shall fill the two-year term on the Committee. Subsequent annual elections will be for terms of four years only, except in cases involving unexpired terms. The District election shall be held at the biennial state election, on the Tuesday next after the first Monday in November of every even numbered year. District elections shall be conducted in accordance with the Massachusetts General Laws.
Vacancies Vacancies that occur on the Committee shall be filled by appointment of the moderator of the member town in which the vacancy occurs, to serve until the next District election, at which time a successor shall be elected to serve for the balance of the unexpired term.
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DISTRICT AGREEMENT
Section II Type of Regional School District
(A)
The District shall include all grades from kindergarten through grade twelve, inclusive.
(B)
The Committee shall also have the right to establish adult evening education courses.
(C)
The Committee is hereby authorized, in its discretion, to establish and maintain state -aided vocational education, acting as trustees therefore in accordance with the provisions of Chapter 74 of the General Laws and any acts amendatory thereof, in addition thereto or dependent thereon and any other special educational classes in accordance with the provisions of any other general or special law related thereto. Section III Pupils
(A)
Residents of the-member towns in grades seven through twelve will attend school at the Pioneer Valley Regional Junior/Senior High School, presently located off Route 10 in Northfield, Massachusetts.
(B)
Subject to the provisions of this section, it is intended that all residents of the member towns in grades kindergarten to six, inclusive, will receive their education in facilities located in their respective towns, except as hereinafter provided. (1)
(2)
Pupils with special needs, receiving services under the provisions of-Chapter 71-B of the General Laws, as amended, shall attend schools as designated by the Committee. Students may also be accommodated in other elementary schools within the district when approved by both the child's parents and the School Committee provided that the Committee determines that such a reassignment is prudent and can be accomplished and is in the best interest of the pupil.
(C)
Residents of member towns in grades kindergarten to six, inclusive, may be reassigned to schools outside their respective towns when, in the judgment of the Committee, there is a temporary need to reassign pupils when damage to a physical plant renders a facility unusable, in whole or in part, for its intended purposes.
(D)
Students residing outside the District may attend the District's schools, with the approval of the Committee, provided that adequate facilities for such pupils are available, and upon the payment of tuition established in accordance with the provisions of law.
(E)
Students of the District wishing to attend vocational schools may do so in the manner provided by law.
Section IV Advisory Committees (A)
Each member town, if it so chooses, shall have an Advisory Committee. The Advisory Committees shall serve the Committee. In the first year of the kindergarten to twelve regional
III-F-4
DISTRICT AGREEMENT
district, until the first district-wide election in 1992, the Advisory Committee in each member town shall be each member town's Elementary School Committee then serving upon the adoption of this amendment. Thereafter, the Advisory Committees shall be composed of the elected school committee members from each member town plus two additional members appointed at-large by the town moderator of each member town. The at-large members shall serve one year terms. (B)
The Advisory Committees shall advise the Committee on matters affecting elementary education in their respective towns, including, but not limited to: 1) 2) 3)
Recommendations on budgets; Recommendations on personnel matters; and Recommendations on curriculum.
Section V Lease of the Present Member Town Schools (A)
The District shall lease from each member town the buildings, facilities and grounds included in the list below. The District shall enter into written leases of the elementary schools, which shall include contracts for services. Each lease shall be for a term of twenty (20) years. The leases may contain provisions for an extension in accordance with the provisions of Section 14C of Chapter 71 of the Massachusetts General Laws, as amended. The towns of Bernardston, Leyden, Northfield and Warwick shall receive no rental for the leases. The District shall administer all expenses for maintaining and operating such buildings, facilities and grounds and keeping them in good repair during the terms of the leases.
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DISTRICT AGREEMENT
Bernardston Elementary School School Road Bernardston Leyden Elementary School Brattleboro Road Leyden Northfield Elementary School Main Street Northfield Warwick Elementary School
22 Orange Road Warwick (B)
Nothing contained in the leases shall prevent the Committee from permitting the use of the buildings, facilities and grounds by the member towns. Each lease involving a member town shall be on such other terms as may be determined by the Selectmen thereof and the Committee, who shall execute the lease for the member town and the District, respectively.
(C)
The-District shall insure, at its expense, the buildings, facilities and grounds so leased, details of such insurance shall be determined after consultation with those empowered to sign the leasing agreement on behalf, of the town owning the building(s)
(D)
Capital costs shall include all expenses, in the nature of capital out lay such as expenses for which the District is authorized to incur debt under the provisions of Section 16(d) of Chapter 71 of the General Laws, and acts in building(s). Section VI
Apportionment and Payments of Costs Incurred by the District
(A)
For the purpose of apportioning assessments levied by the District against the member towns, costs shall be divided into two categories:
(B)
Capital costs shall also include all expenses payment of principal of and interest on bonds, notes or other obligations issued by the District from time to time to finance capital costs.
(C)
Operating-costs shall include all costs not included in capital costs as defined in
subsection VI (B), including interest on temporary notes issued by the District in anticipation of revenue. (D)
Responsibility for Capital and Operating Costs (1)
Junior/Senior High School – (Grades 7 – 12). The District will assume responsibility for all of the operating and capital costs related to the Junior/Senior High School (Grades 7 – 12).
(2)
Elementary Schools – (Grades K – 6) (a) (b)
The District will assume the responsibility for all operating costs relating to the elementary schools. Each member town shall be responsible for paying the capital costs (as detailed in subsection VI (B) above) for its respective elementary school.
III-F-6
DISTRICT AGREEMENT
(E)
Apportionment of Costs Incurred by the District (1)
Operating Costs Each member town's share of the total operating costs of the District for any fiscal year shall be determined on a per pupil basis, by multiplying the total budgeted operating costs by a fraction, the numerator of which shall be each Town's average pupil enrollment, all grades, in the District on the first days of, October and December of the five (5) fiscal years preceding the fiscal year for which the apportionment is made, and the denominator of which shall be the average-of the total pupil enrollments from all the member towns in the District on those same dates.
(2)
Capital Costs (a)
Superseded by Massachusetts Education Reform Act of 1993
Each member town's share of capital costs associated with the District's Junior/Senior High School for each fiscal year shall be determined on the basis of equalized valuation and pupil enrollment, in grades seven to twelve, inclusive. "Equalized valuation" shall mean the equalized valuation of the aggregate property in a town subject to local taxation, as most recently reported by the commissioner of revenue to the general court under the provisions of section ten C of chapter fifty-eight of the General Laws, as amended from time to time; pupil enrollment, in grades seven to twelve, shall be as of October first of the year immediately preceding the fiscal year for which the capital apportionment is made.
Each member town's share shall be determined by computing to the nearest one tenth of one percent one-half of the sum of (i) the ratio which its equalized valuation bears to the total of the equalized valuations of all member towns and (ii) the ratio which its pupil enrollment, grades 7 to 12, in the Junior/Senior High School bears to the total of the pupil enrollments at said Junior/Senior High School, in grades 7 to 12, of all the member towns in the District. (b)
The capital costs associated with each District elementary school shall be apportioned to the member town in which the school is located.
(F)
(See attached amendm ent)
(G)
Special Funds The School Committee shall not interfere with a town's use of trust funds or other special funds, including separate town meeting, articles, intended for the enhancement of the educational,, opportunities-for that town's children. The operating budget shall not be altered by the expenditure of such funds.
(F)
No member town may withdraw from the District until its share of the District's bonded and other indebtedness has been paid in full. Any member town whose share of the District's bonded and other indebtedness has been paid in full may withdraw from the District by a majority vote in annual town meeting of that town, said withdrawal to be effective upon the completion of the fiscal year next following the then current fiscal year.
(I)
The fiscal year or period of the District shall be the same as the fiscal period of the member towns as provided by law, and the terms year, fiscal year, or calendar year as used in this Agreement to mean or refer to a fiscal or budget year shall mean the fiscal year of the District.
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DISTRICT AGREEMENT
Section VII Budget (A)
At the opening of each academic year, the Committee shall as promptly as practicable proceed with the preparation of a budget for the ensuing fiscal year including provision for any installment of principal or interest to become due in such year on any bonds or other evidence of indebtedness of the District. Said budget shall be in reasonable detail, itemized as follows: general control; expenses of instruction; cost of transportation; operation of school plant; maintenance of school plant; auxiliary agencies; outlay; debt and interest charges; special charges; and miscellaneous; the last-named to specify any items costing more than $100, or shall be itemized in such other manner as the Committee shall determine. All non-recurring expenditures shall be itemized. Upon the preparation of such budget the Committee shall hold a public hearing in the District's Junior/Senior High School at which it shall present the proposed regional school budget and shall answer any reasonable inquiries with respect thereto. Promptly after the holding of such hearing the Committee shall meet for the purpose of adopting a final budget with such modifications in their tentative budget as they may consider necessary or desirable. On or before February 15 of such year the Committee shall adopt a budget and shall deliver the same to its Treasurer for certification as hereinafter provided. Prior to March 15, or within thirty days from the date on which said budget is adopted, the Treasurer of, the Committee shall certify to the Treasurer of each member town its share of such budget.
(B)
Income received by the District from admission of tuition pupils, as provided in Section III(D) hereof, shall be deducted from total operating costs prior to the apportionment thereof, under Section VI hereof, to the member towns.
(C)
The Committee shall on or before February 15 of each year submit an annual report to each of the member towns, containing a detailed financial statement, and a statement showing the method by which the annual charges assessed against each town were computed, together with such additional information relating to the operation and maintenance of the regional school as may be deemed necessary by the Committee or by the Selectmen of any member town and each member town shall include said report in its annual report.
III-F-8
DISTRICT AGREEMENT
Section VIII Admission of Additional Member Towns By an amendment of this Agreement adopted under and in accordance with Section IX below, any other town or towns may be admitted to the Regional School District upon adoption as therein provided of such amendment and upon acceptance of the Agreement as so amended and also upon compliance with such provisions of law as may be applicable and such terms as may be set forth in such amendment.
Section IX Procedure for Amendment (A)
This Agreement may be amended from time to time in the manner hereinafter provided, but no such amendment shall be made which shall substantially impair the rights of the holders of any bonds or notes or other indebtedness of the District then outstanding, or the rights of the District to procure the means for payment thereof, provided that nothing in this section shall prevent the admission of a new town or towns to the District and the reapportionment accordingly of that part of the capital costs represented by bonds or notes of the District then, outstanding and of interest thereon. (1)
A proposal for amendment may be initiated by a signed petition bearing the signatures of 10 percent of the registered voters of any one of the member towns or by vote of a majority of all members of the Regional School District Committee.
(2)
Any such proposal for amendment shall be, presented to the Secretary of the Committee who shall mail or deliver a notice in writing to the Board of Selectmen of each of the member towns that a proposal to amend this Agreement has been received and shall enclose a copy of such proposal (without the signatures in the case of a proposal by petition). The Selectmen in each member town shall include in the warrant for the next annual or special town meeting called for the purpose an article stating the proposal or the substance thereof'. When a majority of the member towns, by majority vote at such annual or special town meeting, shall have approved the proposal for amendment, said amendment shall be adopted thereby and thereupon become a part of this Agreement.
III-F-9
DISTRICT AGREEMENT
Section X Miscellaneous Provisions
(A)
The approval of this amended agreement shall not affect the obligation of the member towns to provide education in grades kindergarten through six until such time as the Committee shall assume jurisdiction over education of the pupils in grades kindergarten through six.
(B)
The provisions of this amended agreement shall become fully effective as of July 1, 1991, if prior approval is given at duly called town meetings by the member towns as of June 30, and, on and after July 1, 1991, all pupils attending public schools in the member towns of the District shall be under the jurisdiction of the Committee. Section XI Transition to Regional School District Jurisdiction by Member Towns Over Grades Kindergarten Through Grade Six
This amended Agreement shall take full effect in accordance with its terms upon the affirmative votes of each member town at town meetings held in each such town and shall thereupon supersede the District Agreement executed as of March 30, 1954 as heretofore amended. The Regional District budget for the fiscal year commencing July 1, 1991 shall consist of the sum of the appropriations made by the member towns for support of the Regional District School, apportioned as provided in Section 5 of the agreement in effect prior to the adoption of this amended agreement, and the appropriations made for elementary schools in the member towns for such fiscal years, including but not limited to all appropriations made for insurance and for school department employee benefits. All obligations under contracts" land agreements binding upon the member towns with respect to schools for the grades kindergarten through six shall be assumed and carried out by the Committee on and after July 1, 1991 to the extent that such obligations would remain in effect on July 1, 1991 and be paid from sums included in the District budget for the fiscal year commencing on that date.
III-F-10
DISTRICT AGREEMENT
Amendment to the Regionalization Proposal: Transportation
Transportation to and from the Regional Schools and any other transportation for Regional School purposes shall be the responsibility of the Regional School District and its cost shall be apportioned to the member towns as an operating expense.
III-F-11
DISTRICT AGREEMENT
Approved @ 5/15/00 Leyden Town Meeting 5/7/99 Warwick Town Meeting and 6/21/99 Bernardston Town Meeting
4/20/99
PIONEER VALLEY REGIONAL SCHOOL DISTRICT PROPOSED AMENDMENT TO THE REGIONAL SCHOOL DISTRICT AGREEMENT CAPITAL ASSESSMENT PAYMENT SCHEDULE
Section VI of the Amended Regional School District Agreement that took effect on July 1, 1991 (the "Agreement") is hereby amended, as follows:
(1)
Subsection VI (F) of the Agreement is amended by deleting the word 'The" at the beginning and inserting in place thereof the following words: “Except as otherwise hereinafter provided, the”; and
(2)
A new Sentence is added to Subsection VI (F), to read as follows: Each member town treasurer shall pay the District the town's proportionate share of capital costs that consist of payments of principal of or interest on bonds or notes issued by the District not later than thirty days before the date on which each payment of such principal or interest is payable by the District, but not earlier than July 1 in any year.
(3)
Amended Section VI., F. will read: Except as otherwise hereinafter provided, the payment for proportionate shares of operating and capital costs of each of the member towns for each year shall be made, upon certification by the District Treasurer as specified In Section VII (A) below, by the respective member town treasurers by check payable to the District in five equal installments on the fifteenth day of August, November, January, April and June. Each member town treasurer shall pay to the District the town's proportionate share of capital costs that consist of payments of principal of or interest on bonds or notes issued by the District not later than thirty days before the date on which each payment of such principal or interest is payable by the District, but not earlier than July 1, in any year.
III-F-12
DISTRICT AGREEMENT
SUGGESTED WARRANT ARTICLE FOR MEMBER TOWNS TO APPROVE THE ABOVE AMENDMENT
ARTICLE: To see if the Town will vote to approve the amendment to the Pioneer Valley Regional School District that is proposed by vote of the Pioneer Valley Regional School District Committee on April 15, 1999. The proposed amendment would change the date on which amounts apportioned to the member towns for principal or interest payments on District bonds or notes shall be paid from the same dates as operating costs shall be paid, as provided in the present Agreement, to a date which is at least thirty days before the principal or interest is payable on the District bonds or notes, but not earlier than July 1 in any year. This amendment shall take effect as of July 1, 1999.
III-F-13
DISTRICT AGREEMENT
TABLE OF CONTENTS SECTION IV GENERAL SCHOOL ADMINISTRATION Faculty Tuition Policy……………………………………
IV-A-1,2
ADA Compliance Checklist………………………………
IV-B- (1-10)
Tobacco Policy………………………………………………
IV-C- (1-10)
Drug Free/Alcohol Free Policy…………………………
IV-D-1,2
Sexual Harassment, Bullying & Hazing Policy…… IV-E- (1-29) 1. Bullying Prevention and Intervention Plan 2. Summary for Staff Handbooks, Appendix A 3. Summary for Parents/Guardians, and Student Handbooks, Appendix A 4. Incident Reporting Form, appendix C 5. Anti-Bullying Legislation and Special Education, Appendix D Electronic Resources Acceptable Use Policy……….. IV-F- (1-9) Electronic Media Release Form (5/26/05)……..…… IV-G-1 Parental Involvement Policy Parental Notification Sexual Education……………… IV-H-1 Book Selection……………………………………………… 1. Library Media Center 2. Textbook
IV-J-1,2
Civil Rights..………………………………………………… 1. Grievance Procedures 2. Self Evaluation Procedure
IV-K- (1-4)
Special Education………………………………………….. IV-L-1,2 1. Parents’ Access to Special Educational Programs 2. Confidentiality Agreement Emergency Response Plan ………………………………
IV-M- (1-26)
Football Program……...……………………………………
IV-N-1
Dress Code……………………………………………………
IV-O-1
Retention Policy for Electronic Documents………… IV-P-1 Background Checks Policy………………………………... IV-Q-1 Recruiter’s Nondiscrimination Policy.………………… IV-R-1 Building Security Policy.…………………………………… IV-S-1(1-4) I – INSTRUCTION IGB-? Support Process for Individual Students J – STUDENTS JIC-? JIC-? JIC-? JIC-? JICFA-? JKAA JKAA-P
Discipline Data Review Discipline of Students Under Special Education and Section 504 Education Service Plan School Wide Suspension Policy Violation of Chapter 536 – Hazing Physical Restraint Policy Physical Restraint Policy Procedure
Approved at 5/23/96 P.V.R.S.D. Meeting PIONEER VALLEY REGIONAL SCHOOL DISTRICT SCHOOL CHOICE/OUT OF DISTRICT/OUT OF STATE TUITION POLICY The Massachusetts School Choice Law, G.L. c. 76, s. 12B, as it has been amended by the Education Reform Act of 1993 and by subsequent legislation governs out of district student admissions. The law presumes that a school district will participate in the Massachusetts School Choice Program unless the school committee votes not to do so by June first of each year. This policy is contingent upon the Pioneer Valley Regional School District not participating in the Massachusetts School Choice Program. As permitted under the law, the Pioneer Valley Regional School District, does admit out of state students, the children of full-time faculty and students under arrangements with other school committees, on a tuition basis. The children of parttime faculty who are attending the Pioneer Valley Regional School District, as of 5/23/96, and their current siblings, attending or not, may be admitted as tuition students, subject to the same procedures and conditions that apply to the children of full-time faculty. An annual tuition rate will be established by the School Committee. The process is as follows: 1.
Applications for the beginning of the school year should be submitted to the Superintendent's office by April 15.
2.
Notifications of decisions will be made by May 1.
Admissions, when granted, will be for one school year (or a portion of a school year), with no guarantee of continued acceptance in future years. Siblings will not be guaranteed admission. Transportation will be the responsibility of parents or legal guardian. The Superintendent will make the decision. It is expected that, in considering a request, the Superintendent will consult with the Principal of the receiving school. It is the intention of the School Committee to support the decision of the Superintendent. The Superintendent will provide to the Committee, on an annual basis, information on the number of requests for out of district admissions, the number and grade level of the students accepted and the amount of tuition income. The Superintendent may waive tuition in the cases of students who have attended or are planning to attend Pioneer Valley Regional School District Schools for at least 75% of the year. The waiver will apply for the balance of that year only.
IV-A- 1
SCHOOL CHOICE/OUT OF DIST./ OUT OF STATE
OUT OF DISTRICT/FACULTY TUITION POLICY Faculty Tuition Policy Out-of-District full-time faculty will be allowed to enroll their children in regular fulltime program offerings at 10% of the yearly voted tuition rate.
IV-A- 2
SCHOOL CHOICE/OUT OF DIST./ OUT OF STATE
ADA COMPLIANCE CHECKLIST FEIN # 0470017470007 CONTRACT # 29060090040 ______ LICENSE # AGENCY: Pioneer Valley Regional School District PROGRAM NAME: PROGRAM TYPE: PROGRAM ADDRESS: Pioneer Valley Regional School District Turner Rd. Northfield, MA 01360
MAILING ADDRESS: Same 97 F. Sumner
NAME AND TITLE OF PERSON COMPLETING THIS GUIDE: Dayle A. Doiron, Superintendent of Schools PHONE #: 413-498-2911 FAX #: 413-498-2911 TTY #: 413-648-5450
IV-B-
1
ADA Compliance Checklist
I. PROGRAM ADMINISTRATION: A.
ADA Coordinator: Sharon Jones, Administrator of Special Education PHONE #: 413-648-5450 FAX#: 413-648-5487 TTY #: 413-648-5450 ADDRESS: Office of Special Education Administrator Pioneer Valley Regional School District 97 F. Sumner Turner Road Northfield, MA 01360
B.
It is the policy of the Pioneer Valley Regional School District to post ADA rights and requirements in documents posted in prominent locations.
PIONEER VALLEY REGIONAL SCHOOL DISTRICT PUBLIC NOTICE AMERICANS WITH DISABILITIES ACT The Pioneer Valley Regional School District does not discriminate on the basis of disability. Students, their families, members of our communities, employees, and job applicants are entitled to access to all District programs, activities, and services without regard to disability. Copies of this notice are available, when requested, in alternate print formats. Our grievance procedure, self-evaluation, and ADA practices and procedures are also readily available when requested. The Pioneer Valley Regional School District has designated the following person to coordinate its efforts to comply with the ADA. Inquiries, requests and complaints should be directed to: SHARON JONES, ADMINISTRATOR OF SPECIAL EDUCATION PIONEER VALLEY REGIONAL SCHOOL DISTRICT 97 F. SUMNER TURNER ROAD NORTHFIELD, MA 01360 413-648-5450 VOICE 413-648-5487 FAX Signed:
IV-B-
2
ADA Compliance Checklist
C.
PIONEER VALLEY REGIONAL SCHOOL DISTRICT ADA GRIEVANCE PROCEDURE
This grievance procedure is established to meet the requirements of the Americans with Disabilities Act. It may be used by anyone who wishes to file a complaint alleging discrimination on the basis of disability in employment practices and policies of the provision of services, activities, programs, or benefits by the Pioneer Valley Regional School District. The complaint should be in writing or on audiotape and contain information about the alleged discrimination including name, address, phone number of complainant and location, date, and description of the problem. Alternative means of filing complaints, such as personal interview, will be made available for persons with disabilities upon request. The grievant and/or his/her designee should submit the complaint as soon as possible but no later than 60 calendar days after the alleged violation to: SHARON JONES, ADMINISTRATOR OF SPECIAL EDUCATION PIONEER VALLEY REGIONAL SCHOOL DISTRICT 97 F. SUMNER TURNER ROAD NORTHFIELD, MA 01360 Within 15 calendar days after receipt of the complaint, the ADA Coordinator will meet with the complainant to discuss the complaint and possible resolutions. Within 15 calendar days after the meeting, the ADA Coordinator will respond in writing and, where appropriate, in a format accessible (e.g. large print, Braille, audiotape) to the complainant. The response will explain the position of the Pioneer Valley Regional School District and offer options for substantive resolution of the complaint. If the response by the ADA Coordinator does not satisfactorily resolve the issue, the complainant and/or his/her designee may appeal the decision of the ADA Coordinator within 15 days after receipt of the response to the Superintendent of Schools. Within 15 calendar days after receipt of the appeal, the Superintendent will meet with the complainant to discuss the complaint and possible resolutions. Within 15 calendar days after the meeting the Superintendent will respond in writing in a format accessible to the complainant with a final resolution of the complaint. Individuals always have the legal right to file a complaint independent of the grievance procedure with an appropriate agency if they so choose.
IV-B- 3
ADA Compliance Checklist
II. EMPLOYM ENT A. Reasonable Accommodation Policy It is the policy of the Pioneer Valley Regional School District that no otherwise qualified individual with a disability shall, solely by reason of his/her disability, be excluded from employment in the Pioneer Valley Regional School District. Employment review and hiring will be based on the employee, prospective employee’s ability to perform what the Pioneer Valley Regional School District determines to be the essential functions of a particular position. It is understood that the obligation to comply with this policy is not obviated or alleviated by any state or local law or other requirement that, based on disability, imposes inconsistent or contradictory prohibition. Any prohibitions or limits upon the eligibility o qualified individuals with disabilities to practice any occupation or profession re not allowed under this policy. Further, it is the policy of the Pioneer Valley Regional School District that reasonable accommodation shall be offered for any qualified applicant with a disability, unless the Pioneer Valley Regional School District can demonstrate that the accommodation imposes an undue financial or administrative hardship on the operation of its programs. The policies for reasonable accommodation are applicable dur ing the pre employment process, which includes the application and interview process. Requests for reasonable accommodation should be made during the post employment offer meeting with the prospective employee. Requests should be documented. A decision re garding reasonable accommodation requests shall be made within three days of the request. The need for further accommodations will be assessed as needed. Current employees seeking reasonable accommodations should make the request to their immediate supervisor. A decision regarding the request shall be made within ten working days. Any requites for reasonable accommodations must also be given to the ADA Coordinator. The final decision concerning whether a request for an accommodation is an undue financial or administrative hardship is made by the Superintendent of Schools in discussion with the Pioneer Valley Regional School District Committee. Aggrieved applicants have the right to appeal as per our written appeals process If either a current or prospective employee chooses to initiate a grievance upon the denial of a reasonable accommodation request the grievance procedure should be followed. Employment/Pre-Employment Criteria The Pioneer Valley Regional School District shall offer the same rights and opportunities to all qualified employees.
IV-B- 4
ADA Compliance Checklist
The Pioneer Valley Regional School District shall not use any employment test or other selection criteria that screens out or tends to screen out individuals with disabilities. To this end essential job functions are delineated from marginal job functions. The Pioneer Valley Regional School District shall not make any pre employment inquiry or conduct a pre-employment medical examination of an applicant with the sole purpose of determining whether the applicant is an individual with a disability or the nature or severity of the disability. The Pioneer Valley Regional School District will ask no questions of applicants, prior to employment, related to disability and no such questions shall appear on any written application form the District may use. No medical examinations shall be required for prospective employees unless such is a bonafide necessity for the position in question. All pertinent medical information obtained in such instances shall be maintained in a locked separate file and shall be available only to supervisory personnel and certain others who can be determined and documented to have a legitimate need for the information. A written record of who these individuals are, in relation to each case will be maintained. The Pioneer Valley Regional School District may, however make pre -employment inquiries to an applicant’s ability to perform job-related functions. All job selection criteria and/or test that may be utilized will be examined to ensure that they reflect only bonafide, job-related qualification and do not tend to screen out otherwise qualified persons with disabilities. In making such determinations the input and assistance of persons with disabilities will be sought and engaged. B.
E m p l o y m e n t Training A s s u r a n c e
It is the policy of the Pioneer Valley Regional School District that staff training and development activities provided to District faculty, staff, and volunteers includes information about ADA requirements, including an explanation of the District’s ADA policies, procedures, and practices regarding employment. The District endeavors to ensure that all employees have a clear understanding of reasonable accommodation, grievance procedures, essential v. nonessential job functions, permissible and impermissible inquiries, and confidentiality requirements, as well as their individual rights and responsibilities of the District.
III. NON-DISCRIMINATORY OPERATIONS A.
E Q U A L OPPORTUNITY POLICY
No qualified person with a disability shall, because the Pioneer Valley Regional School District’s facilities are inaccessible, be denied the benefits of, be excluded from participation in, or otherwise be subjected to discrimination under any of its programs or activities.
IV-B- 5
ADA Compliance Checklist
In providing its services, programs, and activities, the Pioneer Valley Regional School District shall not: 1. Deny a qualified individual with a disability the opportunity to participate in, or benefit from, a benefit, service, or activity. 2. Deny a qualified individual with a disability the opportunity to participate as a member of committees, subcommittees, or any other entity of the Pioneer Valley Regional School District. 3. Otherwise limit a qualified individual with a disability the enjoyment of any right, privilege, advantage, or opportunity enjoyed by other qualified individuals receiving the aid, benefit, or service. 4.
B.
As earlier stated, it is the policy of the Pioneer Valley Regional School District to ensure that persons with disabilities are provided maximum opportunity to participate in and benefit from programs, services, and activities. Moreover, it is our goal that such participation be in the same manner as that of people without identified disabilities. Toward achieving this, the Pioneer Valley Regional School District will modify procedures, provide assistive devices and equipment, and identify and remove physical and architectural barriers. It is recognized, however, that this approach may not always be feasible or sufficient to ensure equal access and benefit. R E A S O N A B L E MODIFICATION POLICY
The Pioneer Valley Regional School District shall make reasonable program modifications to accommodate the physical and/or mental limitations of a person with a disability whenever this person requests such a modification, unless it would impose an undue burden or fundamental alteration to the program. These policies and procedures will be reviewed and updated by the ADA Coordinator as current programs are modified and new programs are developed. The Pioneer Valley Regional School District will comply with all applicable Federal and State laws and regulations relative to the use of assistive equipment, including trained service animals. In addition, no arbitrary restrictions or limitations will be placed on the type or number of assistive equipment items, including trained service animals, that persons with disabilities may bring with them to the Pioneer Valley Regional School District facilities. Any request may be made to the Administrator of Special Education. Final decisions regarding denial of a request will be made by the Superintendent of Schools in a timely fashion of no longer than 10 working days following the request. Individuals seeking to contest a rejected request for modification will be given the grievance procedure in the format appropriate to their needs. It will be the policy of this District to review safety procedures on a regular basis. Emergency exits will be visually indicated. Each building will maintain, post, and practice according to the established annual schedule plans by which to evacuate District buildings in the event of an emergency. District personnel with the express responsibility of ensuring the safe evacuation of all occupants will be identified in each building. IV-B- 6
ADA Compliance Checklist
Personnel will be identified in each building to escort to emergency stairwells those individuals whose ability to use a stairway during an emergency is impeded. Emergency personnel will be directed to the appropriate emergency exits to assist individuals unable to use stairways to exit the buildi ng. C.
Eligibility Requirements Assurance
Any prohibitions or limits upon the eligibility of qualified individuals with disabilities to receive services are not allowed under this policy. Eligibility requirements will be periodically reviewed by the ADA Coordinator and updated as programs grow, are added, or change. Faculty and staff will be informed of and trained in any changes in service eligibility requirements that may occur. Individuals may be denied service if a direct threat to the safety or well being of a student, visitor, or staff or faculty member exists. A direct threat will be based on actual risks and a means of mitigation will be pursued.
Individuals seeking to contest an eligibility requirement based on disability will be given the grievance procedure in the format appropriate to their needs. D.
Assurance Regarding Surcharges
It is the policy of the Pioneer Valley Regional School District that surcharges are never charged for reasonable modifications and that the provision of auxiliary aids or services or any other action necessary to assure equal participation by a person with a disability is without charge. The Pioneer Valley Re gional School District budgets annually to ensure adequate funds are available for anticipated services and assistive devices. E.
Integrated Services Assurance
It is the policy of the Pioneer Valley Regional School District that all f our services, programs, and activities are provided in the most integrated setting possible. People with disabilities are not required to participate in separate programs. The refusal by a participant to participate in separate programs does not relieve the Pioneer Valley Re gional School District of our obligation to provide reasonable modifications. No attempt to provide services to any person(s) with a disability in a manner or a site or location different than that of our other students will be made unless and until barrier removal through architectural modification and/or use of assistive devices and equipment have been examined, found to be clearly inadequate or inappropriate for the individual, or an undue burden. In all cases, the affected individual(s) will be fully involved in the consideration and decision-making processes.
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ADA Compliance Checklist
F.
Significant Assistance Assurance
It is the policy of the Pioneer Valley Regional School District that programs to which we provide significant support may not discriminate against people with disabilities. All contracts and all program sites are regularly assessed to ensure nondiscrimination against people with disabilities. All new contracts and programs are assessed prior to approval to ensure they do not discriminate against people with disabilities. G.
Accessible Transportation Policy
It is the policy of the Pioneer Valley Regional School District that all transportation services provided are accessible to everyone. Furthermore, vehicles will be outfitted with the appropriate safety and assistive devices and equipment. Individuals requiring special transportation accommodations should make their requests to the Administrator of Special Education. Requests must be made in a reasonable period of time in advance. As with all our transportation services, all requests cannot be met. When a request cannot be met, reasonable notice will be given. H.
Community Referral Assurance
Community Referral: Whenever the Pioneer Valley Regional School District participates in other programs and services, it is our policy that such programs and services must be in compliance with the ADA. When making referrals the Pioneer Valley Regional School District will provide clients information regarding ADA compliance and endeavor to identify accessible providers locally. A list of accessible community referrals is available when requested. I.
Training Assurance Regarding Non-Discriminatory Program Operation
It is the policy of the Pioneer Valley Regional School District that staff training and other staff development activities provided to and by District staff and faculty includes information about ADA requirements. Such training includes a full explanation of our ADA policies, procedures, and practices and occurs regularly. IV. EFFECTIVE COMMUNICATION A.
Effective Communications Policy
It is the policy of the Pioneer Valley Regional School District to provide effective communication support to persons upon request by individuals who have impairments to sight, hearing and speech. Effective communication requests should be made to the Administrator of Special Education. If the individual's primary request cannot be met, an alternative but equally effective means of communication will be offered. The ADA Coordinator in consultation with superintendent of Schools will make the determination of undue burden.
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ADA Compliance Checklist
B.
TTY/TDD Assurance
The Pioneer Valley Regional School District has a TTY (413-648-5450) available for use by the Administrator of Special Education and the District Nursing Leader. Additional TTY's will be provided as needed. C.
Alternative Format Policy and Procedures
It is the policy of the Pioneer Valley Regional School District that all Pioneer Valley Regional School District documents and publications will be made available to anyone requiring an alternative format for effective communication. Alternative formats provided will include: large print, audio tape, computer diskettes (in house) and Braille (Massachusetts Association for the Blind Braille and Recording Departments 800-682-9200). The procedure for anyone who requests alternate formats is: 1. 2. 3. 4.
D.
To specify his/her preferred alternate format either in person, over the phone, or in writing to the Administrator of Special Education at least four days in advance of the event. Within four (4) business days, the Pioneer Valley Regional School District will provide the format to the requester at no charge. (Braille – two weeks advance notice needed.) If a request cannot be met the person making the request will be informed at least 2 days in advance. If an initial request cannot be met an alternative, bur equally effective format will be offered. The Administrator of Special Education will make the determination of undue burden in consultation with the Superintendent of Schools.
Interpreter Services Policy
It is the policy of the Pioneer Valley Regional School District that sign language interpreters will be provided for anyone who requires them in order to participate in any Pioneer Valley Regional School District meeting or program. The procedure for anyone who requests sign language interpreter services is: 1.
2.
To make the request either in person, over the phone, or in writing to the Pioneer Valley Regional School District ADA Coordinator/Administrator of Special Education or Superintendent of Schools at least 20 days prior to the program for which the service is needed. If adequate notice is given, and the service cannot be obtained by the Pioneer Valley Regional School District, the Administrator of Special Education will offer the requester the option to postpone his/her attendance until such can be obtained.
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ADA Compliance Checklist
E.
Assistive Listening Device Assurance
It is the policy of the Pioneer Valley Regional School District that assistive listening devices will be provided. The District currently does not own an assistive listening device. Until such time as one is purchased, it will be rented from Adcare Educational Institute, Inc. 508-752-7313 (voice), 508-754-0039 (TTY), 508-7528111 (Fax), contact Denise Henry. The procedure for anyone who requests an assistive listening device is: 1.
2. 3. F.
To make the request either in person, over the phone, or in writing to the Pioneer Valle y Regional School District ADA Coordinator/Administrator of Special Education or Superintendent of Schools at least five (5) days prior to the program for which the device is needed. Within five (5) business days, the assistive listening device will be provided for the program. If the device cannot be provided, an alternative but equally effective means will be offered.
TV Captioning Assurance
It is the policy of the Pioneer Valley Regional School District to provide captioned programs when necessary. Staff is trained on the usage of captioned materials. G.
Video Assurance
It is the policy of the Pioneer Valley Regional School District to provide closed or open captioned videos when necessary. The procedure for anyone to request a close caption device or descriptive reading service is: 1. 2.
H.
To specify his/her need either in person, by telephone, or in writing to the ADA Coordinator/Administrator of Special Education at least five (5) days before the film will be presented. Within five (5) business days, the person responsible will provide the close caption video and device, or descriptive reading service.
Training Assurance
It is the practice of Pioneer Valley Regional School District that staff training and development activities provided by District personnel and volunteers include training on techniques and assistive devices/equipment to assure effective communication. Professional improvement opportunities for effective communication are regular. V. PROGRAM AND FACILITY ACCESSIBILITY All work laid out at District buildings in the previous checklist has been completed, with the exception of Pioneer Valley Regional School which will be completed by 02/02. IV-B- 10
ADA Compliance Checklist
PIONEER VALLEY REGIONAL SCHOOL And Northfield Elementary School Policy on the Use or Possession of Tobacco Products on School Property Approved, June 27, 2001
SECTION I:
POLICY
The Pioneer Valley Regional School District is committed to having a smoke and tobacco-free environment for all members of the school community. Therefore, use or possession of tobacco products on school property or at a school -sponsored event is strictly prohibited. Violations will result in the following consequences: PVRSD STUDENTS (minor or adult student): 1st Offense : 1. Notification of parent/legal guardian by letter and phone 2. A 4-session after-school tobacco education class with proof of completion required 3. A $50.00 fine if tobacco education class is not completed 4. Offer of school resources and support for tobacco harm reduction/cessation 5. Notification of athletic director per MIAA rules (See appendix) 2nd Offense: 1. Conference with parent/legal guardian 2. A $50.00 fine OR a student-managed tobacco education/service project based on the PVRS Independent Proposal (such as interviews of adults with emphysema) with proof of completion required 3. Offer of school resources and support for tobacco harm/reduction/cessation 4. Notification of athletic director per MIAA rules (See appendix.) 3rd Offense and 1. 2. 3.
Thereafter: Conference with parent/legal guardian A $50.00 fine Offer of school resources and support for tobacco harm reduction/cessation 4. Notification of athletic director per MIAA rules (See appendix.)
SCHOOL EMPLOYEES: 1st Offense and Thereafter: 1. A $50.00 fine 2. Offer of school resources and support for tobacco harm reduction/cessation 3. Could be grounds for disciplinary job action VISITORS: 1st Offense: An informational warning is issued IV – C - 1
TOBACCO POLICY
2nd Offense: Removal from the premises SECTION II:
DEFINITIONS:
MINOR(S)
Person(s) under eighteen (18) years of age
TOBACCO AND TOBACCO PRODUCTS
Cigarettes, cigars, chewing tobacco, snuff or any other form of tobacco.
POSSESSION (student and adult student)
Possession of a tobacco product or paraphernalia on the person on in the person’s belongings including clothing, purse, book bag, books, and other personal property, and school lockers. If cigarettes or other tobacco products or paraphernalia are in plain view in a student’s car, it is considered possession and the rules of possession apply.
POSSESSION (employee)
Possession of a tobacco product or paraphernalia in plain view or apparent view on the person or in plain view in an employee’s car, is considered possession and the rules of possession apply.
USE
Smoking, inhaling, chewing or otherwise causing a drug to reach the bloodstream or digestive tract on school property
CONFISCATION
When there is evidence to believe that a student is in possession of tobacco products and/or paraphernalia, there is an obligation on the part of school personnel to search for and seize such items. Such search and seizure may involve search of the person and the person’s belongings. All tobacco products and/or paraphernalia will be confiscated.
SECTION III:
ENFORCEMENT: The educational consequences of this policy will be enforced by the principal and his/her designee(s). The fine structure of this policy will be enforced by the Northfield Board of Health or their designees.
SECTION IV:
EFFECTIVE DATE: This district policy shall take effect upon its passage
Adopted: June 27, 2001
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TOBACCO POLICY
APPENDIX PIONEER VALLEY REGIONAL SCHOOL STUDENT ATHLETIC HANDBOOK
2. All Pioneer athletes must observe sound health and training rules. MIAA Blue Book states under its Chemical Health section, "From the earliest fall practice date, to the conclusion of the academic year or final athletic event (whichever is latest), a student shall not, regardless of the quantity, use, consume, possess, buy/sell or give away any beverage containing alcohol; any tobacco product; marijuana; steroids; or any controlled substance. This policy includes products such as “NA or near beer.” It is not a violation for a student to be in possession of a legally defined drug specifically prescribed for the student's own use by his/her doctor. This rule represents only a minimum standard upon which Pioneer Valley Regional School may develop more stringent requirements. When the Principal confirms, following an opportunity for the student to be heard, that a violation occurred, the student shall lose eligibility for the next consecutive interscholastic contests totaling 25% of all interscholastic contests in that sport. No exception is permitted for a student who becomes a participant in a treatment program. It is recommended that the student be allowed to remain at practice for the purpose of rehabilitation. For second and subsequent violations, the student shall lose eligibility for the next consecutive interscholastic contests totaling 60% of all interscholastic contests in that sport. If after the second or subsequent violations the student, of his/her own volition, becomes a participant in an approved chemical dependency program or treatment program, the student may be certified for reinstatement in MIAA activities after a minimum of 40% of events. The director or a counselor of a chemical dependency treatment center must issue such certification. 3. Appeal Process: The following procedure will be used in dealing with the above (#3) based on the information at hand: The coach may at this point go further and suspend the player for the entire season if the infraction is one which in his/her mind rates this type of response. (This total suspension should be made in concert with the Athletic Director and Principal). If the student wishes to appeal the coach's decision, the following steps are available: A. A standing Faculty Athletic Committee (FAC) of (3) three staff members will review the situation and make decisions concerning the disposition of the case. The makeup of the FAC will be as follows: 1. Chairperson - Athletic Director (principal or vice-principal in Athletic Director's absence) 2. Faculty Member (not involved in athletics) 3. A coach not involved with the sport in question. *Committee members chosen at the discretion of the Chairperson. B. Students will have three (3) school days from the time the suspension is handed down to appeal. C. The Faculty Athletic Committee will convene to consider the situation, with every effort being made to resolve the matter before the next athletic contest involving the athlete being charged. D. The charged athlete will have the right to appear before the FAC to present pertinent facts in his/her behalf. S/he may bring with him/her other individuals to speak in his/her behalf. E. The coach will be asked to appear before the FAC. IV – C - 3
TOBACCO POLICY
F. The student will have the right to appeal the decision of the FAC to the principal, the superintendent of schools and ultimately to the school committee. G. Once a decision has been rendered, it will be in force until a successful appeal reverses it. H. A student who has been removed from one team may not join another team during the same sport season.
IV – C - 4
TOBACCO POLICY
SAMPLE PARENT LETTER FOR FIRST OFFENSE
Dear
This is to inform you that (student's Name) has violated the tobacco policy at Pioneer Valley Regional School. For the first offense, students are required to attend a 4-session after school tobacco education program. For more information about this program, please contact (person's name and phone #). Enclosed is a list of community quit programs that are available to students. (Student's name) has been notified that he/she is required to attend the after school tobacco education program to be held every ________ afternoon in (room #) until his/her obligation is fulfilled. If there is a strong reason he/she cannot attend one of the sessions, please notify (tobacco educator's name) at (phone #) his/her after-school session. Missed sessions must be made up or the further consequence of a $50.00 fine will apply. If your son/daughter is an athlete, the athletic director will be notified and the additional consequences of the first violation in the MIAA Rules will apply. Please support us in this effort to make Pioneer Valley Regional School a smoke-free school. Thank you for your cooperation.
Assistant Principal
enc:
PVRSD Smoking Policy Community Smoking Cessation Programs
IV – C - 4
TOBACCO POLICY
Approved P.V.R.S.D. Committee
PIONEER VALLEY REGIONAL SCHOOL DISTRICT SMOKE-FREE DISTRICT POLICY The Pioneer Valley Regional School District strictly prohibits the use of tobacco products within P.V.R.S.D. buildings, school facilities, and on buses.
IV – C - 5
TOBACCO POLICY
Approved @ 4-28-94 P.V.R.S.D. Committee PIONEER VALLEY REGIONAL SCHOOL DISTRICT DRUG-FREE/ALCOHOL-FREE WORKPLACE POLICY
Substance abuse is recognized as an illness and a major health problem. The Pioneer Valley Regional School District recognizes substance use and abuse by employees as a potential health, safety and security problem. It is our intent and obligation to provide a drug-free/ alcohol-free, healthful, safe and secure work environment. No employee shall report to work under the influence of alcohol or illegal drugs. Illicit drugs are defined as controlled substances under M.G.L. Ch. 94C and include narcotics, cannabis, stimulants, depressants and hallucinogens. Alcohol is defined as alcoholic beverages containing beer, wine or distilled spirits. Employees are expected and required to report to work on time and in appropriate mental and physical condition for work. The unlawful manufacture, distribution, dispensation, possession, or use of a controlled substance, or the use of alcohol or tobacco on school department premises or while conducting school department business in the presence of students is absolutely prohibited. Violations of this policy will result in disciplinary action, up to and including termination and may have legal conse quences. (Discipline will be taken in accordance with existing collective bargaining contracts and/or personnel policy practices.) Employees needing help in dealing with such problems are encouraged to use services of a local agency or health insurance pl ans, as appropriate. The following is a list of facilities and telephone numbers that may be helpful in considering a program of assistance. This list should not be considered exclusive. Your personal physician is an excellent resource. The Beacon Programs of
60 Wells St., Greenfield
(413) 772-6388
Franklin Medical Center
359 Main St., Athol
(508) 249-2371
Brattleboro Retreat
75 Linden St., Brattleboro, VT
(800) 345-5550
Multi-Service Health, Inc.
76 Pleasant St., Northampton
(413) 586-8550
Alcoholics Anonymous
Chapman St., Greenfield
(413) 774-6333
Narcotics Anonymous
Holyoke, MA
(413) 538-7479
Conscientious efforts to seek help will not jeopardize any employee's job and will not be noted in any personal record. Confidentiality in this regard will be strictly observed. As mandated by the Drug-Free Workplace Act of 1988, employees must abide by the terms of said policy. Employees are also required to report any conviction under a criminal drug statute for violations occurring on or off school grounds while conducting school district business within five (5) days of such a conviction. The district has an obligation to notify the appropriate federal agency within ten (10) days of receiving such a notice of conviction. Further, no later than thirty (30) days after notice of a conviction, the Superintendent will take appropriate disciplinary action, up to and including a recommendation to the School Committee that the employee he dismissed from employment. IV – D- 1
DRUG FREE/ALCOHOL FREE POLICY
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EMPLOYEE CONVICTION/DISPOSITION REPORT BY LAW, THIS REPORT MUST BE FILED WITH THE SUPERINTENDENT OF SCHOOLS NO LATER THAN FIVE DAYS FOLLOWING ANY CONVICTION (INCLUDING PLEAS OF GUILTY, NOLO CONTENDERE, OR ANY OTHER DISPOSITION WHICH DOES NOT RESULT IN AN ACQUITTAL, OF VIOLATING A CRIMINAL DRUG STATUTE ARISING FROM WORKPLACE CONDUCT. FAILURE TO SO REPORT TO THE SUPERINTENDENT WITHIN FIVE DAYS MAKES YOU LIABLE TO DISCIPLINARY ACTION, UP TO AND INCLUDING TERMINATION. EMPLOYEE NAME: _____________________ ________________________ SCHOOL: ____________________________________________________ POSITION: _____________________DATE HIRED: ____________ I hereby report that I was convicted of, or plead guilty to nolo contender to, the following violation of a criminal drug statute arising from workplace conduct. (Describe violation, when and where it happened): This conviction/disposition was entered in the following court at the date shown: COURT:__________________________________ DATE:_________________ TODAY'S DATE:_________________ I understand that within thirty (30) days of today's date, the Pioneer Valley Regional School District must either discipline me, including the possibility of terminating me, or refer me for participation in an authorized drug abuse assistance or rehabilitation program. If referred, and accepted by me. I must satisfactorily take part in the program to continue in the Public Schools. My preference in action: [ ]DISCIPLINARY ACTION
[ ]DRUG ABUSE ASSISTANCE OR [ ] REHABILITATION PROGRAM
SIGNATURE:________________________________ DATE:_______________________
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DRUG FREE/ALCOHOL FREE POLICY
Approved at 10/21/10 PVRSDC Meeting
PIONEER VALLEY REGIONAL SCHOOL DISTRICT SEXUAL HARASSMENT , BULLYING & HAZING POLICY I.
Policy A.
It is the policy of the Pioneer Valley Regional School District to provide a learning and working atmosphere for students, employees and visitors free from sexual harassment, bullying, hazing, and intimidation. These terms are referenced herein as “harassment”. Such action may occur on the basis of race, color, religion, national origin, age, gender, sexual orientation or disability, or for any other reason.
B.
It is a violation of this policy for any administrator, teacher or other employee, or any student to engage in or condone harassment in school or to fail to report or otherwise take reasonable corrective measures when they become aware of an incident of harassment.
C.
This policy is not designed or intended to limit the school’s authority to take disciplinary action or take remedial action when such harassment occurs out of school but has a nexus to school, or is disruptive to an employee’s or student’s work or participation in school related activities. Reports of cyber bullying by electronic or other means, occurring in or out of school will be reviewed and, when a nexus to work or school exists, will result in discipline.
D.
It is the responsibility of every employee, student and parent to recognize acts of harassment and take every action necessary to ensure that the applicable policies and procedures of this school district are implemented.
E.
Any employee or student who believes that he or she has been subjected to harassment has the right to file a complaint and to receive prompt and appropriate handling of the complaint. Further, all reasonable efforts shall be made to maintain the confidentiality and protect the privacy of all parties, but proper enforcement of this policy may require disclosure of any or all information received.
F.
The Building Principal/Designee shall be responsible for assisting employees and students seeking guidance or support in addressing matters relating to any form of harassment.
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Sexual Harassment, Bullying&Hazing Policy
II.
Procedures A.
Definitions – Sexual Harassment Prohibited “Sexual Harassment” means unwelcome sexual advances, requests for sexual favors, and other inappropriate verbal, written, electronically transmitted, or physical conduct of a sexual nature, including but not limited to unwelcome comments, touching, written notes, pictures/cartoons or other inappropriate conduct, such as leering, whistling, brushing up against the body, commenting on sexual activity or body parts or other activity referred to by the Model MCAD policy prohibiting such behavior. Harassment has the effect of creating an intimidating, hostile, or offensive work or learning environment that takes place under any of the following circumstances:
B.
1.
When submission to such conduct is made, explicitly or implicitly, a term or condition of employment, instruction, or participation in school activities or programs;
2.
When submission to or rejection of such conduct by an individual is used by the offender as the basis for making personal or academic decisions affecting the individual subjected to sexual advances;
3.
When such conduct has the effect of unreasonably interfering with the individual's work, attendance at school or participation in academic or curricular activities, or
4.
When such conduct has the effect of creating an intimidating, hostile, or offensive work or learning environment.
Definitions – Bullying Prohibited Bullying may take a variety of forms. It is unacceptable in a school or work environment. As a result no student or employee shall be subjected to harassment, intimidation, bullying, or cyberbullying in any public educational institute: 1. “Bullying and cyberbullying,” means severe or repeated unwelcome written, electronic, verbal or physical acts or gestures where a student or employee feels coerced, intimidated, harassed or threatened and under the circumstances (1) may cause a reasonable person to suffer physical or emotional harm, (2) may cause damage to another student’s or employee’s property, or (3) may cause a disruptive or hostile school environment. The behavior must interfere with an employee’s ability to perform his or her duties or with a student’s academic performance or ability to learn, or interfere with a student’s ability to participate in or benefit from services, activities, or privileges: a. That are being offered through the school district; or IV-E-2
Sexual Harassment, Bullying&Hazing Policy
b. During any education program or activity; or c. While in school, on school equipment or property, in school vehicles, on school buses, at designated school bus stops, at school-sponsored activities, at school-sanctioned events; or 2. Through the use of data, telephone or computer software that is accessed through a computer, computer system, or computer network of any public education institute. 3. As used in this Section, “electronic communication” means any communication through an electronic device including a telephone, cellular phone, computer or pager. C.
Definitions – Hazing Prohibited The term “hazing” shall mean any conduct or method of initiation, even if consented to, into any student organization, whether on public or private property, which willfully or recklessly endangers the physical or mental health of any student or other person. 1. Such conduct shall include, but is not limited to, whipping, beating, branding, forced calisthenics, exposure to the weather, forced consumption of any food, liquor, beverage, drug or other substance or any other brutal treatment or forced physical activity which is likely to adversely affect the physical health or safety of any such student or person, or which subjects such student or other person to extreme mental stress, including extended deprivation of sleep or rest or extended isolation. 2. Whoever knows that another person is the victim of hazing and is at the scene of such activity, shall, to the extent that such person can do so without danger or peril to himself or others, report such activity to an appropriate law enforcement official as soon as reasonably practicable. Whoever fails to report such behavior shall be subject to discipline.
D. Guidelines for Investigating Harassment Claims In school systems, harassment may take many forms and cross many lines. The situation may be an instance of staff member to staff member, staff member to student, student to staff member, or student to student. Guidelines for dealing with any report of harassment are as follows:
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1.
By law, harassment is defined by the victim’s perception in combination with objective standards or expectations. What one person may consider acceptable behavior may be viewed as harassment by another person. Therefore, in order to protect the rights of both parties, it is important that the victim make it clear to the harasser that the behavior is objectionable. 2.
In all reports of harassment, the victim or witness should describe in writing the specifics of the complaint to ensure that the subsequent investigation is focused on the relevant facts. Oral and anonymous complaints will be reviewed but are inherently difficult to investigate and may not be procedurally fair; as a result no disciplinary action shall be taken on anonymous complaints unless verified by clear and convincing evidence. All other complaints will be reviewed based on a preponderance of evidence standard.
3.
Any school employee or community member that has reliable information that would lead a reasonable person to suspect that a person is a target of harassment, bullying, or intimidation shall immediately report it to the administration; each school shall document any prohibited incident that is reported and confirmed, and report all incidents of discrimination, harassment, intimidation, bullying or cyberbullying and the resulting consequences, including discipline and referrals, to the Superintendent’s office as they occur.
4.
A good faith report from a staff member renders the staff member immune from discipline for making a report and is considered to have been made in the course of the staff member’s employment for purposes of M.G.L. c. 258. As a result, the school district shall indemnify staff members from any cause of action arising out of a good faith report of harassment or the district’s subsequent actions or inaction in connection thereto.
5.
If an instance of student to student harassment is reported to a staff member other than an administrator, the staff member must inform the Assistant Principal or the Building Principal.
6.
If a situation involving a report of staff member to student harassment is brought to the attention of any staff member, the staff member must notify the Building Principal or Superintendent immediately.
7.
In a situation involving a report of student to staff member sexual harassment the staff member must notify the Building Principal or Superintendent.
8.
In a situation involving a report of staff member to staff member harassment the staff member must notify the Building Principal or the Superintendent.
9.
Once a report of harassment has been made, including reports of mental, IV-E-4
Sexual Harassment, Bullying&Hazing Policy
emotional or physical harassment as well as threats to a person's safety or position in the school or work environment, the following course of action should be taken. a.
The Building Principal/designee should investigate the report through discussions with the individuals involved. In situations involving allegations against a staff member, he/she should be informed of his/her rights to have a third party present at the time of the discussion. In situations involving students the Principal/designee should engage the appropriate classroom or special subject area teacher. Parents of students alleged to have engaged in harassment may be invited to attend a meeting at which the complaint and potential resolution will be discussed. If excluded, a student disciplined for bullying will not be re-admitted to the regular school program until his or her parent(s) attend such a meeting. It is important that the situation be resolved as confidentially and as quickly as the circumstances permit.
b. If the harasser and the victim are willing to discuss the matter at a resolution meeting in the presence of the Principal/designee or Superintendent, a supportive faculty member and/or parent may be included in the discussion. During this discussion, the offending behavior should be described by the victim and administration, a request for a change in behavior should be made, and a promise should be made that the described behavior will stop. If circumstances do not permit a face to face meeting the administration will present the victim’s position. Follow-up verification procedures will be explained. Failure to comply after a resolution meeting will result in appropriate discipline. 10.
If after a resolution meeting with the involved parties, the Building Principal determines that further disciplinary action must be taken, the following could occur: a. In instances involving student to student or student to staff member harassment, the student may be subject to discipline including but not limited to counseling, suspension, and in appropriate cases expulsion. b. In instances involving staff member to student and staff member to staff member harassment, findings will be reported to the Superintendent of Schools for further action. Personnel action may also be initiated at this point, consistent with the applicable law and collective bargaining agreement.
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c. In all cases a referral to law enforcement will be considered by the Principal or Superintendent based on the circumstances. School officials will coordinate with the Police Department to identify a police liaison for harassment cases. 11.
Retaliation: Retaliation in any form against any person who has made or filed a complaint relating to harassment is forbidden. If it occurs, it could be considered grounds for dismissal of staff personnel and/or removal from the educational setting for a student. A referral to law enforcement may be made.
12.
Confidentiality: Reports of harassment should be kept confidential, consistent with necessary investigation procedures, with the goal of protecting the victim and stopping the behavior. For further information about these guidelines or help with sexual harassment problems or any other form of harassment, consult:
______________________________________________ Harassment Coordinator, Pioneer Valley R.S.D. If the alleged harasser is responsible for conducting an investigation, the Superintendent or Committee shall designate an alternative Harassment Coordinate, who is ___________________.
LEGAL REFERENCES 1.
Title VII of the 1964 Civil Rights Act, Section 703
2.
Title IX of the 1972 U.S. Civil Rights Act.
3.
Chapter 151C, Massachusetts General Laws
4.
M.G.L. Chapter 76 § 5
5.
M.G.L. Chapter 269 § 17, 18, 19
6.
M.G.L. Chapter 71, §§82, 84
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Voted by PVRSD Committee 12/16/10 Addendum to definitions approved 11/17/16 PVRSDC Mtg.
Bullying Prevention and Intervention Plan PIONEER VALLEY REGIONAL SCHOOL DISTRICT 97 F. Sumner Turner Rd. Northfield, MA 01360 November 2010
-Introduction-
PIONEER VALLEY REGIONAL SCHOOL DISTRICT Pioneer Valley Regional School District Statement of Commitment The Pioneer Valley Regional School District is deeply committed to providing a safe, engaging, and inclusive teaching and learning environment that promotes respect, responsibility, and academic excellence. The PVRSD provides opportunities for members to become adept at critical thinking, creative problem-solving, and collaboration, with a goal of preparing its members to be actively engaged and effective contributors to an increasingly diverse and rapidly evolving global society. To be successful in our mission, we recognize providing the following supports as critically important: A teaching and learning environment respectful of and welcoming to all members Curriculum, instruction, and assessments that promote multiple paths to development, growth, and success Relevant and meaningful policy Ample financial resources Safe, clean, and attractive facilities
The Pioneer Valley Regional School District understands that our effectiveness in providing these supports forms the basis of our members’ success at achieving to their potential in the academic, civic, social, technological, and personal realms.
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Sexual Harassment,Bullying& Hazing Policy
PIONEER VALLEY REGIONAL SCHOOL DISTRICT Bullying Intervention and Prevention Priority Statement
The Pioneer Valley Regional School District is committed to providing all students with a safe learning environment that is free from bullying and harassment. This commitment is an integral part of our comprehensive efforts to promote learning, and to prevent and eliminate all forms of bullying and other disruptive behavior that can impede the learning process. Our multi-pronged approach will consist of the following components: Creating and supporting a respectful, responsible, and inclusive school community Teaching and modeling pro-social values through our social skills curriculum and community-building activities Providing community members with a repertoire of skills and strategies to respond to and counteract negative or harmful interpersonal interactions Communicating clearly our lack of tolerance for unlawful, unkind, and harmful behaviors Identifying and protecting our more vulnerable community members Investigating promptly all reports of bullying or retaliation Responding swiftly and effectively to all incidents of bullying or retaliation Collaborating with families, community members, and communities agencies to ensure a safe and inclusive school environment
Overview
The PVRSD Bullying Prevention and Intervention Plan is the result of the work and input over several months of multiple members of the educational community representing a variety of roles and vantage points: administrators, teachers, students, parents/guardians, school committee members, townspeople, and local officials. Data sources for this initial formulation include: current research, incident reports, survey data, discipline records, and anecdotal. We view this Plan as a living document, subject to change and modification as circumstance demands. We expect to refine and enhance the Plan as our methods of gathering, tracking, and analyzing data are widened and improved. The PVRSD administrative team is responsible for implementing, overseeing, reviewing, and revising this Plan as necessary. Students, teachers, parents/guardians, staff, community agencies, and community members will be invited to review the Plan with the aim of gathering feedback to refine and enhance it. IV-E- 8
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Plan Goals and Objectives
To articulate the district’s prohibition against bullying and retaliation to be incorporated into student and staff handbooks (Appendix A.) To define what constitutes sexual harassment, bullying, and hazing. To establish guidelines concerning the reporting, investigation, and response to bullying, harassment, and retaliation behaviors. To detail the content and frequency of staff training and ongoing professional development concerning bullying prevention and intervention. To detail the academic and non-academic activities in place to prevent bullying. To detail strategies for providing supports and services to address the underlying emotional needs of bullying targets, aggressors, families, and others.
Next Steps
Widely disseminate critical plan components to all community members so that everyone understands their respective role and responsibilities under it. Review and revise the PVRSD Acceptable Use Policy to align with requirements of M.G.L. c. 71, &370 relative to cyberbullying Continue to develop a bullying behaviors data tracking system Continue to develop and execute data collection methods to inform enhancements to and refinements of the Plan Continue to develop and deliver professional development to educate district staff about bullying and how to prevent it Continue to develop and deliver community outreach activities to educate the larger community about bullying and how to prevent it Consider methods of evaluating success of activities and strategies currently in place to address bullying behavior Continue to map school and community-based resources and services to both identify gaps and develop protocols for referral
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DEFINITIONS Several of the following definitions are copied directly from M.G.L. c. 71, § 37O, as noted below. Schools or districts may add specific language to these definitions to clarify them, but may not alter their meaning or scope. Plans may also include additional definitions that are aligned with local policies and procedures. Aggressor is a student or a member of a school staff who engages in bullying, cyberbullying, or retaliation towards a student. Bullying, as defined in M.G.L. c. 71, § 37O, is the repeated use by one or more students or a member of a school staff of a written, verbal, or electronic expression or a physical act or gesture or any combination thereof, directed at a target that: i. causes physical or emotional harm to the target or damage to the target’s property; ii. places the target in reasonable fear of harm to himself or herself or of damage to his or her property; iii. creates a hostile environment at school for the target; iv. infringes on the rights of the target at school; or v. materially and substantially disrupts the education process or the orderly operation of a school. Cyberbullying, is bullying through the use of technology or electronic devices such as telephones, cell phones, computers, and the Internet. It includes, but is not limited to, email, instant messages, text messages, and Internet postings. See M.G.L. c. 71, § 37O for the legal definition of cyberbullying. Hostile environment, as defined in M.G.L. c. 71, § 37O, is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of a student’s education. Retaliation is any form of intimidation, reprisal, or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying. School Staff includes, but is not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, support staff, or paraprofessionals. Target is a student against whom bullying, cyberbullying, or retaliation has been perpetrated. Support Services: The strategy to help the target and aggressor will be based on the nature of the offense, the age of the victims & aggressors, and the decision based upon the results of the investigation. It may require the district to review its student curriculum to assure it is clear, and achieves the objectives of properly educating and imparting the message to the students. This IV-E- 10
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will require pre & posttests of understanding and comprehending lessons. This district incorporates 2nd Step in the elementary schools, and practices Positive Behavior Support. The counseling services for the aggressor and victim may include the following: Social emotional skills programs to prevent bullying by: Classroom Teachers Guidance Counselors School Adjustment Counselors School Psychologists Behavior Analyst Intervention services for students exhibiting bullying behaviors: Guidance Counselors School Adjustment Counselor School Psychologists To provide services for targets, aggressors and their families, the district uses culturally and linguistically appropriate resources outside the district. The district maintains a list of translation and/or interpreter services. -Prohibition Against Bullying and RetaliationConsistent with the Pioneer Valley R.S.D. Sexual Harassment, Bullying, and Hazing Policy (Appendix B), the Pioneer Valley Regional School District prohibits bullying in classrooms, on school premises, immediately adjacent to school premises, traveling to and from school, or at school-sponsored events, whether or not the events are held on school premises. Traveling to and from school includes on a school bus or other school vehicle, at school bus stops, and walking to and from school within a reasonable time before and after school. The school also prohibits bullying in any location, if the incident results or could result in substantial disruption of the school learning environment or orderly day-to-day operation of the school. The following District personnel will be responsible for implementing and overseeing adherence to the PVRSD Bullying Prevention and Intervention Plan: District Equity Officer – The Superintendent has primary responsibility for enforcing the Plan at the district level and serves as the District Equity Office. S/he manages public and media relations and serves as the spokesperson for the district. The District Equity Officer is informed of all bullying incidents and investigations. School Equity Officer – The principals have primary responsibility for enforcing the Plan at the school level. They are informed of all incidents occurring in their school and will conduct all investigations. They report to the District Equity Officer and are responsible for managing the incident report and investigation data bases at their schools.
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Chiefs of Police – The chiefs of police of each of the member towns will consult with the District and School Equity Officers as necessary. Consistent with state and federal laws, and the policies of the school or district, no person shall be discriminated against in admission to a Pioneer Valley Regional School District school or in obtaining the advantages, privilege, and courses of study of the on account of race, color, sex, religion, national origin, or sexual orientation. Nothing in the Plan prevents the PVRSD or PVRSD schools from taking action to remediate discrimination or harassment based on a person’s membership in a legally protected category under local, state, or federal law, or school or district policies. In addition, nothing in the Plan is designed or intended to limit the authority of the PVRSD or PVRSD schools to take disciplinary action or other action under M.G.L. c. 71 && 37 H or 37H 1/2, or other applicable laws, or school or district policies in response to violent, harmful, or disruptive behavior, regardless of whether the Plan covers the behavior.
-Policies and Procedures for Reporting and Responding to Bullying and Retaliation-
Reporting Bullying and Retaliation Reports of bullying or retaliation may be made by staff, students, parents or guardians, or others, and may be oral or written. Oral reports made by or to a staff member shall be recorded in writing. A school or district staff member is required to report immediately to the principal or designee any instance of bullying or retaliation the staff member becomes aware of or witnesses. Reports made by students, parents or guardians, or other individuals who are not school or district staff members, may be made anonymously. Reports of bullying can be made by use of the Incident Reporting Form (Appendix C), or by calling, leaving voicemail for, or emailing the principal. An incident may be reported directly to the superintendent if it remains unresolved at the building level despite previous report and investigation, involves the building principal or other building staff responsible for an investigation, or is an incident of adult to adult bullying behavior. Use of an Incident Reporting Form is not required as a condition of making a report. The school or district will: 1) include a copy of the Incident Reporting Form in the beginning of the year packets for students and parents or guardians; 2) make it available in the central office and at each school’s main office, counseling office, and school nurse's office and 3) post it on the district’s and schools’ websites.
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At the beginning of each school year, the school or district will provide the school community, including administrators, staff, students, and parents or guardians, with written notice of its policies for reporting acts of bullying and retaliation. A description of the reporting procedures and resources, including the name and contact information of the principal or designee, will be incorporated in student and staff handbooks (Appendix B), on the school or district website, and in information about the Plan that is made available to parents or guardians. Reporting by Staff A staff member will report immediately to the principal or designee when he/she witnesses or becomes aware of conduct that may be bullying or retaliation. The requirement to report to the principal or designee does not limit the authority of the staff member to respond to behavioral or disciplinary incidents consistent with school or district policies and procedures for behavior management and discipline. Reporting by Students, Parents or Guardians, and Others The school or district expects students, parents or guardians, and others who witness or become aware of an instance of bullying or retaliation involving a student to report it to the principal or designee. Reports may be made anonymously, but no disciplinary action will be taken against an alleged aggressor solely on the basis of an anonymous report. Students, parents or guardians, and others may request assistance from a staff member to complete a written report. In all instances, we will attempt to match a practical, safe, private way to report and discuss an incident of bullying with a staff member, or with the principal or designee, to a student’s age and developmental level. Responding to a report of bullying or retaliation. Safety While investigating the allegations of bullying or retaliation, the principal or designee will take steps to assess the need to restore a sense of safety to the alleged target and/or to protect the alleged target from possible further incidents. Responses to promote safety may include, but not be limited to, creating a personal safety plan; pre-determining seating arrangements for the target and/or the aggressor in the classroom, at lunch, or on the bus; identifying a staff member who will act as a “safe person” for the target; and altering the aggressor’s schedule and access to the target. The principal or designee will take additional steps to promote safety during the course of and after the investigation, as necessary. IV-E- 13
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The principal or designee will implement appropriate strategies for protecting from bullying or retaliation a student who has reported bullying or retaliation, a student who has witnessed bullying or retaliation, a student who provides information during an investigation, or a student who has reliable information about a reported act of bullying or retaliation. Obligations to Notify Others Notice to parents or guardians. Upon determining that bullying or retaliation has occurred, the principal or designee will promptly notify the parents or guardians of the target and the aggressor of this, and of the procedures for responding to it. There may be circumstances in which the principal or designee contacts parents or guardians prior to any investigation. Notice will be consistent with state regulations at 603 CMR 49.00. Notice to Another School or District. If the reported incident involves students from more than one school district, charter school, non-public school, approved private special education day or residential school, or collaborative school, the principal or designee first informed of the incident will promptly notify by telephone the principal or designee of the other school(s) of the incident so that each school may take appropriate action. All communications will be in accordance with state and federal privacy laws and regulations, and 603 CMR 49.00. Notice to Law Enforcement. At any point after receiving a report of bullying or retaliation, including after an investigation, if the principal or designee has a reasonable basis to believe that criminal charges may be pursued against the aggressor, the principal will notify the local law enforcement agency. Notice will be consistent with the requirements of 603 CMR 49.00 and our established agreements with the local law enforcement agencies. Also, if an incident occurs on school grounds and involves a former student under the age of 21 who is no longer enrolled in school, the principal or designee shall contact the local law enforcement agency if he or she has a reasonable basis to believe that criminal charges may be pursued against the aggressor. Investigation
The principal or designee will investigate promptly all reports of bullying or retaliation and, in doing so, s/he will consider all available information known, including the nature of the allegation(s) and the ages of the students involved. It is the goal to complete all investigations within ten school days of complaint whenever possible. IV-E- 14
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During the investigation the principal or designee will, among other things, interview students, staff, witnesses, parents or guardians, and others as necessary. The principal or designee (or whoever is conducting the investigation) will remind the alleged aggressor, target, and witnesses that retaliation is strictly prohibited and will result in disciplinary action. Interviews may be conducted by the principal or designee, other staff members as determined by the principal or designee, and in consultation with the school counselor, as appropriate. To the extent practicable, and given his/her obligation to investigate and address the matter, the principal or designee will maintain confidentiality during the investigative process. The principal or designee will maintain a written record of the investigation. If necessary, the principal or designee will consult with legal counsel about the investigation. Determinations The principal or designee will make a determination based upon all of the facts and circumstances. If, after investigation, bullying or retaliation is substantiated, the principal or designee will take steps reasonably calculated to prevent recurrence and to ensure that the target is not restricted in participating in school or in benefiting from school activities. The principal or designee will: 1) determine what remedial action is required, if any, and 2) determine what responsive actions and/or disciplinary action is necessary. Depending upon the circumstances, the principal or designee may choose to consult with the students’ teacher(s) and/or school counselor, and the target’s or aggressor’s parents or guardians, to identify any underlying social or emotional issue(s) that may have contributed to the bullying behavior and to assess the level of need for additional social skills development. The principal or designee will promptly notify the parents or guardians of the target and the aggressor about the results of the investigation if bullying or retaliation is found, including what action is being taken to prevent further acts of bullying or retaliation. All notices to parents/guardians must comply with applicable state and federal privacy laws and regulations. Because of the legal requirements regarding the confidentiality of student records, the principal or designee cannot report specific information to the target’s parent or guardian about the disciplinary action taken unless it involves a “stay away” order or other directive that the target must be aware of in order to report violations.
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Responses to Bullying Teaching Appropriate Behavior Through Skills-building Upon the principal or designee determining that bullying or retaliation has occurred, the law requires that the school or district use a range of responses that balance the need for accountability with the need to teach appropriate behavior. M.G.L. c. 71, § 37O(d)(v). Skillbuilding approaches that the principal or designee may consider include: ▪
offering individualized skill-building sessions based on the school’s/district’s antibullying curricula;
▪
providing relevant educational activities for individual students or groups of students, in consultation with guidance counselors and other appropriate school personnel;
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implementing a range of academic and nonacademic positive behavioral supports to help students understand pro-social ways to achieve their goals;
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meeting with parents and guardians to engage parental support and to reinforce the antibullying curricula and social skills building activities at home;
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adopting behavioral plans to include a focus on developing specific social skills; and
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making a referral for evaluation. Taking Disciplinary Action
If the principal or designee decides that disciplinary action is appropriate, the disciplinary action will be determined on the basis of facts found by the principal or designee, including the nature of the conduct, the age of the student(s) involved, and the need to balance accountability with the teaching of appropriate behavior. Discipline will be consistent with the school’s code of conduct. Discipline procedures for students with disabilities are governed by the federal Individuals with Disabilities Education Improvement Act (IDEA.) If the principal or designee determines that a student knowingly made a false allegation of bullying or retaliation, that student may be subject to disciplinary action. Promoting Safety for the Target and Others The principal or designee will consider what adjustments, if any, are needed in the school environment to enhance the target's sense of safety and that of others as well. One strategy that the principal or designee may use is to increase adult supervision at transition times and in locations where bullying is known to have occurred or is likely to occur. Within a reasonable period of time following the determination and the ordering of remedial and/or IV-E- 16
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disciplinary action, the principal or designee will contact the target to determine whether there has been a recurrence of the prohibited conduct and whether additional supportive measures are needed. If so, the principal or designee will work with appropriate school staff to implement them immediately.
-Training and Professional Development-
The Pioneer Valley Regional School District is committed to providing ongoing professional development for all staff, including educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, and paraprofessionals. Annual training for all school staff on the Plan will include staff responsibilities under the Plan, an overview of the steps that the principal or designee will follow upon receipt of a report of bullying or retaliation, and an overview of the bullying prevention curricula to be offered at all grades throughout the school or district. Staff members hired after the start of the school year will be required to participate in school-based training during the school year in which they are hired, unless they can demonstrate participation in an acceptable and comparable program within the last two years. Our goal for professional development is to establish a common understanding of the strategies and activities necessary for staff to create a school climate that promotes safety, civil communication, and respect for differences. Professional development will build the skills of staff members to prevent, identify, and respond to bullying. As required by M.G.L. c. 71, § 37O, the content of schoolwide and districtwide professional development will be informed by research and will include information on: 1. developmentally (or age-) appropriate strategies to prevent bullying; 2. developmentally (or age-) appropriate strategies for immediate, effective interventions to stop bullying incidents; 3.
information regarding the complex interaction and power differential that can take place between and among an aggressor, target, and witnesses to the bullying;
4. research findings on bullying, including information about specific categories of students who have been shown to be particularly at risk for bullying in the school environment; 5. information on the incidence and nature of cyberbullying; and 6. Internet safety issues as they relate to cyberbullying. IV-E- 17
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Written notice to staff. The school or district will provide all staff with an annual written notice of the Plan by publishing information about it, including sections related to staff duties, in the school or district employee handbook and the code of conduct.
-Academic and Non Academic Activities-
No core value is more important to the PVRSD community than creating, promoting, and supporting a teaching and learning environment that is respectful of and welcoming to all its members. To that end, the research-based Second Steps and Steps to Respect Curriculum are employed in grades PK-6 to teach and practice a wide range of pro social strategies and skills. Students are regularly provided the opportunity to role play to develop skills, are empowered to not assume a bystander role, and are assisted in understanding the power imbalance underlying the dynamics of bullying. Reinforcing and extending that work inside and outside of the classroom are a variety of activities and routines including: At the elementary schools –
Sponsoring parent workshops on the district’s social curriculum and internet safety Building each library’s collection of literature with themes in support of the social curriculum Class and school meetings to build, reinforce, and reward pro-social behavior Student created anti-bullying and pro-social behavior posters created and displayed Internet safety and acceptable use is addressed explicitly in the technology curriculum Adopting school-wide themes and approaches respectful of diversity and differences (i.e., Golden Rule School, responsive classroom, etc.) Literature with anti-bullying themes and associated guided activities/instruction are integrated into literacy instruction Tools have been developed to ensure family communication is consistent and timely School newsletters highlight behavioral and civic community expectations and achievements Small groups of students meet regularly with staff to practice pro –social skills and strategies Parent lending library of literature and resources exists
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At Pioneer Valley Regional School (grades 7-12)
7th grade team focuses on bullying prevention and necessity of reporting each fall Anti-bullying posters are on display throughout school Anti-Bullying Consultants (ABC) program available to 7th grades (students apply and are trained to interrupt and report bullying, as well as develop prevention projects) Health curriculum in grades 7, 8, and 9 includes units on healthy relationships, bullying prevention, and response. District Attorney’s office provides internet safety training for all 7th and 11th grade students annually Active and effective Peer Mediation Program Active and effective Students Against Destructive Decisions chapter Active and effective Gay Straight Alliance 7th grade theater rotation classes perform skits from “Safeguards” 8th grade guidance unit includes skits and recently produced a student video “3 Ways to Mess Up a Relationship: Cliques, Gossip, and Triangles” Mission statement posted in each room is “respect, responsibility, and academic excellence.” Students know it and live it. Last spring hosted Franklin County Youth Leadership Conference The majority of students (near 80%) participate in extracurricular activities An advisory program is being planned and piloted
-Access to Resources and Services-
As required by M.G.L. c. 71 B &3, as amended by Chapter 92 of the Acts of 2010, when the IEP team determines a student has a disability that affects social skills development or the student may participate in or is vulnerable to bullying, harassment, or teasing because of his/her disability, the team will consider and should be included in the IEP to develop the student’s skills and proficiencies to avoid and respond to bullying, harassment, or teasing. (see Appendix D) The Child Study Teams at the elementary schools and the Student Intervention Team at Pioneer Valley Regional School will be charged with ensuring that the underlying emotional needs of targets, aggressors, families, and others are addressed. A range of supports and services to meet student needs are available within the district (special educators, psychologists, counselors, inclusion specialists, and advisors); with them, some capacity exists to offer individual and group counseling, to craft behavioral plans, and to develop individually focused curricula. When a support or services is needed that is not available within the district, we will refer the IV-E- 19 Sexual Harassment,Bullying& Hazing Policy
individual(s) to community-based resources. Over the course of this school year, we will continue to map all resources, internal and community-based, to identify service gaps and develop referral protocols. -Collaboration with Families-
On an annual basis, the Pioneer Valley Regional School District will inform parents and guardians of all enrolled students about the anti-bullying curricula being used. The notice will include information about the dynamics of bullying and cyberbullying, including online safety. Parents and guardians will receive written notice annually of the student related portion of the Plan and the PVRSD internet safety policy. All information will be provided in hard copy and electronic form, as well as be posted to the district and school websites. In cooperation with our PTO’s, School Councils, Special education Advisory Council, and Early Childhood Council, the Pioneer Valley Regional School District will offer parent education programs for parents and guardians that will familiarize them with the Second Steps and Steps to Respect curricula so that they can understand it, reinforce it at home, and support the district in our efforts to prevent bullying.
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Appendix A -Summary for Staff Handbooks BULLYING PREVENTION AND INTERVENTION On May 3, 2010 Governor Patrick signed an Act Relative to Bullying in Schools. This new law prohibits bullying and retaliation in all public and private schools, and requires schools and school districts to take certain steps to addressing bullying incidents. Parts of the law (M.G.L. c. 71, & 370) that are important for students and parents or guardians to know are described below. These requirements are included in the district’s Bullying Prevention and Intervention Plan (“the Plan.”). The Plan includes the requirements of the new law, and also information about the policies and procedures that the school or school district will follow to prevent bullying and retaliation, or to respond to it when it occurs. In developing the Plan, schools and districts consulted with school and local community members, including parents and guardians. Definitions Aggressor is a student who engages in bullying, cyberbullying, or retaliation. Bullying is repeated unwelcome, written, electronic, verbal or physical acts or gestures where a student or employee feels coerced, intimidated, harassed or threatened and under the circumstances (1) may cause a reasonable person to suffer physical or emotional harm, (2) may cause damage to another student’s or employee’s property, or (3) may cause a disruptive or hostile school environment. Cyberbullying is bullying through the use of technology or any electronic devices such as telephones, cell phones, computers, and the Internet. It includes, but is not limited to, email, instant messages, text messages, and Internet postings. Hostile environment is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of the student’s education. Target is a student against whom bullying, cyberbullying, or retaliation is directed. Retaliation is any form of intimidation, reprisal, or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying. Prohibition Against Bullying Bullying is prohibited: • on school grounds, • on property immediately adjacent to school grounds, • at a school-sponsored or school-related activity, function, or program, whether it takes place on or off school grounds, IV-E- 21
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Appendix A -Summary for Staff Handbooks •
at a school bus stop, on a school bus or other vehicle owned, leased, or used by a school district or school,
•
through the use of technology or an electronic device that is owned, leased or used by a school district or school (for example, on a computer or over the Internet), at any program or location that is not school-related, or through the use of personal technology or electronic device, if the bullying creates a hostile environment at school for the target, infringes on the rights of the target at school, or materially and substantially disrupts the education process or the orderly operation of a school.
•
Retaliation against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying is prohibited. Report Bullying Anyone, including a parent or guardian, student, or school staff member, can report bullying or retaliation. Reports can be made in writing or orally to the principal or another staff member, or reports may be made anonymously. [Amend to include local information here, e.g., name, title, phone number, email address.] School staff members must report immediately to the principal or his/her designee if they witness or become aware of bullying or retaliation. Staff members include, but are not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to an extracurricular activity, or paraprofessionals. When the school principal or his/her designee receives a report, he or she shall promptly conduct an investigation. If the school principal or designee determines that bullying or retaliation has occurred, he or she shall (i) notify the parents or guardians of the target, and to the extent consistent with state and federal law, notify them of the action taken to prevent any further acts of bullying or retaliation; (ii) notify the parents or guardians of a aggressor; (iii) take appropriate disciplinary action; and (iv) notify the local law enforcement agency if the school principal or designee believes that criminal charges may be pursued against the aggressor. Professional Development for School and District Staff School and districts are obligated to provide ongoing professional development to increase the skills of all staff members to prevent, identify, and respond to bullying. The content of such professional development is to include, but not be limited to: (i) developmentally appropriate strategies to prevent bullying incidents; (ii) developmentally appropriate strategies for immediate, effective interventions to stop bullying incidents; (iii) information regarding the complex interaction and power differential that can take place between and among an aggressor, target, and witnesses to the bullying; (iv) research findings on bullying, including information about specific categories of students who have been shown IV-E- 22
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Appendix A -Summary for Staff Handbooks to be particularly at risk for bullying in the school environment; (v) information on the incidence and nature of cyberbullying; and (vi) Internet safety issues as they relate to cyberbullying.
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Appendix A -Summary for Parents and Guardians, and Student Handbooks BULLYING PREVENTION AND INTERVENTION On May 3, 2010 Governor Patrick signed an Act Relative to Bullying in Schools. This new law prohibits bullying and retaliation in all public and private schools, and requires schools and school districts to take certain steps to addressing bullying incidents. Parts of the law (M.G.L. c. 71, & 370) that are important for students and parents or guardians to know are described below. These requirements are included in the district’s Bullying Prevention and Intervention Plan (“the Plan.”) The Plan includes the requirements of the new law, and also information about the policies and procedures that the school or school district will follow to prevent bullying and retaliation, or to respond to it when it occurs. In developing the Plan, schools and districts consulted with school and local community members, including parents and guardians. Definitions Aggressor is a student who engages in bullying, cyberbullying, or retaliation. Bullying is repeated unwelcome, written, electronic, verbal or physical acts or gestures where a student or employee feels coerced, intimidated, harassed or threatened and under the circumstances (1) may cause a reasonable person to suffer physical or emotional harm, (2) may cause damage to another student’s or employee’s property, or (3) may cause a disruptive or hostile school environment. Cyberbullying is bullying through the use of technology or any electronic devices such as telephones, cell phones, computers, and the Internet. It includes, but is not limited to, email, instant messages, text messages, and Internet postings. Hostile environment is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of the student’s education. Target is a student against whom bullying, cyberbullying, or retaliation is directed. Retaliation is any form of intimidation, reprisal, or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying. Prohibition Against Bullying Bullying is prohibited: • on school grounds, • on property immediately adjacent to school grounds, • at a school-sponsored or school-related activity, function, or program, whether it takes place on or off school grounds, IV-E- 24
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Appendix A -Summary for Parents and Guardians, and Student Handbooks •
at a school bus stop, on a school bus or other vehicle owned, leased, or used by a school district or school,
•
through the use of technology or an electronic device that is owned, leased or used by a school district or school (for example, on a computer or over the Internet), at any program or location that is not school-related, or through the use of personal technology or electronic device, if the bullying creates a hostile environment at school for the target, infringes on the rights of the target at school, or materially and substantially disrupts the education process or the orderly operation of a school.
•
Retaliation against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying is prohibited. Report Bullying Anyone, including a parent or guardian, student, or school staff member, can report bullying or retaliation. Reports can be made in writing or orally to the principal or another staff member, or reports may be made anonymously. [Amend to include local information here, e.g., name, title, phone number, email address.] School staff members must report immediately to the principal or his/her designee if they witness or become aware of bullying or retaliation. Staff members include, but are not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to an extracurricular activity, or paraprofessionals. When the school principal or his/her designee receives a report, he or she shall promptly conduct an investigation. If the school principal or designee determines that bullying or retaliation has occurred, he or she shall (i) notify the parents or guardians of the target, and to the extent consistent with state and federal law, notify them of the action taken to prevent any further acts of bullying or retaliation; (ii) notify the parents or guardians of a aggressor; (iii) take appropriate disciplinary action; and (iv) notify the local law enforcement agency if the school principal or designee believes that criminal charges may be pursued against the aggressor. Professional Development for School and District Staff School and districts are obligated tp provide ongoing professional development to increase the skills of all staff members to prevent, identify, and respond to bullying. The content of such professional development is to include, but not be limited to: (i) developmentally appropriate strategies to prevent bullying incidents; (ii) developmentally appropriate strategies for immediate, effective interventions to stop bullying incidents; (iii) information regarding the complex interaction and power differential that can take place between and among an aggressor, target, and witnesses to the bullying; (iv) research findings on bullying, including information about specific categories of students who have been shown IV-E- 25
Sexual Harassment, Bullying&Hazing Policy
Voted by PVRSD Committee 12/16/10
Appendix A -Summary for Parents and Guardians, and Student Handbooks to be particularly at risk for bullying in the school environment; (v) information on the incidence and nature of cyberbullying; and (vi) Internet safety issues as they relate to cyberbullying.
IV-E- 26
Sexual Harassment, Bullying&Hazing Policy
Voted by the PVRSD Committee 12/16/10
Appendix C PIONEER VALLEY REGIONAL SCHOOL DISTRICT INCIDENT REPORTING FORM 1. Name of Reporter/Person Filing the Report: __________________________________________________________ (Note: Reports may be made anonymously, but no disciplinary action will be taken against an alleged aggressor solely on the basis of an anonymous report.)
2. Check whether you are the: 3. Check whether you are a:
Target of the behavior Student/Grade_________
Reporter (not the target) Parent
Staff member (specify role) ________________________________
Other (specify) __________________
Your contact information/telephone number:_________________________________________________________
4. Information about the Incident: Name of Alleged Target (of behavior): ______________________________________________________________ Name of Alleged Aggressor (Person who engaged in the behavior): _______________________________________ Date(s) of Incident(s): ___________________________________________________________________________ Time When Incident(s) Occurred: __________________________________________________________________ Location of Incident(s) (Be as specific as possible): ____________________________________________________
5. Witnesses (List people who saw the incident or have information about it): Name: _________________________________________
Student
Staff
Other ________________________
Name: _________________________________________
Student
Staff
Other ________________________
Name: _________________________________________
Student
Staff
Other ________________________
6. Describe the details of the incident (including names of people involved, what occurred, and what each person did and said, including specific words used.) (Please use additional paper and attach to this document as needed.)
7. Evidence of Alleged Harassment (i.e. letters, photos, etc.) ________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ 8. Have you told an adult in the building?
Yes
No
Name(s): ____________________________________
If yes, explain (what, when, where) _____________________________________________________________________ 9. Signature of Person Filing this Report: ___________________________________________ Date: ______________ (Note: Reports may be filed anonymously.) 10: Form Given to: __________________________________ Position: ______________________ Date: __________ Signature: ______________________________________________________ Date Received: _______________
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Sexual Harassment,Bullying &Hazing Policy
PIONEER VALLEY REGIONAL SCHOOL DISTRICT INCIDENT REPORTING FORM II. INVESTIGATION 1. Investigator(s):___________________________________________________
Position(s):________________________
2. Interviews: □ Interviewed aggressor
Name: ___________________________________
Date: ___________________
□ Interviewed target
Name: ___________________________________
Date: ___________________
□ Interviewed witnesses
Name: ___________________________________
Date: ___________________
Name: ___________________________________
Date: ___________________
3. Any prior documented Incidents by the aggressor?
□ Yes
□ No
If yes, have incidents involved target or target group previously?
□ Yes
□ No
Any previous incidents with findings of BULLYING, RETALIATION
□ Yes
□ No
Summary of Investigation:
(Please use additional paper and attach to this document as needed) III. CONCLUSIONS FROM THE INVESTIGATION 1. Finding: □ Bullying
□ Other
□ Retaliation
Incident documented as ___________________________
2. Action Taken: □ Loss of Privileges
□ Detention
□ Referral to team for review
□ Suspension
□ Community Service
□ Education
□ Other ________________________________
3. Contacts: □ Target’s parent/guardian
Date:______________
□ District Equity Coordinator (DEC)
□ Aggressor’s parent/guardian
Date: ______________ □ Law Enforcement
Date: _________________ Date: ___________________
4. Describe Safety Planning: _____________________________________________________________________________ Follow-up with Target: scheduled for __________________________ Initial and date when completed: _________ Follow-up with Aggressor: scheduled for _______________________ Initial and date when completed: _________ Report forwarded to Principal: Date__________________ Report forwarded to Superintendent: Date_________________ (If principal was not the investigator) Signature and Title: ___________________________________________________________ Date: _________________
IV-E- 28
Sexual Harassment,Bullying &Hazing Policy
Voted by PVRSD Committee 12/16/10
Appendix D
Sharon Murphy Jones, M.Ed. Administrator of Special Education
Special Education Department 97 F. Sumner Turner Road Northfield, MA 01360 Telephone: 413-648-5450 Fax: 413-648-5487 8/31/10
Anti-Bullying Legislation and Special Education The new Anti-Bullying Legislation now requires: “For students identified with a disability on the autism spectrum, the IEP Team must consider and specifically address the skills and proficiencies needed to avoid and respond to bullying, harassment or teasing” “Whenever the IEP Team evaluation indicates that a student’s disability affects social skills development, or when the student’s disability makes him or her vulnerable to bullying, harassment or teasing, the IEP must address the skills and proficiencies need to avoid and respond to bullying, harassment or teasing”. Therefore, the Pioneer Valley Regional School District will be responding to these mandates in the following ways: •
At every IEP Meeting the question will be asked “Is bullying, harassment or teasing an issue for “child’s name”? o If not, move the meeting on and add under Additional Information, “Bullying, harassment and teasing vulnerabilities were discussed at this meeting and it was determined that these are not currently an issue for ‘child’s name’”. o If it is an issue, either as a victim, witness or perpetrator, you must develop benchmarks which address the skills and proficiencies needed to avoid and/or respond to bullying, harassment or teasing. In addition to writing specific benchmarks, please add under Additional Information “Bullying, harassment and teasing vulnerabilities were discussed at this meeting and benchmarks have been added to this IEP” IV-E- 29
Sexual Harassment,Bullying& Hazing Policy
Revised 11/8/01 Approved @ PVRSD Committee meeting 10/25/01 Approved @ PVRSD Committee meeting 12/15/11 Approved @ PVRSD Committee meeting 6/19/14
PIONEER VALLEY REGIONAL SCHOOL DISTRICT
ELECTRONIC RESOURCES ACCEPTABLE USE POLICY I.
INTRODUCTION Electronic resources are provided by and in consonance with the mission of Pioneer Valley Regional School District to provide opportunities for members to become adept at critical thinking, creative problem solving and collaboration, with a goal of preparing its members to be actively engaged and effective contributors to an increasingly diverse and rapidly evolving global society. These electronic resources -- including, but not limited to, computers and Internet access -- allow users access to local, national, and international sources of information and collaboration vital to intellectual inquiry and democracy, and are intended solely for educational purposes. Every user has the responsibility to respect and protect the rights of every other user in our school community and on the Internet. Account holders are expected to act in a responsible, ethical, and legal manner, in accordance with both school and district policies, rules, regulations and guidelines and the laws of the Commonwealth and the United States. A consequence of access to computers and individuals outside of the school/district network may be the availability of inappropriate material. On a global network it is impossible to regulate all material and an industrious user or innocent error may uncover subject matter inimical to our educational mission. Given the value electronic resources offer in supporting the mission of the district, our approach is to acknowledge and minimize any risk. The following explains our policies for acceptable use of the Pioneer Valley Regional School district’s computer network and electronic resources. Use of the computer network and the Internet are privileges which may be revoked unless students, faculty and staff agree and cooperate with these terms. If a member of the school community fails to comply, limited network/Internet access, suspended network access, or other disciplinary action may be taken or as dictated by other applicable school policies.
II.
GENERAL PROVISIONS Pioneer has established certain protocols to ensure the safety of the school community, the security of the computer network, and compliance with applicable law. All users should be aware of the following standard practices: A. Network and Internet Monitoring From time to time internet traffic and other usage of electronic resources will be monitored by the network manager or his/her designee, for instance, by tracking destination URLs of individual users or reviewing files stored on servers or storage media in order to maintain network integrity. Users should have no expectation of privacy when browsing the web, sending or receiving e-mail, or using other electronic resources. B. Filtering In accordance with the Children's Internet Protection Act (CIPA), passed by the U.S. Legislature in January 2001 (Public Law 106-554), Pioneer shall employ filtering software to block access to inappropriate content on all computers with Internet access. Users will be restricted from accessing visual depiction of subject matter that is obscene, pornographic, or in the judgment of administration harmful to minors. Users should furthermore be aware that filtering software will not block all inappropriate web sites (e.g., new sites that have not yet been added to the filter lists). Members of the school community shall report all inappropriate sites not blocked by the filters to a technology administrator for appropriate action.
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ELECTRONIC RESOURCES ACCEPTABLE USE POLICY
C.
III.
Safety and Ethics The district takes seriously its obligation under the PVRSD Bullying Prevention and Intervention Plan that lays out a response to incidents of cyber-bullying defined under the M.G.L. c. 71 s. 370 as “bullying through the use of technology or any electronic communication, which shall include, but shall not be limited to, any transfer of signs, signals, writing, images, sounds, data or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo electronic or photo optical system, including, but not limited to, electronic mail, internet communications, instant messages or facsimile communications. Cyber-bullying shall also include (i) the creation of a web page or blog in which the creator assumes the identity of another person or (ii) the knowing impersonation of another person as the author of posted content or messages, if the creation or impersonation creates any of the conditions enumerated in clauses (i) to (v), inclusive, of the definition of bullying. Cyber-bullying shall also include the distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons, if the distribution or posting creates any of the conditions enumerated in clauses (i) to (v), inclusive, of the definition of bullying.”
USER-SPECIFIC PROVISIONS A. All users Students, staff and faculty must: 1.
Respect and protect the privacy of others: Use only assigned accounts Not use an account owned by another or vandalize another user’s data Not view, use or copy passwords, data or networks to which they are not authorized Not distribute private information about others or themselves
2.
Respect and protect the integrity, availability, and security of all electro nic resources Observe all network security practices and proper handling of equipment and resources Report security risks or violations to a teacher or network administrator Not destroy or damage data, networks, or other resources that do not belong to the m. Not download, install, load or user software onto the school network or equipment without the permission of a technology administrator Conserve, protect, and share these resources with other students and school users and not waste electronic storage space by saving unnecessary files or programs
3.
Respect and protect the intellectual property of others Not infringe copyrights (no making illegal copies of music, games or movies) Not plagiarize Not knowingly make use of pirated software or violate software licensing agreements.
4.
Respect and practice the principles of community and strive to maintain a safe environment conducive to learning Communicate only in ways that are kind and responsible Report threatening or discomforting materials to a teacher or scho ol administrator Not use any of the electronic resources to harass, discriminate, or cause harm to any individual inclusive of the definition of bullying and cyber-bullying as stated in the school’s policy Not intentionally access, transmit, copy, or create material that is illegal (such as obscenity, stolen material, or illegal copies of copyrighted works) Not use the resources to further other acts that are criminal or violate the school’s code of conduct Not send spam, chain letters, or other mass unsolicited mailings Not buy, sell, advertise, or otherwise conduct business, unless approved as a school project
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ELECTRONIC RESOURCES ACCEPTABLE USE POLICY
B. Students Students may access the Internet only with adult supervision, and must notify a teacher or technology administrator immediately if they come across inappropriate content. In addition, students may not use the Internet to give out personal information (such as a home address, telephone number, or picture) about themselves or other students. Student use of electronic resources is restricted to teacherapproved projects and research.
C.
Staff/Teachers: Teachers in PVRSD while they are at school may have access to social networking for bonafide research or other lawful purposes. Students may not access the internet through staff/teacher’ s computers. III. SOFTWARE POLICIES Installation of software by any user is strictly prohibited to ensure the safety and integrity of the network.
A. Supported software Software upon which the District has standardized will be given priority in terms of installa tion, troubleshooting and training. A list of standardized and supported software, and other software owned by the district, will be updated from time to time and made available for viewing at a location designated by the superintendent, principal, or technology administrator. B. Other software Installation, troubleshooting and training for all other software used by faculty, staff and students will be supported as time permits. Software to be used in the curriculum or in a lab environment must be purchased in "lab packs" of sufficient quantities to account for the greatest number of simultaneous users or as site licenses, and must be owned by the school/district. Single copies of software are considered evaluation copies and will not be supported, installed on multiple computers, or made available from the network to multiple computers. C. Unsupported software Software which makes the computers and network harder to maintain and support and which offers little or no benefit over comparable software will not be supported. Software will be installed only by a technology administrator. D. Downloaded software Software should not be downloaded to district computers without the permission of a technology administrator. IV.
WEB PAGE POLICIES
A. General guidelines for student, teacher & classroom sites 1.
Posting All web pages produced by faculty or staff that reference or depict the school/district shall be posted on a school-maintained web site, with exception of school-authorized sites whose purpose is to simplify the process by which a page/site is posted. All student web sites/pages must be approved by authorized school personnel for posting prior to being posted.
2.
Disclaimers If a home page is housed on a school/district server, but has links to sites/pages which are not housed on a school/district server, the following disclaimer must be included: "The Pioneer District is not responsible for any content which is not hosted on our servers." Any school-related web page produced by staff but not housed on the school web site must be posted to an
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ELECTRONIC RESOURCES ACCEPTABLE USE POLICY
authorized site and must include the following disclaimer: "The contents of this site/page express the views of the author(s) only and do not necessarily express the views of the Pioneer Valley School District." The school/district is not responsible for content on school-related web sites not housed on our site or on another authorized site. 3.
Student pictures and work Before placing pictures of any students of a web page, a signed release form must be on record at the school. Only first names will be used with either pictures of school work.
4.
Content In general advertising, endorsing, or linking to a purely commercial or political product is prohibited. However, exceptions may be made when such links are for legitimate educational purposes; e.g. links to commercial sites for consumer economics, links to sites of political parties for civics courses, etc. Specific questions should be referred to the building principal or his/her designee. Principals have the discretion to make exceptions regarding web page content. Content should be proofed and a spell checker used before posting. As an educational institution with a potentially broad audience, content should be grammatically correct when developmentally appropriate. Viewers often have high expectations and a high level of accountability to our community must be maintained. The content should also strictly adhere to the school’s policy on bullying/cyber-bullying prevention and intervention. In this context, assuming another person’s identity or impersonating another in order to create a harmful environment inclusive of the definitions of bullying is to be considered cyber-bullying. Content that is aimed to harass or cause harm to other people should be immediately removed or a school administrator given access to prevent further dissemination.
5.
Copyright issues All copyrighted material must conform to the "fair use" test (http//www.benedict.com/basic/fairuse/fairest.htm) and should be appropriately credited.
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ELECTRONIC RESOURCES ACCEPTABLE USE POLICY
PIONEER VALLEY REGIONAL SCHOOL DISTRICT BERNARDSTON LEYDEN NORTHFIELD WARWICK 97 F. SUMNER TURNER ROAD NORTHFIELD, MA 01360 Phone (413) 498-2911 Fax (413) 498-0045 Kevin J. Courtney
Doyle A. Doiron
Superintendent of Schools
Assistant Superintendent
Electronic Media Release Form As the parent or guardian of the student listed below, I hereby give permission for my child's work, photograph and audio/video recordings to be displayed and produced by the Pioneer Valley Regional School District. Anything published on a school website will be identified by first name only and will abide by the district electronic use acceptable use policy. I hereby release the Pioneer Valley Regional School District from any liability resulting from or connected with the publication of such work and I also understand that there will be no financial or other remuneration for recording or publishing my child's likeness or his/her work.
Date: ________________________________________________________________ Student's Name: _______________________________________________________ Parent / Guardian Signature: ______________________________________________ Parent / Guardian Printed Name: ___________________________________________
IV-G- 1
TITLE I PARENTAL INVOLEMENT POLICY Parent/Teacher Relationship A. All parents shall be notified when their child is recommended for the Title I program and why their child would benefit from Title I. After school wide assessments are completed, the results may be shared with parents. Prior to their child’s enrollment in the program, parents will have the opportunity to discuss the long range goals and immediate objectives of their child’s participation. B. Parents shall be updated, using mid-year and end-of-year reports, of their child’s progress in the program. C. Tutors will be available to parents through both parent/teacher conferences and at the request of the parent. D. All parents shall be afforded the opportunity to observe Title I activities upon request, and provided suggested times. E. Parents shall be notified of any program changes directly affecting their child. Parent Partnership A. Parents shall be instructed through materials sent home (such as Dissemination Project, Inc.) on viable methods to assist students at home. B. Program resources, including reference and classroom materials shall be made available upon request, to any parent wanting to assist in their child’s activities. C. Each parent shall be notified of the time and date of all Parent/Teacher meetings and programs. D. All parents will be encouraged to participate in school councils, Title I Program planning and Fall Open House/Title I Open House. E. All parents will have the opportunity to provide a written evaluation of the Title I Program and their child’s progress.
Approved 1/21/16 PVRSD Meeting
Parental Involvement Policy
Approved @ 6/26/97 P.V.R.S.D. Comm. Mtg.
PIONEER VALLEY REGIONAL SCHOOL DISTRICT POLICY ON PARENTAL NOTIFICATION RELATIVE TO SEX EDUCATION In accordance with General Laws Chapter 71, Section 32A, the Pioneer Valley Regional School District Committee has adopted this policy on the rights of parents and guardians of our students in relation to curriculum that primarily involves human sexual education or human sexuality issues. At the beginning of each school year, all parents/guardians of students in our schools will be notified in writing of the courses and curriculum we offer that primarily involve human sexual education or human sexuality issues. The Superintendent of Schools will determine the administrator(s) responsible for sending the notice(s). Parents/guardians of students who enroll in school after the start of the school year will be given the written notice at the time of enrollment. If the planned curriculum changes during the school year, to the extent practicable, parents/guardians will be notified of this fact in a timely manner before implementation. Each such notice to parents/guardians will include a brief description of the curriculum covered by this policy, and will inform parents/guardians that they may: (1)
exempt their child from any portion of the curriculum that primarily involves human sexual education or human sexuality issues, without penalty to the student, by sending a letter to the school principal requesting an exemption. Any student who is exempted by request of the parent/guardian under this policy may be given an alternative assignment.
(2)
inspect and review program instruction materials for these curricula, which will be made reasonably accessible to parents/guardians and others to the extent practicable. Parents/guardi ans may arrange with the principal to review the materials at the school, and may also review them at other locations that may be determined by the Superintendent of Schools.
A parent/guardian who is dissatisfied with a decision of the principal concerning notice, access to instructional materials, or exemption for the student under this policy may send a written request to the Superintendent for review of the issue. The Superintendent or designee will review the issue and give the parent/guardian a timely written decision, preferably within two weeks of the request. A parent/guardian who is dissatisfied with the Superintendent's decision may send a written request to the School Committee for review of the issue. The School Committee will review the issue and give the parent/guardian a timely written decision, preferably within four weeks of the request. A parent/guardian who is still dissatisfied after this process may send a written request to the Commissioner of Education for review of the issue dispute. The Superintendent of Schools will distribute a copy of this policy to each principal by September 1 of each year.
IV-H-1
PARENTAL NOTIFICATION SEXUAL EDUCATION
BOOK SELECTION 1.)
School Library/Media Center A.
Selection of Materials 1)
The Primary objective of the school's Educational Media Center is to implement, enrich, and support the educational program of the school.
2)
Responsibility for selection of materials rests with the School Committee, which is legally responsible for all matters relating to the operation of the Pioneer Valley Regional School. This responsibility in turn is delegated to professionally trained personnel employed by the district- the Superintendent, Principal, Head Teacher and Library/Media Coordinator.
3)
Coordinating the selection and making recommendations for purchase is the responsibility of the Library/Media Coordinator.
4)
Criteria for selection include the needs of the school based on knowledge of the curriculum and of the existing selection. The materials to be purchased are considered on the basis of overall purpose, timeliness, or permanence, importance of the subject matter, quality of the writing or production, readability, and popular appeal, authoritativeness, and significance of the author, artist or producer. Selection procedures involve an evaluation by the Library/Media Coordinator, consultation services of reputable, unbiased, professionally-prepared selection aids and of specialists from all departments and/or all grade levels.
5)
B.
Challenged Materials 1)
Occasional objections to a selection will be made by the public despite care taken to select valuable materials for student and teacher use. The principles of freedom to read, and of the professional responsibility of the staff must be supported, rather than the materials. If a complaint is made, the procedure is as follows: a) b) c)
d)
The complainant files his objections in writing on a form provided by the librarian. The challenged material is temporarily withdrawn from the library. A media committee, consisting of two members of the school's professional staff, two members of the School Committee, and the Library/Media Coordinator, will read and examine the challenged materials, and prepare a report with recommendations to the administration and School Committee. The complainant will be notified of the decisions and contemplated action. IV-J-1
BOOK SELECTION
2.)
Textbooks The selection of course textbooks rests with pertinent professional staff and is effected within the jurisdiction of the Curriculum-Personnel Subcommittee. Filed complaints will be received by the administration and responded to with dispatch. Those whose complaint cannot be dealt with at the administrative level will be forwarded to the Curriculum-Personnel Subcommittee who will meet with the affected department chairman and administration in a review of textbook and filed charge(s). The Curriculum-Personnel Subcommittee will file a report to the school committee at its next subsequent meeting and the complainant will be notified of decisions and contemplated action immediately thereafter.
IV-J-2
BOOK SELECTION
APPROVED AT 1/27/00 P.V.R.S.D. COMMITTEE MEETING
Pioneer Valley Regional School District Civil Rights Title VI, Title IX, Section 504 Grievance Procedures An individual who believes that the Pioneer Valley Regional School District or any employee of the District has violated Title VI of the Civil Rights Act of 1964 (race, national origin), Title IX of the Education Amendment Act of 1972 (sex equity), or Section 504 of the Rehabilitation Act of 1973 (disability), may initiate a complaint to the district's Civil Rights Coordinator. Sharon Jones, Pioneer Valley Regional School District 97 F. Sumner Turner Drive Northfield, MA 01360 Complaint Procedure Informal Complaint The complainant shall discuss the grievance with the Civil Rights Coordinator, who will investigate and reply. Following this initial investigation, a formal complaint may be lodged, according to the following procedures: Formal Complaint Step 1 A written statement of the grievance, signed by the complainant, shall be submitted to the district's Civil Rights Coordinator within five (5) business days of the receipt of answers to the informal complaint The Coordinator shall further investigate the matters of grievance and reply in writing to the complainant within five (5) business days.
GRIEVANCE PROCEDURE
IV-K-1
CIVIL RIGHTS
APPROVED AT 1/27/00 P.V.R.S.D. COMMITTEE MEETING
Step 2 If the complainant wishes to appeal the decision of the local Civil Rights Coordinator, s/ he may submit a signed statement of appeal to the Superintendent of Schools within five (5) business days after the receipt of the Coordinator's response. The Superintendent shall meet with all parties involved, formulate a conclusion, and respond in writing to the complainant within ten (10) business days. Step 3 If the complainant remains unsatisfied s/he may appeal through a signed written statement to the Pioneer Valley Regional School District Committee within five (5) business days of his/ her receipt of the Superintendent's response in step 2. In an attempt to resolve the grievance, the School Committee shall meet with the concerned parties and their representative within forty (40) days of the receipt of such an appeal. A copy of the Board's disposition of the appeal shall be sent to each concerned party within ten (10) business days of this meeting. Enforcement Agencies Office of Civil Rights, Department of Education, Washington, DC 20201 A copy of each of the Acts and the regulations upon which this notice is based may be found in the district's Civil Rights Coordinator's Office.
GRIEVANCE PROCEDURE
IV-K-2
CIVIL RIGHTS
APPROVED AT 1/27/00 P.V.R.S.D. COMMITTEE MEETING
APPROVED AT 1/27/00 P.V.R.S.D. COMMITTEE MEETING Pioneer Valley Regional School District Civil Rights Self Evaluation Procedures District Procedures The Superintendent of Schools will, as part of his/her annual review and revision of the district's Policy Manual; examine and recommend remedies for policies and programs that limit educational access due to race, color, sex, religion, national origin, sexual orientation or disability. School Procedures Each school's annual School Improvement Plan will include an examination of its policies and programs to ensure that they do not limit educational access due to race, color, sex, religion, national origin, sexual orientation or disability.
IV-K-3
CIVIL RIGHTS
APPROVED AT 1/27/00 P.V.R.S.D. COMMITTEE MEETING
SELF EVALUATION PROCEDURES
IV-K-4
CIVIL RIGHTS
Special Education Department 97 F. Sumner Turner Road Northfield, MA 01360
Sharon Murphy Jones, M.Ed. Administrator of Special Education
Telephone: 413-648-5450 Fax: 413-648-5487
Special Needs Procedure Proposal Parents’ Access to Specialized Educational Programs
The Pioneer Valley Regional School District welcomes parent participation in their student’s educational program. Parents are an important member of the TEAM process and need to be involved with their student’s education in order to maximize their student’s success at school. An amendment to the state special education law (Chapter 363 of the Acts of 2008) requires school districts to provide timely and sufficient access to a child’s current or proposed special education program. This access is for parents, or their designees, which include parent-designated independent evaluators and educational consultants. In order to protect other students’ safety and confidentiality and to minimize disruption to the educational process, the following steps must be implemented in order for parents or their designee to observe their child’s special education program. 1. 2. 3.
4. 5.
6. 7.
Parents must call the building principal to request the observation in advance. Parents should provide the following information: name of person, role, and the purpose of the evaluation. Parents should give at least two possible dates and times for the requested observation. The building principal will notify the Special Education Director of the request for the observation and the proposed dates. The Special Education Director or the child’s liaison will contact the parent or designee to schedule the observation on a date which is mutually agreed upon. Factors to consider include the scheduled activity for the program, student needs, and staff availability. The time of observation should not exceed 80 minutes. If parents request that their designee has access to the student’s record, the request must be made in writing. The parents or designee must sign a confidentiality document which prohibits them from discussing any student (except their own) whom they may observe in the school. The observer cannot photograph, record, or videotape any aspect of the school, and should keep extraneous materials to a minimum. The Special Education Director, school liaison, or school principal will accompany the parent or designee during the observation and will take notes regarding student and staff actions, and will be available to answer the observer’s questions. The team may be available for a short period of time to answer questions, as long as this does not disrupt the children’s learning.
IV-L- 1
Special Education
Sharon Murphy Jones, M.Ed. Administrator of Special Education
Special Education Department 97 F. Sumner Turner Road Northfield, MA 01360 Telephone: 413-648-5450 Fax: 413-648-5487
Parents’ Access to Special Needs Educational Programs Confidentiality Agreement
I, _______________________________________, am observing the proposed or current special educational program for the student, ___________________________________. I agree to maintain the confidentiality of all other students observed today. I will not discuss and/or use other students’ names, disabilities, behavioral/social/academic issues, or any personal information about those other students, whether orally or in writing.
Name
Role
IV-L- 2
Date
Special Education
Approved at 3/28/02 PVRSD Meeting Revisions approved at 6/17/10 PVRSD Meeting Revisions approved at 8/27/15 PVRSD Meeting
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EMERGENCY RESPONSE PLAN
IV-M-1
EMERGENCY RESPONSE PLAN
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EMERGENCY RESPONSE PLAN Revised: August 2016 BERNARDSTON ELEMENTARY SCHOOL
ALL MEDIA WILL BE REFERRED TO THE PRINCIPAL OR HIS/HER DESIGNEE. EMERGENCY PHONE NUMBERS: EMERGENCIES -- 911 Shelburne Control Dispatch Police (Non-emergency) Fire (Non-Emergency) State Police Bomb Squad Protective Services {DCF}
413-625-8200 648-9208 648-9757 625-6311 775-5000
District Maintenance Supervision 498-2911 Franklin Medical Center 773-0211 American Red Cross 774-4376 Poison Control 1-800-222-1222
The Emergency Response Team {ERT} will be headed by the building principal or the designated teacher in charge. The ERT will include: Principal: ……………….…..…..Bob Clancy Admin. Asst.: ……………...….Kathy Laraway Nurse: …………………..…..….. Mary LaValley Custodian: ……………..…..…..Seth Hoffsommer School Psychologist:..…..….Cathy Halberg Adjustment Counselor: …. Andrea Franz District ERT members: Ruth Miller, Superintendent 413-498-2911 x601 Gail Healy, Assistant Superintendent 413-498-2911 x602 Kristen Whittle, NES Nurse 413-498-0261 Tim Brandl, District Facilities Director 413-498-2911 x609 Chris Maguire, Special Ed. Administrator 413-498-2911 x613
The command center will be located, on a notified basis: Area # 1:
Administrative Office Suite
Area # 2:
Gymnasium
Area # 3:
Blacktop Playground
The alternate sites are the Powers Institute and the United Church
Students with severely disabling conditions will be provided a special evacuation plan to be kept in the custody of their liaison.
IV-M-2
EMERGENCY RESPONSE PLAN
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EMERGENCY RESPONSE PLAN Revised: August 2016 NORTHFIELD ELEMENTARY SCHOOL
ALL MEDIA WILL BE REFERRED TO THE PRINCIPAL OR HIS/HER DESIGNEE. EMERGENCY PHONE NUMBERS: EMERGENCIES -- 911 Shelburne Control Dispatch Police (Non-Emergency) Fire (Non-Emergency) State Police Bomb Squad Protective Services {DCF}
413-625-8200 498-5118 498-5100 625-6311 775-5000
Superintendent’s Office District Maintenance Supervision Franklin Medical Center American Red Cross Poison Control
498-2911 498-2911 773-0211 774-4376 1-800-222-1222
The Emergency Response Team {ERT} will be headed by the building principal or the designated teacher in charge. The ERT will include: Principal: ………………..…..Megan Desmarais Admin. Asst.:…………….….Bridget Hammond Nurse: …………………….…..Kristen Whittle Custodian:……………….…..Peter Blake or Tony Streeter School Psychologist:..…..Cathy Halberg Adjustment Counselor.…Beth Davis
The command center will be located, on a notified basis: Area # 1:
Principal’s Office
Area # 2:
Gymnasium
Area # 3:
Out Front by School Sign
The alternative site is the Northfield Town Hall.
District ERT members: Ruth Miller, Superintendent 413-498-2911 x601 Gail Healy, Assistant Superintendent 413-498-2911 x602 Kristen Whittle, NES Nurse 413-498-0261 Tim Brandl, District Facilities Director 413-498-2911 x609 Chris Maguire, Special Ed. Administrator 413-498-2911 x613 Students with severely disabling conditions will be provided a special evacuation plan to be kept in the custody of their liaison.
IV-M-3
EMERGENCY RESPONSE PLAN
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EMERGENCY RESPONSE PLAN Revised: August 2016 PEARL RHODES ELEMENTARY SCHOOL
ALL MEDIA WILL BE REFERRED TO THE PRINCIPAL OR HIS/HER DESIGNEE. EMERGENCY PHONE NUMBERS: EMERGENCIES -- 911 Shelburne Control Dispatch Police (Non-Emergency) Fire (Non-Emergency) State Police Bomb Squad Protective Services {DCF}
413-625-8200 772-2369 625-8200 625-6311 775-5000
Superintendent’s Office District Maintenance Supervision Franklin Medical Center American Red Cross Poison Control
498-2911 498-2911 773-0211 774-4376 1-800-222-1222
The Emergency Response Team {ERT} will be headed by the building principal or the designated teacher in charge. The ERT will include: Principal: ……………….………. Deanna LeBlanc Admin. Asst.:……………...……Carolyn Curtis Nurse: …………………..………. Debbie Hawkins Custodian: ……………..……….John Rodgers School Psychologist:..…..….Cathy Halberg Adjustment Counselor: …. Andrea Franz
The command center will be located, on a notified basis: Area # 1:
Office
Area # 2:
Cafeteria
Area # 3:
Pavilion out back
The alternative site location is the on-site Pavillion.
District ERT members: Ruth Miller, Superintendent 413-498-2911 x601 Gail Healy, Assistant Superintendent 413-498-2911 x602 Kristen Whittle, NES Nurse 413-498-0261 Tim Brandl, District Facilities Director 413-498-2911 x609 Chris Maguire, Special Ed. Administrator 413-498-2911 x613
Students with severely disabling conditions will be provided a special evacuation plan to be kept in the custody of their liaison.
IV-M-4
EMERGENCY RESPONSE PLAN
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EMERGENCY RESPONSE PLAN Revised: August 2016 PIONEER VALLEY REGIONAL SCHOOL
ALL MEDIA WILL BE REFERRED TO THE PRINCIPAL OR HIS/HER DESIGNEE. EMERGENCY PHONE NUMBERS: EMERGENCIES -- 911 Shelburne Control Dispatch Police (Non-Emergency) Fire (Non-Emergency) State Police Bomb Squad Protective Services {DCF}
413-625-8200 498-5118 498-5100 625-6311 775-5000
Superintendent’s Office District Maintenance Supervision Franklin Medical Center American Red Cross Poison Control
498-2911 498-2911 773-0211 774-4376 1-800-222-1222
The Emergency Response Team {ERT} will be headed by the building principal or the designated teacher in charge. The ERT will include: Principal: ..…..…...…..…...…...Jean Bacon Asst. Principal: ..…..…...…..…Jen Albert Perry Admin. Asst.:……………..…Susan Anthony & Cheryl Baker Head Custodian: ..…..…...…..Cliff Paige Nurse: ..…..…...…..…...…..…...Carla Simpson School Psychologist: ..….…...Alyssa Blum Student Assist. Counselor:...Erica Masson Guidance Counselors: ..……..Peggy Fallon, Matt Soycher Bldg. Rep.: ..…..…...…..…...….Claire Brennan Safety Captains: ..…..…...…...(See Map) Dean of Students:..…..…...….Cathy Hawkins-Harrison Social Worker:..…..…...…..…..Charles Guimond
The command center will be located, on a notified basis: Incident Command Area # 1:
Principal’s Office
Area # 2:
Flag Pole
Area # 3:
Superintendent’s Office
The alternative site is to call the bus company to send the students home.
District ERT members: Ruth Miller, Superintendent 413-498-2911 x601 Gail Healy, Assistant Superintendent 413-498-2911 x602 Kristen Whittle, NES Nurse 413-498-0261 Tim Brandl, District Facilities Director 413-498-2911 x609 Chris Maguire, Special Ed. Administrator 413-498-2911 x613 Students with severely disabling conditions will be provided a special evacuation plan to be kept in the custody of their liaison.
IV-M-5
EMERGENCY RESPONSE PLAN
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EMERGENCY RESPONSE PLAN Revised: August 2016 WARWICK COMMUNITY SCHOOL
ALL MEDIA WILL BE REFERRED TO THE PRINCIPAL OR HIS/HER DESIGNEE. EMERGENCY PHONE NUMBERS: EMERGENCIES -- 911 Shelburne Control Dispatch Police (Non-emergency) Fire (Non-Emergency) State Police Bomb Squad Protective Services {DCF}
413-625-8200 978-544-5273 978-544-3314 625-6311 775-5000
District Maintenance Supervision Franklin Medical Center American Red Cross Poison Control
498-2911 773-0211 774-4376 1-800-222-1222
The Emergency Response Team {ERT} will be headed by the building principal or the designated teacher in charge. The ERT will include: Principal: ………………...…..…. Elizabeth Musgrave Admin. Asst.: …………….....….Trish Baldwin Nurse: …………………....…..…. Suzanne Linden Custodian: ……………...…..…. Todd Whitman School Psychologist:..…..…..Cathy Halberg Adjustment Counselor.…..…Beth Davis
The command center will be located, on a notified basis: Area # 1:
Office Suite
Area # 2:
Gymnasium
Area # 3:
Outside Basketball Court
The alternative site is the Warwick Town Hall. District ERT members: Ruth Miller, Superintendent 413-498-2911 x601 Gail Healy, Assistant Superintendent 413-498-2911 x602 Kristen Whittle, NES Nurse 413-498-0261 Tim Brandl, District Facilities Director 413-498-2931 x609 Chris Maguire, Special Ed. Administrator 413-498-2911 x613
Students with severely disabling conditions will be provided a special evacuation plan to be kept in the custody of their liaison.
IV-M-6
EMERGENCY RESPONSE PLAN
EVACUATION Evacuation will be used in cases when a situation exists that makes it unsafe to remain in the building. • “Evacuation” will be announced with as much information as is possible or initiated by an alarm. All building occupants initiate evacuation drill procedures immediately • Lights are turned off • Doors are shut and left unlocked • Students cannot use cell phones • Bathrooms are checked as building is exited. (All missing students are reported immediately.) • Teachers bring attendance records with them • When the situation becomes safe, reentry to the building may be permitted by someone in authority
EVACUATION
IV-M-7
EMERGENCY RESPONSE PLAN
SHELTER IN PLACE Shelter in place will be used in cases where movement in the building is risky, but staying within classrooms is safe (e.g. a power outage, a chemical spill in a hallway or a rabid animal in the building) as long as everyone stays within a secure, locked room, safety is maintained. • “Shelter in Place” will be announced with as much information is possible • Classroom doors are closed and locked • Regular classroom activities continue • Students cannot use cell phones • No student is allowed out of the classroom • Ignore bells – students remain in classroom • If there is an emergency situation in the classroom the main office should be called • If applicable, Safety Captains should be in their assigned locations and ensure that radios are turned on and tuned to channel 1 and wait for instructions • The Incident Command will provide instructions to all staff (and on radios to Safety Captains if applicable) • When the situation becomes safe, “All Clear” will be called with any additional instructions
SHELTER IN PLACE
IV-M-8
EMERGENCY RESPONSE PLAN
LOCK DOWN Lock down will be used in cases of extreme danger (e.g. an intruder believed to be carrying a weapon.) Staying within a classroom is important but additional measures are necessary to increase safety. • “Lock Down” will be announced with as much information as is possible • Classroom doors are closed and locked • The door should not be opened for anyone • Windows are covered • Lights are turned off • A flag is displayed in the door window or on the door knob: • Green – all are safe inside • Red – there is need for emergency help (threat present or medical need) • Regular classroom activities stop, maintain a quiet environment and remain calm • Students cannot use cell phones • Students and adults find the safest location in the room away from doors and windows (e.g. in a corner behind a desk) • No one is allowed out of the classroom • Ignore bells and alarms – remains in everyone’s place • Minimize communication to essential information • If applicable, Safety Captains should be in their assigned locations and ensure that radios are turned on and turned to channel 1 and wait for instructions • The Incident Command will provide all instructions to all staff • When the situation becomes safe, it will be communicated in person with any additional instructions
LOCK DOWN
IV-M-9
EMERGENCY RESPONSE PLAN
BUS ACCIDENT 1. Upon receipt of notification of accident, obtain the following information: a. b. c. d.
bus number or route number number of injured students and staff whether police/fire/ambulance is on scene whether additional buses are needed to transport non-injured students
e. location of accident f. time of accident g. location of where injured parties have been taken
1. Dispatch one (1) ERT to accident scene. 2. Notify the superintendent’s office. 3. Notify transportation supervisor and arrange for additional buses, if required. 4. Obtain list of students who were on the bus and have their emergency cards pulled in order to notify
5.
6.
Determine if siblings of bus riding students are still at school. {It may be necessary to assemble these students and advise them of the accident and make them available for parent pickup.} When advised by ERT member on scene of current status, direct appropriate notifications be made.
Responsibilities of Staff Person riding the bus (Field Trips) A. B. C. D. E. F.
Assess the situation and call 911 if appropriate If danger of fire or if vehicle is in a precarious position, evacuate the bus and direct students to a safe location. Have older students assist younger students Notify the school of the accident and the extent of any injuries Keep children under control. Have adults assist with tasks. If students are transported to hospitals, determine what student(s) are going to which hospitals. When possible an adult should accompany student to hospital. G. If appropriate, respond to the hospital.
Responsibilities of ERT Members Responding to the Scene H. Assess the current situation and advise the principal. I. Assist in the movement and/or control of non-injured students. J. If parents arrive on the scene and wish to remove their child/children, record this information K. Designated ERT member(s) respond to the hospital(s) and provide support to injured students and their parents L. Keep the principal updated on all medical conditions of students and staff M. Designated ERT member handles media inquiries at the accident scene; the hospital spokesperson will handle any inquires regarding treatment of the injured.
BUS ACCIDENT
IV-M-10
EMERGENCY RESPONSE
DEATH OF A STUDENT/STAFF MEMBER CONVENE THE BUILDING AND DISTRICT CRISIS RESPONSE TEAMS
ADMINISTRATOR’S RESPONSIBILITIES -- Upon notification of death, arrange for an emergency meeting with administration and school psychologist where procedures will be reviewed and current information be provided. -- Arrange for counselling services for students and staff. -- Notify staff of death -- Contact family/friends of the deceased to offer support and obtain information regarding arrangements. -- Update information to staff and parents as it becomes available. -- Work with family{ies} on funeral/memorial plans. -- If the student or staff member had personal property in school, secure the property, until authorized to release same to family or relative.
TEACHER’S/STAFF RESPONSIBILITIES -----
Keep informed of plans and procedures that may be implemented in response to the death. Be observant of students’ and fellow staff members’ reaction to news. If required, refer the person to counselling. Do not deny your own emotional response to this situation; seek appropriate help. Assist in bringing closure to this event.
DEATH OF A STUDENT/STAFF MEMBER
HOSTAGE/ARMED INTRUDER ADMINISTRATOR’S RESPONSIBILITIES 1. Obtain accurate information: a. Where in the building is the event occurring b. How many are involved {both perpetrators and hostages}? c. What demands, if any, have been made? 2. Direct 911 to be called. 3. If appropriate, declare a lock down. Follow established procedure for the lock down. 4. Isolate the area. 5. Direct that the superintendent be called. 6. Await the arrival of police, and provide needed assistance. 7. If the decision is made to evacuate the unaffected portion of the school, accountability for all evacuated students and staff becomes a critical issue. 8. Remember that the job of resolving the incident belongs to the police. The administrator’s job is to facilitate their efforts. TEACHER’S/STAFF RESPONSIBITIES: 1. If directly involved, follow the instructions of the intruder. 2. Attempt to summon help if it can be accomplished without placing yourself or others in further danger. 3. Await for the arrival of the police. 4. Remember, time is on your side. Don’t threaten or attempt to intimidate or threaten the intruder. 5. If students are involved as victims, attempt to keep them calm and minimize their involvement with the intruder. 6. If not directly involved, follow the instructions quickly and without comment. 7. When notified of the lock down, follow the established procedures. 8. Be able to account for all students under your control. 9. Be prepared to evacuate when it is safe to do so.
HOSTAGE/ARMED INTRUDER
IV-M-11
EMERGENCY RESPONSE
INDIVIDUAL WITH A WEAPON If an individual is displaying a weapon in a menacing manner, treat the incident as Hostage/Armed Intruder Event. In all situations -ATTEMPT TO KEEP CALM 1. Notify administrator in charge 2. Description of type of weapon
3. Assess information: Location and identity of individual 4. Determine possible line of fire {proximity of students.
1. Inform as many people as possible in danger of the threat using all methods available—voice, PA, text, email. Use plain language. Be explicit. 2. Follow lock down procedures. Barricade the room. Silence mobile devices. Turn off lights, remain quiet. Prepare to evacuate. 3. Communicate intruder’s location and other details in real time. 4. Create disruptions if possible - noise, movement, distance, or distraction. 5. When safe to do so, follow evacuation procedures.
INDIVIDUAL WITH A WEAPON
IV-M-12
EMERGENCY RESPONSE
TRESPASSER PROCEDURES 1. Treat all trespassers as visitors who have failed to register in the office. 2. Upon encountering such an individual{s}. Make the following statement {in your friendliest voice} “Oh, there you are. We had a report that someone was in the building without signing in. You need to go to the main office and sign in otherwise they call the police for the safety of our students” 3. If they accompany you, great. If they run, do not pursue, get a description and notify an administrator. 4. Remember, the majority of visitors who do not sign in are former students, or parents who don’t like to play by the rules. ADMINISTRATOR’S RESPONSIBILITIES 1. If you know where the trespasser is, seek him/her out and follow Step 2 above. 2. If that fails, get a good description of clothing, size, weight, age, etc. and call the police. 3. If this fails to identify the location of the trespasser consideration should be given to calling a shelter in place or lock down. 4. If the trespasser is outside the building, but on school grounds, have staff secure external doors and call the police. TEACHER’S/STAFF RESPONSIBILITIES 1. Do not get into an argument or attempt to challenge the trespasser. 2. If appropriate, try Step 2 above. 3. If a shelter in place or lock down is declared, follow established procedures. RUMOR CONTROL 1. Assume rumor not true until confirmed. 2. Bring to attention of administrator. 3. Administrator will respond appropriately.
TRESPASSER
IV-M-13
EMERGENCY RESPONSE
SUICIDE: SYMPTOMS AND POTENTIAL SUICIDES These signs may mean someone is at risk for suicide. Risk is greater if a behavior is new or has increased and if it seems related to a painful event, loss or change.
Talking about wanting to die or to kill oneself. Looking for a way to kill oneself, such as searching online or buying a gun. Talking about feeling hopeless or having no reason to live. Talking about feeling trapped or in unbearable pain. Talking about being a burden to others. Increasing the use of alcohol or drugs. Acting anxious or agitated; behaving recklessly. Sleeping too little or too much. Withdrawn or feeling isolated. Showing rage or talking about seeking revenge. • Displaying extreme mood swings. Additional Warning Signs of Suicide Preoccupation with death. Suddenly happier, calmer. Loss of interest in things one cares about. Visiting or calling people to say goodbye. Making arrangements; setting one's affairs in order. Giving things away, such as prized possessions. A suicidal person urgently needs to see a doctor or mental health professional. If you notice or become aware of any of the above in one of your students, please notify your building administrator immediately.
SUICIDE – INTENT OR ATTEMPT INTENT Faculty and Staff Responsibilities A. Notify member of Guidance, Crisis Prevention Team (CPT), Psychologist, or Principal (Elementary Schools) B. Ensure that student is not left alone. Guidance, CPT Member, Psychologist, or Principal Responsibilities A. Apprise principal about the situation B. Contact parents, regardless of the perceived degree of danger C. Perform risk assessment D. Determine if Emergency Services are warranted E. Make arrangements to contact parents and transportation to Emergency Services
A. B. C. D. E. F.
ATTEMPT Call the School Nurse to the scene Call 911 Notify emergency response team Notify parents/guardians Notify Superintendent’s Office; Superintendent to convene Crisis Response Team District Crisis Response Team will contact other district schools
SUICIDE: SYMPTOMS AND POTENTIAL SUICIDES
IV-M-14
EMERGENCY RESPONSE
FIRE/EXPLOSION ADMINISTRATOR’S RESPONSIBILITIES 1. Initiate evacuation procedures immediately {fire evacuation procedures must make provision for all occupants including persons with handicap}. 2. Call 911 3. Inform the superintendent’s office {498-2911} 4. Attend to all students’ and staff safety issues TEACHER/STAFF RESPONSIBILITIES: 1. Turn off lights; close doors and leave unlocked 2. Proceed to pre-designated evacuation point with attendance book 3. Maintain control of students and inform ERT member any missing children 4. Do not re-enter building until directed to do so by ERT member or someone in authority
FIRE/EXPLOSION
FACILITY MALFUNCTION OR FAILURE In response to an emergency situation such as: plumbing or gas fittings, HVAC, electrical services, security systems, etc.: ADMINISTRATOR’S RESPONSIBILITIES 1. 2. 3. 4. 5. 6. 7.
Conduct an initial investigation to insure that there is no danger to building occupants. Secure area if necessary If investigation determines an immediate hazard to occupants, call 911 and evacuate the building. Determine type and scope of problem. Inform the superintendent’s office -- 498-2911. Contact supervisor of building and grounds with necessary information -- 498-2911. For non-emergency situations -- notify the head custodian.
FACILITY MALFUNCTION OR FAILURE
IV-M-15
EMERGENCY RESPONSE
KIDNAPPING/MISSING STUDENT 1. Upon learning that a child has been abducted or is missing, immediately notify the administrator in charge. 2. Obtain a detailed description of abductor, including physical appearance, type and color of clothing, and make, model, color, and license number of any vehicle used in abduction. 3. In case of a missing child, obtain a detailed description of clothing, and the time and location when the child was last seen.
ADMINISTRATOR’S RESPONSIBILITIES 1. Call 911 and advise of the abduction 2. Provide the 911 operator with a description of the vehicle with license plate number, if known. 3. Notify custodial parent 4. Provide support services as needed. 5. If this abduction was witnessed by other students, it may be necessary to notify their parents, as the children will be upset. 6. It may be advisable to brief ERT members of the situation and arrange for counsellors for the next day.
3. Check desk for any indication of why the incident occurred. 4. Interview student’s friends for information
TEACHER/STAFF RESPONSIBILITIES 1. If abduction occurs while class is in session, attempt to persuade the abductor not to commit the act. 2. If unsuccessful in persuading the adult not to carry out the abduction, do not place yourself or other children in harms way. 3. Immediately notify the office and provide as many details as possible. 4. Maintain control of students
MISSING STUDENT 1. Conduct an immediate search of school and school grounds. The extent of the search will depend upon the age, emotional stability, and past history of the student. 2. Call 911 and parents of missing student
MISSING STUDENT 1. Immediately notify the office when advised that a student is missing. 2. Assist administrator with questioning of friends and classmates as to why the student is missing. 3. Maintain control of remaining students
KIDNAPPING/MISSING STUDENT
IV-M-16
EMERGENCY RESPONSE
MEDICAL EMERGENCY RESPONSE PLAN MEDICAL EMERGENCY RESPONSE PLAN When a life-threatening situation occurs such as: 1. Breathing stopped 2. Collapse 3. Seizure The following procedure is to be followed: 1. Staff person present will call the main office and state “We have a Medical Emergency in Room ___” 2. The main office will announce “Medical Emergency Report Immediately to Room _____” (This is to be repeated once) and notify the school nurse. 3. The main office will call an ambulance if necessary, designating the door of entry (Phone 911.) 4. The principal or a designee will immediately call parents as soon as the student is identified. MEDICAL EMERGENCY RESPONSE PLAN FOR ALL SCHOOL EVACUATION 1. Nurse will: a. Take Emergency Go Kit: i. Medications, including Student Medications and Medication Orders ii. Emergency Information iii. Walkie Talkie to maintain communication with ERT b. Triage and administer care per PVRSD “Standing Orders for Nurses” c. Delegate assistance as needed d. Provide arriving EMS personnel with pertinent information and emergency treatment form 2. Kept in the Nurse’s Office: a. Standing Orders for Nurse’s and Standing Orders for Staff b. List of School Staff trained in First Aid and CPR c. Emergency Contact information and pertinent health information for all Students and Staff
MEDICAL EMERGENCY RESPONSE PLAN
IV-M-17
EMERGENCY RESPONSE
BOMB THREATS Bomb Threat Phone Call 1.
Write down: a. Exact wording or threat b. gender of caller c. race d. age e. length of call f. number at which call was received g. time h. date
2.
Ask the following questions and record responses: a. When is the bomb going to explode? b. Where is it right now? c. What does it look like? d. What kind of bomb is it? e. What will cause it to explode? f. Did you place the bomb? g. Why? h. What is your address? i. What is your name?
BOMB THREATS
IV-M-18
EMERGENCY RESPONSE
BOMB THREATS -- DEVICE FOUND 1. Upon discovery of suspicious device, DO NOT TOUCH 2. Notify administrator in charge 3. If the device is found in a classroom with students, immediately, but in an orderly fashion, evacuate the classroom. ADMINISTRATOR’S RESPONSIBILITIES 1. Upon notification of device found: a. Call 911 advise building being evacuated because a suspicious device has been discovered. b. Give a description of device. c. Activate ERT d. Turn off bell system e. Do not use the PA system f. Turn off all two way radios g. Do not use the fire alarm system to evacuate the building 2. Dispatch ERT to begin the evacuation process. Evacuate to designated areas. The order of evacuation should be: a. Classroom in which device is located b. Classrooms on either side of, across the hall from, that back up to, or are directly above or below the classroom containing the device.
Continue increasing the size of the evacuation area until all students and staff are at a safe distance. 3. It is important to remember that the evacuation must be conducted in an orderly and controlled manner so as not to create an unstable environment which may exacerbate the situation. 4. In consultation with police/fire/bomb disposal officials, determine when it is safe to re-enter the building. TEACHER/STAFF RESPONSIBILITY 1. Upon receipt of notification to evacuate the classroom, proceed to pre-designated evacuation location with class roll book. 2. Maintain control of the students and advise ERT member of any missing or unaccounted or students. 3. Do not enter the school until directed to do so by an ERT member of police/fire authority. TEAM ERT MEMBER RESPONSIBILITY
BOMB THREATS -- DEVICE FOUND
IV-M-19
EMERGENCY RESPONSE
BIOCHEMICAL/HAZARDOUS MATERIAL IF BIOCHEMICAL/HAZARDOUS MATERIAL IS SUSPECTED: 1. Person suspecting a biochem/haz material situation should contact the principal’s office. 2. Person suspecting should not leave the general area until advised by the principal as should all others in the classroom, office or space containing the material. 3. Principal will create a hot zone for all people in the space containing the material. 4. All other adults and students are not to go near the hot zones. ACTION TO BE TAKEN 1. 2. 3. 4. 5. 6.
Principal will contact 911, ERT’s and superintendent. Principal will order ventilation system turned off as well as air conditioning and fans. Evacuate building as necessary. Create hot zone Make antibacterial soap available for five minutes of washing for all involved parties. ERT’s will determine how to contain hazardous material until arrival of police and fire departments.
BIOCHEMICAL/HAZARDOUS MATERIAL
IV-M-20
EMERGENCY RESPONSE
GENERAL EMERGENCY - ALL SCHOOL EXIT MEDICAL COMPONENT A. Nurse will take emergency supplies: ~~ Medications and necessary student meds, medication notebook ~~ Emergency information ~~ Emergency supply box with medical supplies ~~ Walkie Talkie to maintain communication with ERT’s. B. Triage and administer care per PVRSD “Standing Orders for Nurses” C. Delegate assistance as needed D. Nurse will direct ERT’s and emergency assistance according to triage. E. Provide arriving EMT personnel with pertinent information regarding trauma/illness, history, medical health history, and emergency form information. ~~ included in the standing orders and Emergency Response Plan Book is a list of school staff trained in First Aid and CPR. ~~ every student and staff has an emergency card with current information that will include pertinent health history, meds, allergy information. This information will be kept in the nurse’s office in the Emergency Response Plan Book
GENERAL EMERGENCY - ALL SCHOOL EXIT -
IV-M-21
EMERGENCY RESPONSE
POTASSIUM IODIDE (KI) DISTRIBUTION 1-
No steps will be taken until principal gives the word.
2-
When nuclear emergency is declared, shut down measures will be taken according to the emergency plan developed.
3-
Potassium iodide, KI, floods the thyroid to prevent absorption of radioactive iodine. This only lasts 24 hours. By the time the dose has worn off, students and staff will be off site. Adults or children with allergic reaction to iodine or a thyroid condition should not be taking KI without the OK from their doctor.
4-
Teachers, if they are willing, will be dispensing the KI to the students in their classroom who have been given permission to receive the KI. In the youngest classrooms, that will entail cutting and crushing pills for those children who cannot swallow. Applesauce will be mixed with the crushed dose to make it easier for the child to swallow.
5-
A class list will be given to every teacher. Children who are receiving KI will have a fluorescent dot next to their name on class list. Children needing their dose crushed will have a “c” next to their name. Adults assigned to room will be listed and a fluorescent dot next to their name if they have requested KI. Any other adult who has requested KI will receive theirs at front desk.
6-
Doses of KI will be placed in a yellow clasp envelope. Included in that envelope will be a black marker pen for writing on the child or adult and a class list with the designation of those children who have permission to have the KI. The teacher’s name will be written on the outside of the envelope titled “potassium iodide”. These envelopes will need to be locked up.
7-
Once medication is given to a student, a “K” will be written on the top of their hand in black marker to designate that that child received KI.
8-
The health room will supply classrooms with the bottled water, cups, applesauce, pill crushers/cutters and plastic spoons.
9-
Learn to carry your car keys with you at all time. If you are evacuated from the building, you may not be able to go back in to get them.
10- Non-medically fragile children will go to the nurse in the staff room. A list will be drawn up of who they are.
IV-M-22
EMERGENCY RESPONSE
RADIOLOGICAL EMERGENCY RESPONSE PLAN ALERT: 1. Account for your students 2. Wait for further directions SITE AREA EMERGENCY 1. 2. 3. 4.
Account for your students Close windows and doors Wait for announcement to board buses Bring class list and account for students as they board buses. {Students may be released to parents/legal guardians if they arrive before students board buses.} 5. Accompany students to Greenfield Community College; Warwick Community School Students to Orange Armory 6. Help to register students upon arrival at GCC or Orange Armory. The complete Radiological Emergency Response Plan is located in the office. All necessary information and procedures are located in this binder. This plan is updated yearly. PHONE: The yellow phone in the office is a direct link to the Vermont Yankee Nuclear Power Plant. This phone is never to be used to make calls to any destination other than the Power Plant. It is primarily used to receive calls from Vermont Yankee giving us alert announcements and directions. Anyone answering this phone should do so with a simple “Hello, ________________________________ School” and wait for direction from the caller.
RADIOLOGICAL EMERGENCY RESPONSE PLAN
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EMERGENCY RESPONSE
WEATHER EMERGENCY In the event of an impending natural disaster such as a hurricane, tornado, flood, or severe storm, an emergency school closing may be required. A decision to close school will be made by the superintendent or his/her designee. SPECIFIC RESPONSIBILITES: A. The Superintendent of Schools will notify the Assistant to the Superintendent, Radio Stations and Bus Contractors and activate an automatic dialer (Blackboard Connect) broadcast message to all staff and students. B. Bus Contractors are responsible for notifying their drivers. No Contractor is to permit operation of his/her buses on unsafe roads if doing so would jeopardize the safety of the passengers. PROCEDURES: The decision to close school due to inclement weather or adverse road conditions will be based on recommendations made to the Superintendent or his authorized representative by safety officials, individual bus contractors, drivers and/or highway superintendents.
“NO SCHOOL” Procedure Bus contractors who, on the basis of personal observation, driver reports, or the advice of the local highway superintendent, feel bus routes are dangerous or impassable shall call the Superintendent of Schools (or his representative) immediately. Do not wait for anyone to call you! The Superintendent must be called before 5:45 a.m. if classes are to be cancelled or opening times modified.
“Delayed Opening” Procedure A delayed opening procedure may be used if weather conditions and highway clearing schedules indicate that a one or two hour delay will enhance travel conditions sufficiently to hold school. Caution -- a delayed announcement may be up-graded to “No School” if new information dictates. Notification procedure would be the same as for “No School”.
“Mid-Session” Closing Procedure Students may be released early, based on advice from local contractors, highway department officials and/or safety officials. Notification procedure would be the same as for “No School”.
“Co-Curricular” Program Cancellation Normal school closing may be in effect but all after school activities cancelled; please be alert to this fact and available on threatening days.
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EMERGENCY RESPONSE
COMMUNICATING WITH THE MEDIA/PUBLIC DURING EMERGENCIES THE PRINCIPAL WILL: 1. Obtain prior approval from the superintendent’s office for all communication with the media/public. 2. Only Principal or designated person will communicate with the media. 3. Identify a specific time and location to meet with the media. You have the right to restrict media access to students staff and the building during school hours. 4. Verify and prepare facts truthfully, clearly and concisely in writing. 5. DO NOT identify students by name or disclose any privileged information relative to status including any comment about the mental, emotional, or psychological aspects or educational history of the person. 6. Do not allow children to talk with the media on school grounds. 7. In the event of a death, the statement should express the sorrow of the faculty and student body.
MEDIA COMMUNICATION PLANS: Press Conference 1. In one brief paragraph state the key point or objective of the press conference. 2. List the three facts or statistics you would like the public to remember after hearing the story. A. B. C. 3. Identify who the main audience or population segments you would like this message to reach. 4. What is the one message the audience needs to take away from this report/interview? 5. Who in your school district will serve as the sole point of contact for the media? Name:
Phone#:
Dates & Time Available: Press Release
__________________ Public School At ______ (time) on _______ (date) the following accident (incident) Occurred:_____________________________________________________________________________________ ______________________________________________________________________________________________ At this time we have: (A) no confirmation of the injuries or damage: Or (B) confirmed the following injuries or damage. (Do not identify students by name, merely state the number of students involved and/or any property damage that has occurred). The prognosis for those involved is (good) (fair) (critical).
COMMUNICATING WITH THE MEDIA/PUBLIC
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EMERGENCY RESPONSE
Tornado Response
Pick a safe place in your school where students and staff members could gather during a tornado. The safest place to be is underground, or as low to the ground as possible, and away from all windows. If you have a basement, make it your safe place. If you do not have a basement, consider an interior hallway or room on the lowest floor. Putting as many walls as you can between you and the outside will provide additional protection. Less than 2 percent of all tornadoes are powerful enough to completely destroy a sturdy building. Make sure there are no windows or glass doors in your safe place and keep this place uncluttered. Find safe places in your home and classroom. Make sure these places are away from windows and tall furniture that could tip over. In your safe place, get under something sturdy, or use a large, hard-covered book to help protect your head and neck from flying or falling objects. Locate safe places outside in case you are not able to go inside. Frequently, children need to know that a tornado safe place is not the same as a fire meeting place. Where you are, if you hear or see a tornado coming, take cover right away. Tornadoes can move quickly, blowing objects at very high speeds, even if they are a distance away. Protect yourself from flying debris by taking cover immediately. If you’re in a house or apartment building and a tornado threatens, go to the lowest level-a basement or storm cellar if possible. Once on the lowest level, go to the middle of the building away from windows, into a bathroom or closet if possible. The safest place to be is under the ground, or as low to the ground as possible, and away from all windows. If you have a basement, make it your safe place. If you do not have a basement, consider an interior hallway or room on the lowest floor. Putting as many walls as you can between you and the outside will provide additional protection. Make sure there are no windows or glass doors in your safe place and keep this place uncluttered. Get under something study, such as a heavy table, hold on and stay there until the danger has passed. Being under something heavy will help protect you from falling objects. If tornado wind enters the room and the object moves, holding on with one hand will help you move with it, keeping you protected. Use your other arm and hand to protect your head and neck from falling or flying objects. Your head and neck are more easily injured than other parts of your body. Protect them as much as you can. If you’re outside in a car or in a mobile home, go immediately to the basement of a nearby sturdy building. Sturdy buildings are the safest place to be. Tornado winds can blow large objects, including cars, hundreds of feet away. Tornadoes can change direction quickly and can lift up a car or truck and toss it through the air. Never try to out-drive a tornado. Mobile homes are particularly vulnerable. A mobile home can overturn very easily even if precautions have been taken to tie down the unit. If there are no buildings nearby, lie flat in a low spot. Use your arms and hands to protect your head. Tornadoes cause a lot of debris to be blown at very high speeds, and you can be hurt by this debris if it hits you. Dangerous flying debris can be blown under highway overpasses and bridges, or weaker overpasses and bridges could be destroyed. You will be safer lying flat in a low-lying area where wind and debris will blow above you. Tornadoes come from severe thunder-storms, which can produce a lot of rain. If you see quickly rising water or flood water coming towards you, move to another spot.
In the event of an unanticipated natural disaster such as an earthquake, the ERT will: ADMINISTRATOR’S RESPONSIBILITIES: 1. Take Charge 2. Implement appropriate procedures 3. Activate ERT TEACHER/STAFF RESPONSIBILITIES: 1. Upon receipt of notification to evacuate the classroom, proceed to announced location. 2. Bring student attendance book {account for all your students in and out of the room}.
WEATHER EMERGENCY
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EMERGENCY RESPONSE
The school district is responding in the following manner:________________________________ __________________________________________________________________________________________ At the current time the incident is being examined by local authorities and is considered to be a criminal investigation. The school district does not wish to take any action that may interfere with a pending criminal investigation. Therefore information will not be released without the prior approval of local authorities. We will keep you updated as we learn additional information. We ask the general public to avoid travelling in this area unless it is absolutely necessary. We ask parents of children in the school with questions to contact us at _________________. Thank you for your cooperation.
RESPONSE & SCHOOL MAP
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EMERGENCY RESPONSE
PVRSDC Voted 5/26/05 Approved a varsity football program in the fall of 2005 and directed the administration to take steps necessary to comply with TITLE IX requirements.
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Football Program
PVRSD Comm. Meeting 4/27/06 Dress Code Students have the right to dress and groom as they deem appropriate provided their appearance does not endanger health or safety, damage school property, disrupt school activities or offend others. Students may not wear/display items that: Advertise drug, alcohol or tobacco products Express profanity, sexual innuendo, offensive messages or violence Expose underwear, including sports bras Expose cleavage Expose torso Are ripped in inappropriate places Have protruding spikes Are shorter than the student’s fingertips when standing in a normal position Indicate gang affiliation Because of the nature of certain school activities, additional requirements may be made; for example, gym clothes may be required in physical education classes; neckties or jewelry may have to be removed or hair secured in shop classes; safety glasses or shoes adequate to protect the feet be worn in laboratories or shop classes. Failure to adhere to the dress code will result in the student having to remove/change/cover the article in question, and will receive a verbal warning; continued violations could result in detentions. Refusal to comply could result in isolation within the building or being sent home.
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Dress Code
RETENTION POLICY FOR ELECTRONIC DOCUMENTS AND E-MAIL I. Introduction All business conducted by government agencies are subject to the Public Records law of the Commonwealth of Massachusetts. This document addresses the unique consideration that must be given to electronic documents. The retention period of electronic documents are determined by their content. If the content is determined to be subject to Public Records law, then the retention period is defined by the laws of the Commonwealth. Furthermore, the Federal Rules of Civil Procedure (FRCP) specifically require that data must be managed such that it can be produced in a timely fashion (90 days) in the event of a court action. E-mail is the most common type of document requested through the e-discovery process so it is incumbent upon School Districts that e-mail be managed with this in mind. The use of electronic correspondence has proliferated to the point that it is quickly becoming a primary means of communication for school administrators, professional and support staff, volunteers, School Committee members, school councils, and other school groups both during and outside of regular business hours and regularly posted meetings. As such, it is evident that there needs to be a policy both to determine content relevancy and to ensure that content is retained for the correct period of time. All school employees, elected and appointed members of school committees, councils, school groups, and school volunteers, who routinely or otherwise engage in the use of electronic correspondence for school related purposes should receive instruction on Public Records law and data retention. II. Purpose Proper management of public records ensures that the government and other authorized personnel have immediate access to information for the full period of time it is needed to conduct daily business, financial transactions, litigation, maintenance of public property, and development and implementation of public policy. Electronic records pose unique problems of recognition, retention, storage and retrieval. The purpose of this policy is to assist School District personnel in recognizing electronic records and understanding the requirements of retaining, storing and retrieving records in accordance with the law and School District needs. It is the intent of this policy that all electronic correspondence be retained as per the content of the communication. The Public Records Law of Massachusetts issues a schedule of records maintenance, retention, exemptions, and disposal based on content. Refer to Public Records Law G.L.c.4, §7(26) for the explanation of “public records,” see 950 C.M.R. 32.00; G.L.c.66 §1 for Public Records Access, and §10 for Public inspection and copies of records. III. Definitions Public Records are “all books, papers, maps, photographs, recorded tapes, financial statements, statistical tabulations, or other documentary materials or data, regardless of physical form or characteristics, made or received by any officer or employee” of a governmental agency. This includes all government records generated, received or maintained electronically, including computer records, electronic mail, video and audiotapes. IV-P-1
PIONEER VALLEY REGIONAL SCHOOL DISTRICT Retention Policy for Electronic Documents and E-Mail November 10, 2008 Approved at the 2/12/09 PVRSDC Meeting
“The statutory definition of “public records” does not distinguish between traditional paper records and records stored in the computer medium. Rather, it provides that all information made or received by a public entity, regardless of the manner in which it exists, constitutes “public records.” Computer cards, tapes or diskettes are all independent public records that are subject to the same requirements of the Public Records Law as are paper records. Therefore, a records custodian is obliged to furnish copies of non- exempt portions of computerized information at the cost of reproduction, unless otherwise provided by law.” - A Guide to the Massachusetts Public Record Law, p. 27 Executives, in relation to public record documents, include Superintendents, Assistant Superintendents, Business Managers, Directors, Principals, Assistant Principals and School Committee members. Archive is defined as an archival copy of a document stored in accordance with the retention schedule as defined by Public Records law. Backup is defined as a temporary duplicate of a file that is stored for a specified period of time not necessarily in accordance with Public Records law for the convenient retrieval of a document that was accidentally erased by the user. Custodian of Records is defined as “the governmental officer or employee who in the normal course of his or her duties has access to or control of public records. IV. Record Retention School District records subject to Public Records law must be retained according to the Commonwealth of Massachusetts Records Retention Policy and the School Department Records Disposal Schedule (2084) attached hereto. Any employee or officer of the School District who creates or receives an electronic document must review said document for content. Once a determination has been made that the document is subject to Public Records law, the employee or officer must then cause the record to be stored according to this policy by either printing then filing a hard copy or by forwarding the document to the proper custodian of records. Documents not subject to Public Records law may be disposed of after their business value has ceased. E-mails made or received are records. All e-mail users must screen and evaluate e-mail messages for content and retain substantive e-mails in accordance with the protocols defined by School District administration and the IT department and in compliance with the Commonwealth of Massachusetts Records Retention Policy. Non-substantive e-mails may be discarded immediately unless a Litigation Hold Notification has been received. (See below.) All records will be managed in accordance with the Commonwealth of Massachusetts Records Retention Policy for School Departments (http://www.sec.state.ma.us/arc/arcrmu/rmuidx.htm). V. Record Storage Departments of the School District, through their Custodian(s) of Records, should ensure that records are stored in a secure environment that is not subject to the risk of theft or destruction. The retention period for electronic records subject to retention shall be in accordance with the School Department Records Disposal IV-P-2 PIONEER VALLEY REGIONAL SCHOOL DISTRICT Retention Policy for Electronic Documents and E-Mail November 10, 2008 Approved at the 2/12/09 PVRSDC Meeting
Schedule (20-84) and the Massachusetts Records Retention Schedule (07/07). It is the responsibility of each Records Custodian to inform those personnel for whose records they are responsible of the manner in which data will be stored. This shall be done in writing, All electronic records subject to retention must be preserved on paper with all original header information and or metadata, if applicable, if the retention period is greater than ten (10) years. Electronic records whose retention period is less than ten (10) years shall be archived electronically in a manner that provides for easy access and retrieval. These records include e-mails and their attachments, old and new web pages, videos, floppy disks, CDs, audiotapes, and videotapes. Records Custodians shall, in collaboration with the IT department, determine the specifics of how this policy will be enforced. Suggestions may be found below. VI. Custodians: Every department is required to have a Records Custodian. The following custodians are responsible for the related data from both the School Department Records Disposal Schedule (20-84) and the Massachusetts Records Retention Schedule (07/07). This list is not meant to be all-inclusive and when in doubt the original documents should be consulted.
Department / Custodian
School Dept. RDS 20-84 Sections
MRRS Sections
Administration – Superintendent or designee
20.2,10,13,14
H1:1; M; J
Administration – Principal or designee
20.3,4,12,15
H1-2; H6; J
Student Services (Guidance, etc.) – Secretary
H2:1, H2:3-6; H3; H5; H7; H8:1-2,4; H9:4
Pupil Services (SPED) – Director of Pupil Services or designee
H8:3; H9:1-3; K
School Committee – Chair or designee Finance/HR – Business Manager or designee
20.6,11
A4
20.5,16-19,21-24,2830,32,36-65
D1; E4;L
Health – Health Coordinator or designee Curriculum Coordinator or designee
H2:2; H9:5; K 20.33
H4
Library Services – Director of Libraries Transportation – Transportation Coordinator Facilities – Facilities Coordinator IV-P-3
H10 20.25-27
C1:5
20.1,7,8,20
C1; J
PIONEER VALLEY REGIONAL SCHOOL DISTRICT Retention Policy for Electronic Documents and E-Mail November 10, 2008 Approved at the 2/12/09 PVRSDC Meeting
Food Services – Director
20.34A-H
Technology – Director of Technology Athletic Director
F5 H7:5
Custodians should provide proper care and management of Public Records. Records Custodians have the authority to direct personnel who control or hold records. The Records Custodian should know: 1. 2. 3. 4. 5.
What records the Department makes or receives Who makes or receives the records When the records can/should be destroyed according to the Records Retention Schedule Where the records are stored How the records can be accessed during the retention period
In order to catalog this information, it is recommended that an Electronically Stored Information (ESI) Survey Data Map be completed that documents all School District data sources that are subject to Public Records law. Each Records Custodian shall maintain this inventory within their department. This inventory will include what records are within the department, where they are kept, by whom and in what format. It will also include a list of positions likely to contribute records to the department such as those employees or officers who receive electronic records. VII. E-mail Policy: School employees and officials shall be given a District e-mail address. It is highly recommended that school business be conducted using the district e-mail system in order to ensure proper archiving and retention of electronic mail sent in response to any school business. If a school employee uses a nonschool account to respond or reply to school business, their personal e-mail accounts and computer(s) may be subject to search and seizure in the event of a legal action against the school or School District. The school district may not take responsibility for retrieval costs for business conducted on personal e-mail servers as this may cause undue burden on the school’s resources. The majority of e-mail files is correspondence files and will therefore come under section F7:2 of the Mass. Public Records Law (M.G.L Ch. 66). E-mail correspondence files consist of information and communications sent or received by individuals using electronic mail systems and include message transmission and receipt data, messages, and attachments. The School District has the right to monitor, obtain, copy and archive any mail that is sent from or received by School District mail servers. Confidentiality should not be assumed, and therefore confidential and/or sensitive material should not be communicated via e-mail. For example, it is acceptable to use the e-mail system to schedule an appointment with a parent, but a discussion about a student should be done on the phone, by U.S. mail or in person. (a) Non-executive E-mail records: shall be archived for a whole school year and will then be transferred and stored for another six years. Archived electronic-mail messages may be retrieved and restored for inspection upon legal request. Stored data can be made available only in the media it is transferred to at the end of the designated first school year. IV-P-4
PIONEER VALLEY REGIONAL SCHOOL DISTRICT Retention Policy for Electronic Documents and E-Mail November 10, 2008 Approved at the 2/12/09 PVRSDC Meeting
(b) Executives' e-mail records: shall be stored permanently as hard copy, except for mail with little or no business value which may be deleted after use. (c) All outgoing e-mail from the School District shall have the following disclaimer: *** NOTICE *** All electronic messages sent from the Pioneer Valley Regional School District are archived in conformance with Massachusetts and federal Public Records law. NOTE TO STAFF: Some system administrators set limits on the amount of e-mail messages that may be stored on servers. In these cases is it recommended that mail that the user wishes to save be moved out of the e-mail system on to a local computer as soon as it is possible. Although messages will be automatically archived, they will not be easily accessible. Upon the termination of each seven-year period, the Records Custodian shall submit the necessary documentation to the Commonwealth and upon approval, direct the IT department to purge records which are no longer subject to retention. NOTE TO STAFF: It is recommended that you DO NOT store any e-mail or other files beyond the retention period. VIII. Litigation Hold A Litigation Hold occurs upon notification of possible impending litigation, at which point the superintendent or designee shall notify, within one business day, all affected Records Custodians, including the Director of IT, that a litigation hold is in effect. At this time, ALL records described on the Litigation Hold Notification form must be saved regardless of their normal retention period. If you are notified that a Litigation Hold has been put in place, do not alter or delete ANY documents, including e-mails that might have a bearing on the judicial action It is the responsibility of the Records Custodian to ensure that no records or e-mails are destroyed, even if the retention period is passed. The Records Custodian must be able to retrieve records subject to Litigation Hold upon request within the time provided for by law. IX. Professional Development: It is recommended that all School District personnel, including School Committee members and others who have been issued School District e-mail addresses, receive training in the aspects of Public Records law that pertain to their activities within the School District. In addition, each department that creates or processes Public Records is encouraged to hold an employee workshop regularly that: • • • • •
explains Public Records concepts; explains and reviews the Electronically Stored Information (ESI) Survey Data Map; explains procedure(s) for dealing with public records; explains who is responsible for gathering and storing public records; and, explains what to do in the event of a litigation hold.
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PIONEER VALLEY REGIONAL SCHOOL DISTRICT Retention Policy for Electronic Documents and E-Mail November 10, 2008 Approved at the 2/12/09 PVRSDC Meeting
X. Retrieval: Records shall be maintained and stored by the Custodian of Records for each Department within the School District so that production of the record is possible within a reasonable time or as required by law. XI. Backup Policy: Personal computers shall not be backed up in the regular course of business. Documents that personnel wish to save must be backed up to a file server. A backup protocol shall be put in place by the IT Department with the goal of facilitating the retrieval of documents that are accidentally erased from a user's computer. A suggested protocol follows: A new backup shall begin at the beginning of each month. Data will be saved to a portable disk drive or tape that shall be housed off-site. Incremental backups of e-mail and data that has been created or saved on a School District file server shall be backed up nightly. Backups shall be kept for a period of one year before the backup media is recycled. XII. Archival Policy: An archiving protocol shall be put in place by the IT Department in accordance with this policy. Electronic mail will be archived daily according to a schedule defined by the technology department. All mailboxes managed within the Pioneer Valley Regional School District mail servers will be archived for a whole school year for easy retrieval and then placed on tape media for storage for six more years. E-mail archives have no limitation set by law but the schedule imposed on content by the MA Public Records Law takes precedence. So it remains that any electronic document including e-mail correspondence that falls under the law must be archived in accordance to the schedule. All others will automatically be archived in a centralized storage and retrieval system setup and maintained by the technology department within view of a reasonable application of resources by the district. [TEP Defined: -- a calculation of seven years was derived from the MA Public Records Schedule that contains a maximum of 6-7 years in storage requirements. Note that not all e-mail messages are subject to the public records law; and storage for that length of time is not clearly defined. Therefore it is in accordance to the safe harbor provisions that school policy will define the length of storage following the ability of a district or school to provide the resources. The following clause will have to be examined so as not to cause undue burden to the school district.] A. E-mail – All incoming and outgoing non-executive e-mail, after passing through a SPAM/Virus filter, shall automatically be archived for a period of seven years. Executive e-mail will be archived permanently by printing a hard copy. Upon the termination of a seven-year period, the Records Custodian shall submit the necessary documentation to the Commonwealth and upon approval, direct the IT department to purge records which are no longer subject to retention. B. Other data – Each user will be responsible for determining if any given documents are subject to retention under Public Records law. The data retention period should be specified per instructions of the Custodian of the Records. Electronic documents that need to be archived may be attached to an e-mail that may then be sent to an address supplied by the IT department, or printed out and filed depending upon the determination made by the Records Custodian. Documents will then be archived for the specified period. Upon the termination of the retention period, the Records Custodian shall submit the necessary documentation to the Commonwealth and upon approval, direct the IT department to purge electronic records which are no longer subject to retention. Paper records shall be shredded prior to disposal.] Attachments: 1. Sample ESI Data Survey Map (courtesy Pioneer RSD) 2. Sample Litigation Hold Notification Form 3. Mass. Document Retention Schedule – July, 2007
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PIONEER VALLEY REGIONAL SCHOOL DISTRICT Retention Policy for Electronic Documents and E-Mail November 10, 2008 Approved at the 2/12/09 PVRSDC Meeting
Approved at 6/19/14 PVRSD Comm. Mtg.
PIONEER
VALLEY
REGIONAL
SCHOOL
BERNARDSTON LEYDEN NORTHFIELD 97 F. SUMNER TURNER ROAD NORTHFIELD, MA 01360
DISTRICT
WARWICK
Phone (413) 498-2911
Fax (413) 498-0045
Dayle A. Doiron
Gail E. Healy
Superintendent of Schools
Assistant Superintendent
BACKGROUND CHECKS It shall be the policy of the Pioneer Valley Regional School District to obtain all available Federal and State background information through both SAFIS (Statewide Applicant Fingerprint Identification Services) and CORI (Criminal Offender Record Information), as allowed by law, of all employees and prospective employees of the District including any individual who regularly provides school related transportation (including taxi cab drivers) to children. Any fees associated with such background checks shall be the responsibility of the individual. In accordance with 603 CMR 51.00 regulations an employee shall be defined as “an individual working, applying to work, in a Massachusetts public or private school. Employees shall include substitute employees, apprentices, interns, or student teachers, or individuals in similar positions.” A subcontractor is defined as “an individual not employed by the city or town, or employed by a non-school employer under contract or lease with the school, school district, or town to perform work on school grounds with students. Such individuals may be the employees of a contractor or vendor hired by a school, or may be independent contractors or service providers hired by a school or may be performing services on school grounds under a contract or lease with the school, school district, city or town." A “volunteer” is defined as “an individual who performs a service for a school employer on an unpaid basis, who is not an apprentice, intern or student teacher.” The School Committee may require that chaperones, volunteers, subcontractors, fellow school committee members, student teachers, and practicum students be required to submit to a federal background check through SAFIS in addition to the already ready required CORI if they have direct and unmonitored contact with children. Any fees associated with such background checks shall be the responsibility of the individual. The Superintendent, the Administrative Assistant to the Superintendent, or their certified designees shall periodically, but not less than every three years, obtain all available Criminal Offender Record Information from the criminal history systems board on all employees, individuals who regularly provide school related transportation to children, including taxicab company employees, and volunteers who may have direct and unmonitored contact with children, during their term of employment or volunteer service. The Superintendent, Administrative Assistant to the Superintendent or their certified designees may also have access to Criminal Offender Record Information and/or Statewide Applicant Fingerprint Identification Services for any subcontractor or laborer who performs work on school grounds, and who may have direct and unmonitored contact with children, and shall notify them of this requirement and comply with the appropriate provisions of this policy.
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Background Checks
Pursuant to Massachusetts Regulation a – 603 CMR 51.00 “Direct and unmonitored contact with children shall mean contact with students when no other employee, for whom the employer has made a suitability determination pursuant to 603 CMR 51.00 of the school or district is present. “Contact” refers to any contact with a student that provides the individual with opportunity for physical touch or personal communication. The school employer may determine when there is potential for direct and unmonitored contact with children by assessing the circumstances and specific factors including but not limited to, whether the individual will be working in proximity with students, the amount of time the individual will spend on school grounds, and whether the individual will be working independently or with others. An individual shall not be considered to have potential for direct and unmonitored contact with children if he or she has only the potential for incidental unsupervised contact in commonly used areas of the school grounds.” If an individual is required to submit to a SAFIS or CORI criminal history record check, he/she shall be informed of this requirement and instructed on how to comply with the law. Such instruction will include information on the procedure for submitting fingerprints for SAFIS or personal information for CORI. In addition, the applicant or employee will be provided with all information needed to successfully register for a fingerprinting appointment. In accordance with state law, all current and prospective employees, volunteers, and persons regularly providing school transportation to children of the school district shall sign a request authorizing receipt by the district of all available federal and state background check data from the criminal history systems board. In the event that an individual has questions concerning the signing of the request form, he/she may meet with the Superintendent; however, failure to sign the CORI request form may result in a referral to local counsel for appropriate action. Completed request forms must be kept in secure files. The School Committee, Superintendent, or their designees certified to obtain information under this policy, shall prohibit the dissemination of school information for any purpose other than to further the protection of school children. All federal and state background records will be kept in a locked cabinet, separate from personnel files in the Business Office. SAFIS and CORI results are not subject to the public records law. When no longer needed, criminal record information and any suitability determinations will be destroyed by shredding paper copies and/or by deleting all electronic copies from the electronic storage location, including any backup copies or files. CORI data may be retained for not more than three years. SAFIS data may be retained for not more than the life employment or volunteer duties. All background check information is subject to strict state and federal laws, rules and regulations. Criminal history information cannot be shared with any unauthorized entity for any purpose, including subsequent hiring determinations. All receiving entities are subject to audit by the Massachusetts Department of Criminal Justice Information Services, the FBI, and the Executive Office of Public Safety & Security. Failure to comply with such rules and regulations could lead to sanctions. Federal law prohibits the exchange of records and information and could be subject to cancellation if dissemination is made outside of the receiving entity or related entities. Futhermore, an entity can be charged criminally for the unauthorized disclosure of criminal history information. Access to CORI or SAFIS material must be restricted to those individuals certified to receive such information. In the case of prospective employees or volunteers, CORI or SAFIS material should be obtained only where the Superintendent has determined that the applicant is qualified and may forthwith be recommended for employment or volunteer duties.
IV-Q-2
Background Checks
Criminal history record information shall only be stored for extended periods of time when needed for the integrity and/or utility of an individual‟s personnel file. Administrative, technical, and physical safeguards, which are in compliance with laws, rules, and regulations, have been implemented to ensure the security and confidentiality of information. Each individual involved in the handling of such information is to familiarize himself/herself with these safeguards. In addition to the above, each individual involved in the handling of such information will strictly adhere to the protections of this policy on the storage, retention, and destruction of such information. SAFIS and CORI results are not subject to the public records law. The hiring authority, subject to applicable law, reserves the exclusive right concerning any employment decision made pursuant to Chapter 385 of the Acts of 2002. The employer may consider the following factors when reviewing a federal or state background checks; relevance of the offense to the position sought; nature of the work to be performed; the type and nature of the offense; the age of the candidate at the time of the offense; the date of the offense and whether the individual has been subsequently arrested; the number of offenses, whether the candidate has pending charges, any relevant evidence of rehabilitation or lack thereof, as well as any other factors the employer deems relevant including information submitted by the candidate or requested by the hiring authority. Unless otherwise provided by law, a criminal record will not automatically disqualify an applicant. Rather, determinations of suitability based on CORI or SAFIS checks will be made consistent with this policy and any applicable law or regulations. For SAFIS results, a record of suitability determination will be retained. The following information will be included in the determination – the name, date of birth of the applicant; the date on which the school employer received the national criminal history check results; and the suitability determination (either “unsuitable” or “suitable”). A copy of the individual‟s suitability determination documentation must be provided to another school employer, or to the individual, upon request of the individual for whom the school employer conducted a suitability determination. If a criminal record is received from the Criminal History Systems Board (CHSB), the Superintendent will closely compare the record provided by CHSB with the information on the CORI request form and any other identifying information provided by the applicant, to ensure the record relates to the applicant. If the district is inclined to make an adverse decision based on the results of any federal or state background check, the applicant will be notified immediately. The applicant shall be provided with a copy of the criminal record and the district‟s Background Check policy, advised of the part(s) of the record that make the individual unsuitable for the position or license, and given an opportunity to dispute the accuracy and relevance of the CORI or SAFIS record. The Superintendent shall ensure that on the application for employment and/or volunteer form there shall be a statement that as a condition of employment or volunteer service the school district is required by law to obtain Criminal Offender Record Information for any employee, individual who regularly provides school related transportation, or volunteer who may have direct and unmonitored contact with children. Current employees, persons regularly providing school related transportation, and volunteers shall also be informed by the Superintendent prior to the periodic obtaining of their Criminal Offender Record information. The Superintendent shall amend employment applications to include questions concerning criminal records (see attachment) which the Massachusetts Commission against Discrimination has determined may be legally asked of prospective employees. Any employment application which seeks information concerning prior arrests or convictions of the
IV-Q-3
Background Checks
applicant shall include the following statement: “An applicant for employment with a sealed record on file with the commissioner of probation may answer „no record‟ with respect to an inquiry herein relative to prior arrests, court appearances and adjudications in all cases of delinquency or as a child in need of service which did not result in a complaint transferred to the superior court for criminal prosecution.” If the Superintendent is inclined to make an adverse decision based on an individual‟s criminal record, the school district will take the following steps prior to making a final adverse determination: Provide the individual with a copy of his/her record used in making the adverse decision; Provide the individual with a copy of this policy; Provide the individual with the opportunity to complete or challenge the accuracy of his/her record; and Provide the individual with information on the process for updating, changing, correcting, or sealing the record. A final adverse decision based on an individual‟s criminal record will not be made until the individual has been afforded a reasonable time, depending on the particular circumstances but not more than 30 days, to correct, or complete the criminal record. Pursuant to state law and regulation, if the school dismisses, declines to renew the employment of, obtains the resignation of, or declines to hire a licensed educator or an applicant for a Massachusetts Educator License because of information discovered through a state or national criminal record check, the school district shall report such decision or action to the Commissioner of Elementary and Secondary Education in writing within 30 days of the employer action or educator resignation. The report shall be in a form requested by the Department and shall include the reason for the action or resignation as well as a copy of the criminal background checks. The school district shall notify the employee or applicant that it has made a report pursuant to the regulations to the Commissioner. Pursuant to state law and regulation, if the school district discovers information from a state or national criminal record check about a licensed educator or an applicant for a Massachusetts Educator License that implicates grounds for licensure action pursuant to the regulation, the school district shall report to the Commissioner in writing within 30 days of the discovery, regardless of whether the school district retains or hires the educator as an employee. The report must include a copy of the criminal record check results. The school employer shall notify the employee or applicant that it has made a report pursuant to regulation to the Commissioner and shall also send a copy of the criminal record check results to the employee or applicant Records sealed pursuant to law shall not operate to disqualify a person in any examination, appointment or application for public service on behalf of the Commonwealth or any political subdivision thereof. The Superintendent shall revise contracts with special education schools and other providers to require a signed statement that the provider has met all the legal requirements of the state where it is located relative to criminal background checks for employees and others having direct and unmonitored contact with children. As soon as possible after the district obtains the certification from the criminal history systems board to receive CORI and/or SAFIS data, the Superintendent shall obtain such data for any person providing service, as a condition of continued service.
IV-Q-4
Background Checks
Approved at PVRSD 3/24/11 meeting
PIONEER
VALLEY
REGIONAL
SCHOOL
BERNARDSTON LEYDEN NORTHFIELD 97 F. SUMNER TURNER ROAD NORTHFIELD, MA 01360
DISTRICT
WARWICK
Phone (413) 498-2911
Fax (413) 498-0045
Dayle A. Doiron
Gail E. Healy
Superintendent of Schools
Assistant to the Superintendent
The Pioneer Valley Regional School District seeks to require adherence to all mandated and legal employment practices relating to all federal and state laws regarding nondiscrimination. To that end, any representative of an employment agency or employer recruiting at any district school is required to sign the following statement of agreement.
The _______________________________________________ adheres to all mandated and (Name of recruiting agency)
legal employment practices relating to all federal and state laws regarding nondiscrimination.
__________________________________________________________
____________________
Recruiting Representative
Date
IV-R-1
Recruiter’s Nondiscrimination Policy
Approved at PVRSDC Mtg. 11/15/12
Section 1 – General Policy Statement The school will ensure, so far, as is reasonably practicable, that employees, pupils and other non-employees are protected from risks to their Health and Safety. Measures will be adopted to aid personal safety within school as well as helping to reduce the potential for arson, theft and vandalism. Management responsibility for school security is shared between the Pioneer Valley Regional School District; the towns of Bernardston, Leyden, Northfield, and Warwick in the case of their respective elementary school, and the principal of each school. The school has drawn up the following arrangements to enable this responsibility to be effectively discharged. The identified person for day-to-day responsibility is the principal of each school. A summary of the School Security arrangements will be included in each school’s emergency management plan and student handbook.
Signed ____________________________________________(Chairperson) Date ______________________________________________
IV-S-1
Building Security Policy
Section 2 – Organization The following employees have responsibilities for ensuring the security of the school building: SECURITY ISSUES Access to the school and school grounds Securing school entrance/exits Control of visitors
Control of contractors
Emergency procedures (fire, first aid, accidents)
NAME Principal Facilities Director Custodians Custodians
Administrative Assistant
Custodian Facilities Director
Principal
SPECIFIC DUTIES Periodic checks on premises, ensuring perimeter and access routes remain secure. Ensure doors are locked during school day. Secure doors and windows at end of day. Ensure all visitors are recorded, issued with visitor passes and informed of pertinent school security and evacuation procedures. Ensure contractors sign in and out, and have been provided with a pertinent school evacuation procedures and layout of the premises, if relevant. Monthly check of Fire Alarms and Emergency lighting. Organize fire and other evacuation practices. Maintain fire log. Carry out Risk Assessments as required. Review evacuation procedures and recommend necessary changes.
Qualified First Aiders
Building security risk assessment
Intruder Alarms
Principal Facilities Director Custodians
Principal
Facilities Director
IV-S-2
Ensure Accident and First Aid recording procedures are being met and that appropriate recording of same is taking place. Check on premises ensuring no damage is visible or in need of repair. Review and amend Risk Assessment as necessary. Ensure alarms are set daily and checked regularly. Organize alarm company annual check and any repairs Building Security Policy
Section 3 - Arrangements The district has implemented the following arrangements to ensure the safety and security of staff, pupils and other persons using the school premises. 3.1 Information and Communication The School Building Security Policy is kept in the school office and on a shared area on the network to enable all staff access to it. It will be reviewed annually with all staff. All staff are aware of the reporting. All staff are aware of the reporting procedures for safety issues. A weekly timetable of events within the school is aware of any visitors to the school. Pupils are made aware of events through daily announcements. All staff and pupils are made aware of the need to report immediately incidents/person on school premises. These incidents should be reported to the Principal or his designee as quickly as possible. Near misses should also be reported to the office. 3.2 Visitors Visitors are greeted in the main office, asked to sign in and complete the visitor’s book. If staying in school they are issued a visitors badge and instructed to return to check out when they have completed their business. 3.3 Fire Detection Systems All staff are aware of Health and Safety Procedures and what to do in case of fire. All staff should remain vigilant and report any issues of concern at once to the Principal or his/her designee. Routine checks on fire doors, escape routes, etc. are regularly carried out, and fire alarms, emergency lighting, etc. are tested regularly. At least monthly a fire drill is held to ensure that staff, visitors and pupils are aware of fire procedures. 3.4 Intruder Alarms The Central Office, Bernardston Elementary School, and Pioneer Valley Regional School are alarmed and monitored. If circumstances demand, a key holder will meet the police on site, where a full site survey is then carried out together. Any unlawful entry to premises is made secure, details are logged and the alarm is then reset. 3.5 Before/After School Access A signing in and out book is operational when the school is not staffed.
IV-S-3
Building Security Policy
Parents The parents of pupils in the Pioneer Valley Regional School District are kept fully informed of security procedures, and of their responsibilities when visiting the school, in their student’s handbook 3.6 Police/Local Community The Pioneer Valley Regional School District values co-operation from the local police and community in assisting security arrangements for the school site and the surrounding area.
IV-S-4
Building Security Policy
IGB - ?
Approved 11/17/16 PVRSDC Mtg.
IGB-? Pgs. 1-6
Support Process for Individual Students
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Approved 11/17/16 PVRSDC Mtg.
IGB-? Pgs. 1-6
Support Process for Individual Students
IGB - ?
Approved 11/17/16 PVRSDC Mtg.
IGB-? Pgs. 1-6
Support Process for Individual Students
IGB - ?
Approved 11/17/16 PVRSDC Mtg.
IGB-? Pgs. 1-6
Support Process for Individual Students
IGB - ?
Approved 11/17/16 PVRSDC Mtg.
IGB-? Pgs. 1-6
Support Process for Individual Students
IGB - ?
Approved 11/17/16 PVRSDC Mtg.
IGB-? Pgs. 1-6
Support Process for Individual Students
JIC-? DISCIPLINE DATA REVIEW In accordance with Massachusetts General Laws, 603CMR 53.14: Student Suspension and expulsion data collection and reporting: The principal of each school shall periodically review discipline data by selected student populations, including but not limited to race and ethnicity, gender, socioeconomic status, English language learner status, and student with a disability status. In reviewing the data, the principal shall assess the extent of in-school suspensions, short- and longterm suspensions, expulsions, and emergency removals under 603 CMR 53.07, and the impact of such disciplinary action on selected student populations. The principal shall further determine whether it is necessary or appropriate to modify disciplinary practices due to over-reliance on expulsion, in-school or out-of school suspension, or emergency removals, or the impact of such suspensions, removals, and expulsions on selected student populations compared with other students.
The administrative team of the Pioneer Valley Regional School District (consisting of all the principals, the superintendent, assistant superintendent and special education administrator) meets every two weeks to discuss various topics and needed actions. As part of our agenda, we will review the discipline data from all the schools at least three times a year, corresponding with the elementary report card schedule. These discussions may also take place on other dates on an as needed basis. In this way, we can monitor and discuss the impact/effectiveness of our practices and make any changes and/or modifications as needed.
Approved 11/17/16 PVRSDC Mtg.
JIC-?
Discipline of Students under Special Education & Section 504
JIC-? EDUCATION SERVICE PLAN In accordance with the Massachusetts General Laws Chapter 71, Sections 37H, 37H1/2 and 37H3/4, the Pioneer Valley Regional School District must provide opportunities for students to earn credits, make up assignments, tests, papers, and other school work as needed to make academic progress during the period of his or her in school suspension, short-term suspension (10 days or less), longterm suspension (10 days or more) or expulsion. Any student, who is expelled or placed on long-term suspension from school for more than 10 consecutive days, may select one of the following education service options for the duration of the school suspension: o Access to tutoring services: Students choosing this option are expected to attend tutoring sessions at a designated public site identified by the school district. The tutoring will be provided by qualified PVRS personnel or contracted providers as assigned by the Pioneer Valley Regional School District. The academic work will be consistent with the academic standards and curriculum frameworks established for all students under G.L.c.691D and 1F. Student’s tutoring schedule is by appointment and prepared weekly. Based on the availability of qualified tutors, tutoring services may only be available before or after school hours. o Access to online education: Students choosing this option should have a computer/IPad and internet access at home. If they do not have a device, this could be provided for them. If they do not have internet access, arrangements may be made for internet access for the duration of the suspension, if possible. The tutoring would be provided through Google Classroom with programs/assignments from qualified PVRS personnel or contracted providers. These assignments and schedule of completion will be prepared weekly. The academic work will be consistent with the academic standards and curriculum frameworks established for all students under G.L.c.691D and 1F. Period of Expulsion or Suspension: From: ______________To:_____________ Student Signature: ___________________________________Date:____________ Parent Signature: _____________________________________Date: ___________ PLEASE MAKE YOUR SELECTION AND RETURN THIS FORM TO THE PRINCIPAL OF YOUR SCHOOL, WHO WILL ARRANGE FOR THE SERVICES. IF YOU HAVE ANY QUESTIONS, PLEASE CONTACT: _________________________________________ AT __________________________.
Approved 11/17/16 PVRSDC Mtg.
JIC-?
Education Service Plan
JIC-? DUE PROCESS FOR SUSPENSIONS: NOTICE OF PROPOSED SUSPENSION Except in the case of an emergency removal or disciplinary offense defined under M.G.L. c. 71, §§37H or 37H½, the school shall provide the student and parent/guardian with written and oral notice of the proposed suspension, an opportunity to be heard at hearing, and the opportunity to participate at the hearing. Notice shall set forth in plain language: a) b) c) d)
the disciplinary offense; the basis for the charge; the potential consequences, including the potential length of the student’s suspension; the opportunity for the student to have a hearing with the principal concerning the proposed suspension, including the opportunity to dispute the charges and to present the student’s explanation of the alleged incident, and for the parent/guardian to attend the hearing; e) the date, time, and location of the hearing; f) the right of the student and student’s parent/guardian to interpreter services at the hearing if needed to participate; The principal shall make reasonable efforts to notify the parent/guardian orally of the opportunity to attend the hearing. In order to conduct a hearing without the parent/guardian present, the principal must be able to document reasonable efforts to include the parent/guardian. Reasonable effort is presumed if the principal sent written notice and documented at least two attempts to contact the parent/guardian in the manner specified by the parent/guardian for emergency situations. All written communications regarding notice of proposed suspension shall be either by hand delivery or delivered by first-class mail, certified mail, or email to address provided by the parent/guardian for school communications (or other method agreed to by the principal and parent/guardian) in English, and in the primary language in the home if other than English, or other means of communication where appropriate. DUE PROCESS FOR SHORT-TERM SUSPENSIONS: HEARING AND PRINCIPAL DETERMINATION A short-term suspension is the removal of the student from the school premises and regular classroom activities for ten (10) consecutive days or less. Short-term suspensions which do not cumulatively over the course of the school year exceed ten (10) days of suspension shall be conducted in accordance with this section. Principal Hearing. The purpose of the hearing with the principal is to hear and consider information regarding the alleged incident for which the student may be suspended, provide the student an opportunity to dispute the charges and explain the circumstances surrounding the alleged incident, determine if the student has committed the disciplinary offense, the basis for the charge, and any other pertinent information. The student shall have an opportunity to present information, including mitigating facts. A parent/guardian present at the hearing shall have the opportunity to discuss the student’s conduct and offer information, including mitigating circumstances. Based on the available information, including mitigating circumstances, the principal will make a determination whether the student committed the disciplinary offense, and if so, the consequence. The principal will provide notification in writing of his/her determination in the form of an update to the student and parent/guardian, and
Approved 12/17/16 PVRSD Mtg.
JIC-? Pg. 1-4
School Wide Suspension Policy
provide reasons for the determination. If the student is suspended, the principal shall inform the parent/guardian of the type and duration of the suspension, and shall provide an opportunity for the student to make up assignments and other school work as needed to make academic progress during the period of removal. If the student is in grades pre-k through 3, the principal shall send his/her determination to the superintendent and explain the reasons prior to imposing an out-of-school suspension, before the short-term suspension takes effect. All written communications regarding the hearing and principal determination shall be either hand delivery or delivered by first-class mail, certified mail, or email to the address provided by the parent/guardian for school communications (or other method agreed to by the principal and parent/guardian) in English, and in the primary language in the home if other than English, or other means of communication where appropriate. DUE PROCESS FOR LONG-TERM SUSPENSIONS: HEARING AND PRINCIPAL DETERMINATION A long-term suspension is the removal of a student from the school premises and regular classroom activities for more than ten (10) consecutive school days, or for more than ten (10) school days cumulatively for multiple disciplinary offenses in any school year. The purpose of the hearing with the principal is to hear and consider information regarding the alleged incident for which the student may be suspended, provide the student an opportunity to dispute the charges and explain the circumstances surrounding the alleged incident, determine if the student has committed the disciplinary offense, the basis for the charge, and any other pertinent information. The student shall have an opportunity to present information, including mitigating facts, that the principal will consider in determining whether alternatives to suspension such as loss of privileges, detention, an apology, a student contract, restitution, and/or probation are appropriate. Additionally, the student shall have the following additional rights: i. ii. iii. iv. v.
In advance of the hearing, the opportunity to review the student’s record and the documents upon which the principal may rely in making a determination to suspend the student or not; the right to be represented by counsel or a lay person of the student’s choice, at the student’s and or parent’s/guardian’s expense; the right to produce witnesses on his or her behalf and to present the student’s explanation of the alleged incident, but the student may not be compelled to do so; and the right to cross-examine witnesses presented by the school district; the right to request that the hearing be recorded by the principal. All participants shall be informed that the hearing is being recorded by audio. A copy of the audio recording will be provided to the student or parent/guardian upon request.
Based on the evidence submitted at the hearing the principal shall make a determination as to whether the student committed the disciplinary offense, and, if so, after considering mitigating circumstances and alternatives to suspension (the use of evidence-based strategies and programs, such as mediation, conflict resolution, restorative justice, and positive interventions and supports) what remedy or consequence will be imposed. If the principal decides to impose a long-term suspension, the written determination shall: i.
Identify the disciplinary offense, the date on which the hearing took place, and the participants at the hearing; ii. Set out key facts and conclusions reached by the principal; iii. Identify the length and effective date of the suspension, as well as a date of return to school; Approved 12/17/16 PVRSD Mtg.
JIC-? Pg. 1-4
School Wide Suspension Policy
iv. Include notice of the student’s opportunity to receive a specific list of education services to make academic progress during removal, and the contact information of a school member who can provided more detailed information. v. Inform the student of the right to appeal the principal’s decision to the superintendent or his/her designee (only if a long-term suspension has been imposed) within five (5) calendar days, which may be extended by parent/guardian request in writing an additional seven (7) calendar days. The long-term suspension will remain in effect unless and until the superintendent decides to reverse the principal’s determination on appeal. If the student is in grades pre-k through grade 3, the principal shall send his/her determination to the superintendent and explain the reasons prior to imposing an out-of-school suspension, whether short-term or long-term, before the suspension takes effect. All written communications regarding the hearing and principal determination shall be either hand delivery or delivered by first-class mail, certified mail, or email to the provided by the parent/guardian for school communications (or other method agreed to by the principal and parent/guardian) in English, and in the primary language in the home if other than English, or by other means of communication where appropriate. DUE PROCESS FOR SUSPENSIONS: APPEAL OF LONG-TERM SUSPENSION A student who is placed on a long-term suspension shall have the right to appeal the principal’s decision to the superintendent if properly and timely filed. A good faith effort shall be made to include the parent/guardian at the hearing. The appeal shall be held within three (3) school days of the appeal, unless the student or parent/guardian requests an extension of up to seven (7) additional calendar days, which the superintendent shall grant. The student and parent/guardian shall have the same rights afforded at the long-term suspension principal hearing. Within five (5) calendar days of the hearing the superintendent shall issue his/her written decision which meets the criteria required of the principal’s determination. If the superintendent determines the student committed the disciplinary offense, the superintendent may impose the same or a lesser consequence than that of the principal. The superintendent’s decision shall be final. DUE PROCESS FOR SUSPENSIONS: EMERGENCY REMOVAL A student may be temporarily removed prior to notice and hearing when a student is charged with a disciplinary offense and the continued presence of the student poses a danger to persons or property, or materially and substantially disrupts the order of the school and, in the principal’s judgment, there is no alternative available to alleviate the danger or disruption. The temporary removal shall not exceed two (2) school days, following the day of the emergency removal. During the emergency, removal the principal shall make immediate and reasonable efforts to orally notify the student and student’s parent/guardian of the emergency removal and the reason for the emergency removal. The principal shall also provide the due process requirements of written notice for suspensions and provide for a hearing which meets the due process requirements of a long-term suspension within the two (2) school day time period, unless an extension of time for the hearing is otherwise agreed to by the principal, student, and parent/guardian. Approved 12/17/16 PVRSD Mtg.
JIC-? Pg. 1-4
School Wide Suspension Policy
A decision shall be rendered orally on the same day as the hearing, and in writing no later than the following school day. The decision shall meet all of the due process requirements of a principal’s determination in a longterm suspension. SUSPENSION OR EXPULSION FOR DISCIPLINARY OFFENSES UNDER M.G.L. 71 §§37H and 37H½ 1.
2. 3. 4. 5. 6.
The due process procedures above do not apply to a) possession of a dangerous weapon; b) possession of a controlled substance; c) an assault on a member of the educational staff; or d) a felony charge or felony delinquency complaint or conviction, or adjudication or admission of guilt with respect to such felony if the principal determines that the student’s continued presence in school would have a substantial detrimental effect on the general welfare of the school, as provided in M.G.L. c.71, §§37H or 37H½. The principal will inform the student of the specific charges in writing, informing the student of the right to be represented by counsel (at the student’s expense) and the right to provide evidence and question witnesses, on the proposed hearing date. The student may appeal the principal’s expulsion determination to the Superintendent of Schools within ten (10) days of notification of the expulsion. The superintendent may uphold, reduce, or reverse the disciplinary action after the appeal hearing. Note that a failure to make an appeal to the superintendent within the ten (10)-day period will exhaust any further right of appeal. All students who have been suspended or expelled who remain residents of the District shall have an opportunity to make academic progress during their period of suspension, expulsion, or removal from regular classroom activities. If the superintendent upholds the expulsion decision, if the student moves to another district during the period of suspension or expulsion, the new district of residence shall either admit the student to its schools or provide educational services to the student under an education service plan.
Approved 12/17/16 PVRSD Mtg.
JIC-? Pg. 1-4
School Wide Suspension Policy
JICFA-? VIOLATION OF CHAPTER 536 –HAZING: The following statute regarding hazing was passed by the Massachusetts Legislature. Chapter 269 of the General Laws is hereby amended by adding the following three sections: "Section 17: Whoever is a principal organizer or participant in the crime of hazing, as defined herein, shall be punished by a fine of not more than one thousand dollars or by imprisonment in a house of correction for not more than one hundred days, or both such fine and imprisonment. The term "hazing," as used in this section and in sections eighteen and nineteen, shall mean any conduct or method of initiation into any student organization, whether on public or private property, which willfully or recklessly endangers the physical or mental health of any student or other person. Such conduct shall include whipping, beating, branding; forced calisthenics, exposure to weather, forced consumption of food, liquor, beverage, drug or other substance, or any other brutal treatment of forced physical activity that is likely to adversely affect the physical health or safety of any such student. Section 18: Whoever knows that another person is the victim of hazing as defined in section seventeen and is at the scene of such crime shall, to the extent that such person can do so without danger or peril to himself or others, report such crime to an appropriate law enforcement official as soon as reasonably practicable. Whoever fails to report such crime shall be punished by a fine of not more than five hundred dollars. Section 19: Each secondary school and each public and private school or college. shall issue to every group or organization under its authority or operating on or in conjunction with its campus or school, and to every member, plebe, pledge or applicant for membership in such group or organization, a copy of this section and sections seventeen and eighteen. An officer of each such group or organization, and each individual receiving a copy of said sections seventeen and eighteen shall sign an acknowledgment stating that such group, organization, or individual has received a copy of said sections seventeen and eighteen." Disciplinary Action: Any student found involved as an organizer or as a participant in a hazing action will be immediately suspended from school for a period of ten days and/or recommended for exclusion from Pioneer Valley Regional High School to the principal. Any student who is a witness to a hazing incident on school property or at a school event held at any location but who fails to report such an incident to school officials shall be subject to disciplinary action, including suspension and/or social probation.
Approved 12/17/16 PVRSDC Mtg.
JICFA-? Pg. 1-2
Violation of Chapter 536-Hazing
I have signed to confirm that I have read the provisions regarding the prohibition of hazing. Signature: _____________________________ First and Last Name (Printed) _____________________________________ Date: _____________________________________________________________
Approved 12/17/16 PVRSDC Mtg.
JICFA-? Pg. 1-2
Violation of Chapter 536-Hazing
JKAA
PHYSICAL RESTRAINT OF STUDENTS POLICY Maintaining an orderly, safe environment conducive to learning is an expectation of all staff members of the school district. Further, students of the district are protected by law from the unreasonable use of physical restraint. Such restraint shall be used only in emergency situations of last resort after other lawful and less intrusive alternatives have failed or been deemed inappropriate, and with extreme caution. When an emergency situation arises, and physical restraint is the only option deemed appropriate to prevent a student from injuring himself or herself, another student or school community member, a teacher or employee or agent of the school district may use such reasonable force needed to protect students, other persons or themselves from assault or imminent, serious, physical harm. The definitions of forms of restraint shall be as defined in 603CMR 46.02. The use of mechanical restraint, medical restraint, and seclusion is prohibited. Physical restraint, including prone restraint where permitted under 603 CMR 46.03, shall be considered an emergency procedure of last resort and shall be prohibited except when a student's behavior poses a threat of assault, or imminent, serious, physical harm to themselves and/or others and the student is not responsive to verbal directives or other lawful and less intrusive behavior interventions are deemed inappropriate. The Superintendent will develop procedures identifying: Appropriate responses to student behavior that may require immediate intervention; Methods of preventing student violence, self-injurious behavior, and suicide including crisis planning and de-escalation of potentially dangerous behaviors among groups of students or individuals; Descriptions and explanations of alternatives to physical restraint as well as the school's method of physical restraint for use in emergency situations; Descriptions of the school's training and procedures to comply with reporting requirements; including, but not limited to making reasonable efforts to orally notify a parent of the use of restraint within 24 hours of its imposition; Procedures for receiving and investigating complaints; Methods for engaging parents in discussions about restraint prevention and use of restraint solely as an emergency procedure; A statement prohibiting: medication restraint, mechanical restraint, prone restraint unless permitted by 603 CMR 46.03(1)(b), seclusion, and the use of physical restraint in a manner inconsistent with 603 CMR 46.00, Approved 10/2/01 PVRSDC Meeting Addendum 1/21/16 PVRSD Meeting
JKAA-1
Physical Restraint Policy & Procedures
A process for obtaining principal approval for a time out exceeding 30 minutes Each building Principal will identify staff members to serve as a school-wide resource to assist in ensuring proper administration of physical restraint. These staff members will participate in an indepth training program in the use of physical restraint. In addition, each staff member will be trained regarding the school's physical restraint policy and accompanying procedures. The Principal will arrange training to occur in the first month of each school year, or for staff hired after the beginning of the school year, within a month of their employment. Physical restraint is prohibited as a means of punishment, or as a response to destruction of property, disruption of school order, a student's refusal to comply with a school rule or staff directive, or verbal threats that do not constitute a threat of imminent, serious physical harm to the student or others. Physical restraint is prohibited when it is medically contraindicated for reasons including, but not limited to, asthma, seizures, a cardiac condition, obesity, bronchitis, communication-related disabilities, or risk of vomiting; The use of "time out" procedures during which a staff member remains accessible to the student shall not be considered "seclusion restraint". This policy and its accompanying procedures shall be reviewed and disseminated to staff annually and made available to parents of enrolled students. The Superintendent shall provide a copy of the Physical Restraint regulations to each Principal, who shall sign a form acknowledging receipt thereof. SOURCE: MASC ADOPTED: August 2015 LEGAL REF.:
M.G.L. 71:37G 603 CMR 46.00
Approved 10/2/01 PVRSDC Meeting Addendum 1/21/16 PVRSD Meeting
JKAA-2
Physical Restraint Policy & Procedures
JKAA-P The Pioneer Regional School District Physical Restraint and Behavior Support Procedure This Procedure complies with the revised physical restraint regulations at 603 CMR 46.01 et seq., effective on January 1, 2016 Physical restraint is defined as direct physical contact that prevents or significantly restricts a student’s freedom of movement. Physical restraint shall be used only in emergency situations of last resort, after other lawful and less intrusive alternatives have failed or been deemed inappropriate, and with extreme caution. Physical restraint shall only be used when needed to protect a student and/or a member of the Pioneer Valley Regional School District community from assault or imminent, serious, physical harm. Furthermore, any such physical restraint shall be administered so as to prevent or minimize any harm to the student. This procedure shall be reviewed annually and provided to Pioneer Valley Regional School District staff and made available to the Parents of enrolled students. Nothing in this procedure precludes any teacher, employee, or agent of the Pioneer Valley Regional School District from using reasonable force to protect students, other persons, or themselves from assault or imminent, serious, physical harm. 1. Methods for Preventing Student Violence, Self-Injurious Behavior, and Suicide 1 Student Intervention Teams, Child Study Teams, Emergency Response Plan 2 CPI Non-Violent Crisis Intervention 2. Method for Engaging Parents Any parent with concerns about the use of physical restraint at any school within Pioneer Valley Regional School District may request a meeting with the building Principal or the Superintendent to discuss such concerns. Any individual who believes that a physical restraint of a student may have been unwarranted or conducted inappropriately may also make use of the Grievance Procedure described in Section 10, below. 3. Alternatives to Physical Restraint and Methods of Physical Restraint 1 Alternatives Physical restraint shall not be used unless the following, less intrusive behavior interventions and supports have been unsuccessful or deemed inappropriate by school staff: Positive behavioral interventions CPI Verbal Escalation Continuum Model CPI Integrated Experience Model Verbal redirection Verbal directive to cease behavior Opportunity for a break De-escalation techniques Individual Positive Behavioral Support Plans Approved 10/2/01 PVRSDC Meeting Addendum 1/21/16 PVRSD Meeting
JKAA-P-3
Physical Restraint Policy & Procedures
Opportunity to take space Physical escort to a separate space for time-out
2 Methods of Physical Restraint: Physical restraint shall not be used as a means of discipline or punishment; if the student cannot be safely restrained due to medical contraindications which have been documented by a licensed physician and provided to the District; as a response to property destruction, disruption, refusal to comply with rules or staff directives, or verbal threats when those actions do not constitute a threat of assault or imminent, serious, physical harm. Physical restraint shall not be used as a standard response for any individual student. Physical restraint is an emergency procedure of last resort. The following forms of physical restraint shall only be administered by trained personnel, using only the amount of force necessary to protect the student or other member(s) of the school community from assault or imminent, serious, physical harm. The staff member(s) administering physical restraint shall use the safest method available and appropriate to the situation. Staff shall continuously monitor the physical status of the student during restraint, and the student shall be immediately released from the physical restraint if the student expresses or demonstrates significant physical distress. All physical restraints must terminate as soon as the student is no longer an immediate danger, or if the student indicates that he/she cannot breathe, or if the student is observed to be in severe distress. If any physical restraint approaches twenty (20) minutes, staff will obtain the approval of the building Principal to continue the restraint based upon the student’s continued agitation. All physical restraints shall be administered in compliance with 603 CMR 46.00. i. ii. iii. iv.
CPI Children’s Control Pose CPI Team Control Pose CPI Transport Position CPI Interim Control Position
4. Prohibited Forms of Restraint 1 Medication restraint, mechanical restraint, and seclusion restraint, as defined in 603 CMR 46.02, are prohibited in the Pioneer Valley Regional School District. 2 Any form of physical restraint used in a manner inconsistent with 603 CMR 46.00 is prohibited in the Pioneer Valley Regional School District. 3 As defined in 603 CMR 46.02, The Pioneer Valley Regional School District will not use prone restraint under any circumstances.
Approved 10/2/01 PVRSDC Meeting Addendum 1/21/16 PVRSD Meeting
JKAA-P-4
Physical Restraint Policy & Procedures
5. Staff Training, Physical Restraint Reporting, and Follow-Up Process 1 Staff Training: i. All staff/faculty will receive training regarding the District's physical restraint procedure within the first month of each school year, and employees hired after the school year begins will receive training within one month of starting their employment. ii. Required training for all staff will include review of the following: 1) The Pioneer Valley Regional School District Physical Restraint and Behavior Support Policy 2) School building-level physical restraint procedures, including the use of time-out as a behavior support strategy; 3) The role of the student, family, and staff in preventing physical restraint; 4) Interventions which may preclude the need for restraint, including de-escalation of problematic behaviors and alternatives to restraint; 5) When in an emergency, the types of permitted physical restraints and related safety consideration, including information regarding the increased risk of injury to a student when any restraint is used; 6) Identification of The Pioneer Valley Regional School District staff who have received in-depth training(as set forth below in section (a)(iii)) in the use of physical restraint. iii. In-Depth Training 1) At the beginning of the school year, the building Principal will identify those designated staff who will participate in in-depth training and who will then be authorized to serve school-wide resources to assist in ensuring proper administration of physical restraint. 2) Designated staff members shall participate in at least sixteen (16) hours of indepth training in the use of physical restraint, with at least one refresher training annually. 3) In-depth training will include: A. Appropriate procedures for preventing the need for physical restraint, including the de-escalation of problematic behavior, relationship building and the use of alternatives to restraint; B. A description and identification of specific dangerous behaviors on the part of students that may lead to the use of physical restraint and methods for evaluating the risk of harm in individual situations in order to determine whether the use of restraint is warranted; C. The simulated experience of administering and receiving physical restraint, instruction regarding the effect(s) on the person restrained, including instruction on monitoring physical signs of distress and obtaining medical assistance; D. Instruction regarding documentation and reporting requirements and investigation of injuries and complaints; E. Demonstration by participants of proficiency in administering physical restraint; and
Approved 10/2/01 PVRSDC Meeting Addendum 1/21/16 PVRSD Meeting
JKAA-P-5
Physical Restraint Policy & Procedures
F. Instruction regarding the impact of physical restraint on the student and family, including but not limited to psychological, physiological, and socialemotional effects. 2 Physical Restraint Reporting i. Report to building Principal: 1) Staff shall verbally inform the Principal of any physical restraint as soon as possible, and by written report within one (1) school day. 2) The Principal or designee shall maintain an ongoing record of all reported instances of physical restraint. ii. Report to Parent(s) of Physically Restrained Student: 1) The Principal or designee shall make reasonable efforts to verbally inform the student’s Parent of the physical restraint within twenty-four (24) hours. 2) The Principal or designee shall provide the Parent a written report of the physical restraint within three (3) school days. This written report may be provided via email, if the Parent has provided the District with an email address. 3) The Parent and/or student may respond to the Principal or designee to comment on the use of the physical restraint and the information in the written report. The Parent and/or student may also pursue the Grievance Procedure described in Section 10, below. iii. Report to Department of Elementary and Secondary Education (DESE): 1) Whenever a physical restraint results in injury to the student or any school community member, the District shall send a copy of the written report to DESE within three (3) school days. A copy of the ongoing physical restraint log from the past thirty (30) days will also be provided to DESE. 2) The Pioneer Valley Regional School District shall also report physical restraint data annually to DESE, as directed by DESE. iv. Report to Law Enforcement and Other State Agencies: 1) Nothing in this procedure prevents any individual from reporting a crime to the appropriate authorities; 2) Nothing in this procedure prevents any individual from exercising their responsibilities as a mandated reporter under M.G.L, c. 119, §51A. v. Contents of Written Report 1) The written report of any physical restraint shall include: A. Name of the student; name(s) and job title(s) of staff who administered the physical restraint, and observers, if any; the date, time restraint began, and the time that restraint ended; the name of the Principal or designee who was verbally informed following the restraint, and who approved continuation of the restraint beyond twenty (30) minutes, if applicable. B. A description of the activity in which the restrained student and other students and staff in the vicinity were engaged immediately preceding the use of the physical restraint; the behavior that prompted the restraint; the efforts made to prevent escalation of behavior, including specific deescalation strategies used; alternatives to restraint that were attempted; and the justification for initiating physical restraint. Approved 10/2/01 PVRSDC Meeting Addendum 1/21/16 PVRSD Meeting
JKAA-P-6
Physical Restraint Policy & Procedures
C. A description of the administration of the restraint including the holds used and reasons such holds were necessary; the student’s behavior and reactions during the restraint; how the restraint ended; and documentation of injury to the student and/or staff, if any, and any medical care provided. D. Information regarding any further action(s) that the school has taken or may take, including any consequences that may be imposed on the student. E. Information regarding opportunities for the student’s Parent(s) to discuss the administration of the restraint and any consequences with school officials. 3 Follow-Up Procedures i. After a student is released from a physical restraint, staff shall implement follow-up procedures, including: 1) Reviewing the incident with the student to address the behavior that precipitated the physical restraint; 2) Reviewing the incident with the staff member(s) who administered the physical restraint to ensure proper restraint procedures were followed; and 3) Consideration of whether any follow-up is appropriate for students who witnessed the physical restraint, if any. 6. Building Principals Shall Develop and Implement Procedures for Period Review of Physical Restraint Data. 1 These procedures shall include weekly review of physical restraint data to identify individual students who have been restrained multiple times during the week, and if any such student(s) is identified, to convene a review team to assess the student’s needs. 2 These procedures shall include monthly, administrative review of school-wide physical restraint data. 7.
Building Principals Shall Develop And Implement Procedures To Ensure that the Reporting Requirements of this Procedure and 603 CMR 46.06 Are Met.
8.
Building Principals Shall Develop and Implement Procedures for Providing Timely, Oral and Written Notice to the Parents of Any Student Who Undergoes Physical Restraint.
9.
Building Principals Shall Develop and Implement a Procedure for the Use of TimeOut. Such procedure shall include the process by which staff will obtain the Principal’s approval for any time-out lasting longer than thirty (30) minutes. Such approval shall be based on the student’s continuing agitation.
10.
Grievance Procedures. This grievance procedure is established to ensure procedures are in place for receiving and investigating complaints regarding physical restraint practices. Any individual who believes that a physical restraint of a student may have been unwarranted or conducted inappropriately may file a complaint by utilizing this procedure:
Approved 10/2/01 PVRSDC Meeting Addendum 1/21/16 PVRSD Meeting
JKAA-P-7
Physical Restraint Policy & Procedures
The complaint must be submitted in writing or on audiotape to the Administrator of Special Education. The Administrator of Special Education will meet with the complainant within ten (10) school days of receipt of the complaint. A thorough investigation will be conducted which may include interviewing witnesses, staff involved and/or the student; reviewing all written documentation leading up to and pertaining to the incident and all reports filed with the Administrator of Special Education and the Department of Elementary and Secondary Education. A written report will be developed by the Administrator of Special Education and provided to the complainant.
Approved 10/2/01 PVRSDC Meeting Addendum 1/21/16 PVRSD Meeting
JKAA-P-8
Physical Restraint Policy & Procedures
TABLE OF CONTENTS SECTION V BUSINESS AND OPERATIONAL PROCEDURES SOURCES OF REVENUE…………………………………………………….……. V – A – 1&2 1. 2. 3. 4. 5.
Local State Federal Miscellaneous Early Childhood Tuition Agreement………………………………….
BUDGET…..…………………………………………………………...................... V – B – 1 1. 2. 3. 4. 5. 6.
Operating Capital Preparation Public Hearing Adoption Monthly Statement of Finances
EXPENDITURES……………………………………………………..................... V – C – 1&2 1. 2. 3. 4. 5. 6.
Purchasing Policy Requisitions Bids Authority to Purchase Approval and Payment of Bills Payrolls a. Pay days b. Payroll Deductions c. Teacher Retirement d. County Retirement 7. Sub Pay DEPOSITS & INVESTMENTS…………………………………………………….
V – D – 1-10
1. Deposit & Investment Policy STUDENT BODY FUNDS…………………………………………………………… V – E – 1 2. Activity Accounts OTHER SCHOOL RECEIPTS……………………………………………………… V – F – 1 1. 2. 3. 4.
Athletic Gate Receipts Band Receipts Cafeteria Receipts Student Bookstore Receipts
SCHOOL INSURANCE……………………………………………………………… V – G – 1 1. Employee Insurance a. Health Insurance, Retired Employees (Non Teachers) b. Health Insurance, Retired Teachers INDEMNIFICATION OF PUBLIC EMPLOYEES………………………………. V – H – 1 BUSINESS AND TRAVEL EXPENSES………………………………………….. V – I – 1
A.
Sources of Revenue l.
Local: Operational expenses are shared by member towns on a per pupil cost basis computed on the basis of the average number of pupils attending on the first days of October and December. (Per agreement, see appendix). Capital and Operational assessments are payable to the district annually in five equal installments.
2.
State: Reimbursement funds received by the district from the State, fall into the following categories: a. b. c. d. e. f. g.
3.
4.
Aid on construction of building Transportation of pupils Special education claims School lunch subsidies State ward claims Ch. 70 Aid to Education Ch. 71 Regional Aid
Federal: Funds for approved Title II and Title III projects, and such other federally-funded projects for which the school may eligible to apply. Miscellaneous: a. b. c. d. e. f. g. h. i. j. k.
Interest on savings deposits Tuitions Driver education fees Rental of building/facilities Lost books, etc. Shop projects Pay phone commissions Soft drink machine commissions Athletic gate receipts School lunches Band activity receipts
V-A- 1
SOURCES OF REVENUE
5.
Early Childhood Tuition Agreement PIONEER VALLEY REGIONAL SCHOOL DISTRICT EARLY EDUCATION PROGRAMS & SERVICES AGREEMENT FOR TUITION
I, __________________________(parent/guardian name), agree to pay the tuition as outlined below, for __________________________(child), who is enrolled for the 2014 – 2015 school year in the ______________________________________________ (school) program. I understand that my child is enrolled for the entire school year (or the balance of the school year). If there is any change in my child’s enrollment status or family income, I will discuss this change with the Early Education Office, for a tuition subsidy adjustment. I understand that in the event that my child is temporarily ill and unable to attend school for a number of days, I am responsible for all payments. However, if the number of days exceeds three consecutive school weeks, I understand that I may contact the Early Education Office for possible fee adjustments. I understand that any request to change from a full day to half day program will be taken into consideration. If there are children on the waiting list for the full day program, we may not be able to accommodate your request for the half day program. I understand that outstanding tuition bills will jeopardize my child’s slot in the Pioneer Valley Regional School District Preschool program. I understand that tuition payments more than one month past due will result in termination of enrollment. I understand that my child will not be considered for a slot the following year if there is any unpaid balance. PARENT SIGNATURE __________________________________________ DATE ________________ A SIGNED COPY OF THIS FORM MUST BE ON FILE BEFORE APRIL 15TH Please keep the enclosed 2nd copy for your records THE TOTAL TUITION FOR __________________ FOR THE 2014-2015 SCHOOL YEAR IS $ ______________, Payable in 10 monthly installments of $ _____________ each. A deposit of one
month’s tuition, not to exceed $200.00 is required by June 15, 2014 to secure your child’s enrollment in the program. This deposit will be deducted from your May 2015 payment. These payments are due on or
before the following dates: 1. 2. 3. 4. 5.
June 15th, 2014 = DEPOSIT August 15th, 2014 September 15th, 2014 October 15th, 2014 November 15th, 2014 December 15th, 2014
6. 7. 8. 9. 10.
January 15th, 2015 February 15th, 2015 March 15th, 2015 April 15th, 2015 May 15th, 2015
Return this form by APRIL 15TH, 2014 to confirm your child’s enrollment and a check by JUNE 15TH to secure your child’s enrollment in the program. Checks should be made payable to: Pioneer Valley Regional School District. Mail form and check to: Early Education Office, PVRSD 97 F. Sumner Turner Road Northfield, MA 01360
V-A- 2
SOURCES OF REVENUE
B.
Budget 1.
Operating: Operating costs shall include all expenses of the district, except capital costs. Operating costs shall include salaries, wages, texts, supplies, equipment, maintenance, and also payments of interest and principal on temporary notes issued in anticipation of revenue by the district. Transportation to and from the school, and any other transportation for school purposes shall be the responsibility of the regional school district and its cost shall be an ordinary operating cost. (Per agreement: see appendix).
2.
Capital: Costs shall include all expenditures relating to capital outlay such as payment of principal and interest on bonds or other obligations issued by the district, and any other expenses associated with the acquisition of real estate, the construction and improvement of buildings, grading, purchase of equipment, and other activities incident to placing in operation the original school plant and any subsequent additions and improvements thereto. Final payment on the bond issue was made July 1, 1976.
3.
Preparation: At the opening of each academic year, the committee shall, promptly as practicable, proceed with the preparation of a budget for the ensuing fiscal year including provision for any installment of principal or interest to become due in such year or any bonds or other evidence of indebtedness of the district. Said budget shall be in reasonable detail, itemized as follows: General Control: Expenses of Instruction; Cost of Transportation; Operation of School Plant: Maintenance of School Plant: Auxiliary Agencies; Outlay: Debt and Interest Charges; Special Charges: and Miscellaneous: the last-named to specify any items costing more than $100.00. All non-recurring expenditures shall be itemized. (Agreement)
4.
Upon preparation of such budget, the committee shall hold a public hearing on 2nd Thursday of February to present the proposed budget and answer inquiries with respect thereto.
5.
On or before February 15, of such year, the committee shall adopt a budget and shall deliver the same to its treasurer for certification. On or prior to March 15 of each year the treasurer of the committee shall certify to the treasurer of each member town its share of such budget. (Agreement)
6.
A monthly reconciliation report on the operating budget is prepared for committee members. A treasurer's report is also presented monthly.
V-B- 1
BUDGET
C.
Expenditures 1.
Purchasing Policy All requests for purchases of goods or services must be initially approved and signed by the principal before submission to the central office. Administrative assistant is empowered to make and sign purchase orders for such materials, supplies, services and equipment as may be requisitioned by the principal and approved by the committee. Goods or services, except those of an emergency nature, may not be sought or accepted by anyone without submission of a properly authorized and signed purchase order. Purchase orders submitted during the final ninety (90) calendar days of a fiscal (budget) year must be personally authorized by the superintendent, except those of an emergency nature deemed critical to the continued operation of the school and/or those obligated by contract and placed in effect by prior committee action.
2.
Requisitions Purchase requisitions must be approved and signed by the department head before submission to the principal's office. The assistant principal checks the request against the department budget balance before approving and submission to the principal.
3.
Bids Bids will be sought for goods and services as required by statute and whenever in the opinion of the administration the result of competitive bidding might be advantageous to the district. Bids will be opened in the central office, for recording and clarification, in advance of the committee meeting. Contracts will be awarded by the committee except in those instances when the administration is authorized to select bids in the best interest of the committee.
4.
Authority to Purchase The superintendent, as agent of the committee, is empowered to authorize the purchase of goods and services as provided in the current operating budget. The superintendent may delegate this authority, with the committee's consent, to the administrative assistant.
5.
Approval and Payment of Bills All bills must be approved by the committee prior to payment by the treasurer. A list of current accounts payable will be provided to committee members prior to the monthly meeting, itemizing those obligations of $10.00 or more from each company or individual. Committee members are expected to contact the central office prior to the meeting for further details and explanations of individual accounts. V-C-1
EXPENDITURES
6.
Payrolls a.
b. c. d.
7.
Salaries are paid semi-monthly. The salary warrant submitted for approval at the regular monthly meeting contains authorization to pay salaries on the 30th of the current month, and on the 15th of the following month. Payroll deductions will be itemized effective September 1, 1973. All teachers working half-time or more, and any “permanent substitute” after six months employment, must contribute to the Teacher’s Retirement Fund. All non-professional school employees, whether full-time or not, must join the Franklin County Retirement Plan after six months employment, and contribute to the plan.
Substitute Pay Approved @ 10/23/08 PVRSD Committee Meeting Amended @ 5/26/16 PVRSD Committee Meeting DAILY SUBSTITUTE PAY (EFFECTIVE 09/16) Daily Substitute Pay:
$80.00/day
V-C-2
EXPENDITURES
Approved @ 11/17/11 PVRSDC Meeting
PIONEER VALLEY REGIONAL SCHOOL DISTRICT INVESTMENT POLICY
V-D- 1
DEPOSITS & INVESTMENT POLICY
Table of Contents Investment Policy............................................................................................................................ 3 Purpose........................................................................................................................................ 3 I. The Investment of General Funds, Special Revenue and Agency Funds, Debt Service Funds, State and Federal Grant Funds and Capital Project Funds ............................................................. 3 A.
Scope ................................................................................................................................ 3
B.
Objectives ......................................................................................................................... 3
C.
Investment Instruments .................................................................................................... 4
D.
Diversification .................................................................................................................. 5
E.
Authorization.................................................................................................................... 5
E1.
Authorized Financial Dealers and Institutions ................................................................. 5
F.
Restrictions ...................................................................................................................... 6
G.
References ........................................................................................................................ 6
II.
The Investment of Trust Funds and Stabilization Funds ..................................................... 7 A.
Scope ................................................................................................................................ 7
B.
Authority .......................................................................................................................... 7
C.
Objective .......................................................................................................................... 7
D.
Investment Instruments .................................................................................................... 8
E.
Legal References .............................................................................................................. 9
III.
Reporting Requirements ...................................................................................................... 9
IV.
Internal Controls .................................................................................................................. 9
A. V.
Delegation of Authority ................................................................................................... 9 Ethics.................................................................................................................................. 10
A.
Standards of Care ........................................................................................................... 10
V-D- 2
DEPOSITS & INVESTMENT POLICY
Investment Policy Purpose The purpose of this document is to specify the policies and guidelines that provide for the prudent and productive investment of funds. The Pioneer Valley Regional School District authorizes the District Treasurer to act as the custodian and investment officer of district funds and to invest the following funds in accordance with this policy, the provisions of Massachusetts General Laws (“MGL”) Chapter 44, Section 55 and other applicable state statutes. The District Treasurer is the custodian and investment officer for the following funds: General Fund Special Revenue and Agency Funds Capital Projects and Debt Service Funds State and Federal Grants Fund* Stabilization Funds Trust Funds Any other funds deemed to be public funds for the Pioneer Valley Regional School District *The investment procedures of grant funds are subject to grant or contractual terms.
I.
The Investment of General Funds, Special Revenue and Agency Funds, Debt Service Funds, State and Federal Grant Funds and Capital Project Funds A. Scope This section of the policy applies only to short term operating funds such as general funds, special revenue and agency funds, state and federal grant funds, debt service funds (bond proceeds) and capital project funds. Section II will deal with trust funds, and any other funds with special circumstances such as stabilization funds.
B. Objectives Massachusetts General Laws, Chapter 44, section 55B requires the District Treasurer to invest all public funds except those required to be kept un-invested for purposes of immediate distribution. Modern banking systems enable the District Treasurer to maintain even these funds in interest bearing form until the date a disbursement order clears through the banking system. The state law further requires that invested funds are to be placed at the highest possible rate of interest reasonably available, taking account of safety, liquidity and yield. Therefore, this investment policy is intended to further the objective of securing the highest return that is consistent with safety of principal while meeting the daily cash requirements for the operation of the District’s business.
V-D- 3
DEPOSITS & INVESTMENT POLICY
•
Safety of principal is the foremost objective of the investment program. Investments shall be undertaken in a manner that seeks to ensure the preservation of capital through the mitigation of credit risk and interest rate risk. These risks shall be mitigated by the diversification and prudent selection of investment instruments, and choice of depository. Credit risk is the loss due to the failure of the security issuer or backer. Interest rate risk is the risk that the market value of the security will fall due to changes in general interest rates.
•
Liquidity is the next most important objective. The overall investment portfolio shall remain sufficiently liquid to meet all operating requirements that may be reasonably anticipated. Since all possible cash demands cannot be anticipated, the District Treasurer shall carry out investment activities in a manner that provides for meeting unusual cash demands without the liquidation of investments that could result in forfeiture of accrued interest earnings, and loss of principal in some cases.
•
Yield is the third, and last, objective. Investments shall be undertaken so as to achieve a fair market average rate of return, taking into account safety and liquidity constraints as well as all legal requirements.
C. Investment Instruments Note: Public investments in Massachusetts are not protected through provisions in State law. Therefore, they are largely uncollateralized. Many banking institutions are willing to put up collateral, albeit at a cost to the District of a lower interest rate. The District Treasurer negotiates for the highest rates possible, consistent with safety principles. The District Treasurer may invest in any item on the Massachusetts Legal List of Investments including the following instruments: •
Massachusetts State pooled fund: Unlimited amounts (Pool is liquid) o The Massachusetts Municipal Depository Trust (MMDT), an investment pool for state, local, county and other independent governmental authorities, is under the auspices of the State Treasurer and currently managed by Fidelity Investments. It invests in Bankers Acceptances, Commercial paper of high quality, Bank Certificates of Deposit, Repurchase agreements (Repos), and U.S. Treasury Obligations. It has Federal Deposit Insurance Corporation (F.D.I.C.) pass-through insurance on the C.D.’s and takes delivery on the Repos and Treasuries. Under Government Accounting Standards Board Regulation (GASB III), it is not considered an uncollateralized product.
•
U.S. Treasuries that will be held to maturity: Unlimited amounts (Up to one year maturity from date of purchase)
•
U.S. Agency obligations that will be held to maturity. Unlimited amounts (Up to one year maturity from date of purchase)
•
Bank accounts of Certificates of Deposit, hitherto termed C.D.’s. (Up to one year) which are fully collateralized through a third party agreement.
V-D- 4
DEPOSITS & INVESTMENT POLICY
•
Bank accounts and C.D. (Up to one year) insured by F.D.I.C. (up to $250,000) limit - temporarily increased from ($100,000 until 12/31/2013). All bank accounts and C.D.’s in one institution are considered in the aggregate to receive the F.D.I.C. insurance coverage. In some cases, Banking Institutions carry additional insurance, Depository Insurance Fund of Massachusetts (D.I.F.M.). Contact banking representative for amounts of coverage.
•
Unsecured bank deposits of any kind such as other checking, savings, money market, or Certificates of Deposit accounts at Banks that do not fit the above categories. These investments are subject to the following limitations: These investments will be limited to no more than 5% of an institution’s assets and no more than 10% of the District’s cash. Their credit worthiness will be tracked by Veribanc, Sheshunoff, or other bank credit worthiness reporting systems. They will be diversified as much as possible. C.D.’s will be purchased for no more than three months and will be reviewed frequently.
•
Money Market Mutual Funds that are registered with the Securities and Exchange Commission that have received the highest possible rating from at least one nationally recognized statistical rating organization (e.g. Standard & Poors) and as otherwise referenced in the Massachusetts General Law Chapter 44, Section 55.
D. Diversification Diversification should be interpreted in two ways: in terms of maturity as well as instrument type and issuer. The diversification concept should include prohibition against over concentration of maturities as well as concentration in a specific institution. With the exception of U.S. Treasury obligations or investments fully collateralized by U.S. Treasuries or agencies, and State pools (MMDT), no more than 10% of the District’s investments shall be invested in a single financial institution.
E. Authorization The District Treasurer has authority to invest district funds, subject to the statutes of the Commonwealth of Massachusetts General Law Chapter 44, Section 55, 55A, & 55B.
E1. Authorized Financial Dealers and Institutions Financial institutions should be selected first and foremost with regard to safety. The District Treasurer’s office shall subscribe to and use one or more of the recognized bank rating services, such as Veribanc or Sheshunoff. Brokers should be recognized, reputable dealers. When using the Veribanc rating service the District Treasurer may invest in such banks that show a green rating in a particular quarter. If a rating is yellow the District Treasurer should contact the appropriate banking institution and request in writing an explanation of the change in rating and the expected time table for it to be changed to green.
V-D- 5
DEPOSITS & INVESTMENT POLICY
If for a second quarter such rating has not been corrected, the District Treasurer should consider removing all funds that are not collateralized, or carries some form of depositors insurance. If a rating moves to red all money should be immediately collateralized or covered by some form of depositors insurance or be removed from the banking institution. Any brokerage houses and broker/dealers, wishing to do business with the district, are to supply the following information to the District Treasurer upon request: • • • •
Audited finance statements Proof of national Association of Security Dealers certification A statement that the dealer has read the district’s investment policy and will comply with it Proof of credit worthiness (minimum standards: at least five years in operation and a minimum capital of 10 million dollars)
An annual review of the financial condition and registration of qualified financial institutions and broker/dealers will be conducted by the District Treasurer.
F. Restrictions Chapter 44, Section 55 sets forth the several restrictions that the District Treasurer must be aware of when making investment selections. •
•
• •
The District Treasurer shall not at any one time have on deposit in a bank or trust company an amount exceeding 60% of the capital and surplus of such bank or trust company, or banking company, unless satisfactory security is given to it by such bank or trust company, or banking company for such excess. The District Treasurer shall not make a deposit in any bank, trust company or banking company that he/she is associated as an officer or employee or has been the same for any time during the three years immediately preceding the date of any such deposit. All securities shall have a maturity from date of purchase of one year or less. Purchases under an agreement with a trust company, national bank or banking company, to repurchase at not less than original purchase price of said securities on a fixed date shall not exceed ninety days.
G. References Massachusetts General Law Chapter 44, Section 55 Massachusetts General Law Chapter 44, Section 55A Massachusetts General Law Chapter 44, Section 55B
V-D- 6
DEPOSITS & INVESTMENT POLICY
II.
The Investment of Trust Funds and Stabilization Funds This section of the policy applies only to funds contained in trust funds and stabilization funds.
A. Scope This policy applies to all accounts that are designated as Trust Funds and Stabilization Funds. These funds include all accounts that are received as scholarships and perpetual care receipts. All accounts will be maintained separately receiving their proportionate interest and any realized and unrealized gains or losses. Trust Funds may be co-mingled and invested in any instruments allowed by Chapter 44, Section 55. Each trust fund must be accounted for separately.
B. Authority The District Treasurer has authority to invest district funds, subject to the statutes of the Commonwealth Massachusetts General Law Chapter 44, Section 55, 55A, & 55B. All trust funds shall fall under the control of the District Treasurer unless otherwise provided or directed by the donor.
C. Objective Massachusetts General Laws, Chapter 44, Section 55B requires the District Treasurer to invest all public funds except those required to be kept un-invested for purposes of immediate distribution. This section also requires that invested funds are to be placed at the highest possible rate of interest reasonably available, taking account of safety, liquidity and yield. Therefore, these guidelines are intended to further the objective of securing the highest return that is consistent with safety of principal while meeting the daily cash requirements for the operation of the District’s business. •
Safety of principal is the foremost objective of the investment program. Investments shall be undertaken in a manner that seeks to ensure the preservation of capital through the mitigation by the diversification and prudent selection of investment instruments, and choice of depository. Credit risk is the risk of loss due to the failure of the security issuer or backer. Interest rate risk is the risk that the market value of the security will fall due to changes in general interest rates.
•
Liquidity is the next most important objective. The overall investment portfolio shall remain sufficiently liquid to meet all operating requirements that may be reasonably anticipated. Since all possible demands cannot be anticipated, the District Treasurer shall carry out investment activities in a manner that provides for meeting unusual cash demands without the liquidation of investments that could result in forfeiture of accrued interest earnings, and loss of principal in some cases.
•
Yield is the third, and last, objective. Investments shall be undertaken so as to achieve a fair market average rate of return, taking into account safety and liquidity constraints as well as legal requirements.
V-D- 7
DEPOSITS & INVESTMENT POLICY
D. Investment Instruments The District Treasurer may invest in any item on the Massachusetts Legal List of Investments including the following instruments (note: Massachusetts General Laws, Chapter 44, Section 54 does not apply to regional school districts): •
Massachusetts State pooled fund: Unlimited amounts (Pool is liquid) o The Massachusetts Municipal Depository Trust (MMDT), an investment pool for state, local, county and other independent governmental authorities, is under the auspices of the State Treasurer and currently managed by Fidelity Investments. It invests in Bankers Acceptances, Commercial Paper of high quality, Bank Certificates of Deposit, Repurchase agreements (Repos), and U.S. Treasury Obligations. It has Federal Deposit Insurance Corporation (F.D.I.C.) pass-through insurance on the C.D.’s and takes delivery on the Repos and Treasuries. Under Government Accounting Standards Board Regulation (GASB III), it is not considered an uncollateralized product.
•
U.S. Treasuries that will be held to maturity: Unlimited amounts (Up to one year maturity from date of purchase)
•
U.S. Agency obligations that will be held to maturity. Unlimited amounts (Up to one year maturity from date of purchase)
•
Bank accounts of Certificates of Deposit, hitherto termed C.D.’s. (Up to one year) which are fully collateralized through a third party agreement.
•
Bank accounts and C.D. (Up to one year) insured by F.D.I.C. (up to $250,000) limit - temporarily increased from ($100,000 until 12/31/2013). All bank accounts and C.D.’s in one institution are considered in the aggregate to receive the F.D.I.C. insurance coverage. In some cases, Banking Institutions carry additional insurance, Depository Insurance Fund of Massachusetts (D.I.F.M.). Contact banking representative for amounts of coverage.
•
Unsecured bank deposits of any kind such as other checking, savings, money market, or Certificates of Deposit accounts at Banks that do not fit the above categories. These investments are subject to the following limitations: These investments will be limited to no more than 5% of an institution’s assets and no more than 10% of the District’s cash. Their credit worthiness will be tracked by Veribanc, Sheshunoff, or other bank credit worthiness reporting systems. They will be diversified as much as possible. C.D.’s will be purchased for no more than three months and will be reviewed frequently.
•
Money Market Mutual Funds that are registered with the Securities and Exchange Commission that have received the highest possible rating from at least one nationally recognized statistical rating organization and as otherwise referenced in the Massachusetts General Law Chapter 44, Section 55.
V-D- 8
DEPOSITS & INVESTMENT POLICY
E. Legal References Massachusetts General Law Chapter 44, Section 55A Massachusetts General Law Chapter 44, Section 55B
III.
Reporting Requirements
On an annual basis a report containing the following information will be prepared by the District Treasurer and presented to Budget Subcommittee: • A report of the account types (i.e. general fund, trust funds, stabilization) including fund balances, investment return information and summary of income received as of the end of the reporting period. • The District Treasurer shall include in the report a brief statement of general market and economic conditions and other factors that may affect the district’s cash position. • The report should demonstrate the degree of compliance with the tenets set forth in the Investment Policy.
IV.
Internal Controls The Pioneer Valley Regional School District is responsible for establishing and maintaining an internal control system designed to ensure that the assets of the district are protected from loss due to employee error, fraud, and misrepresentation by third parties or imprudent actions by employees and officers. The internal control structure shall be designed to provide reasonable assurance that these objectives are met. Accordingly, the Pioneer Valley Regional School District shall establish a process for an annual independent review by an external auditor to assure compliance with policies and procedures. The internal controls shall address the following points: • Control of collusion • Separation of transaction authority from accounting and recordkeeping • Custodial safekeeping of all funds received • Avoidance of physical delivery securities • Clear delegation of authority to subordinate staff members • Written confirmation of transactions for investments and wire transfers • Development of a wire transfer agreement with the lead bank and third-party custodian
A. Delegation of Authority Management responsibility for the investment program is hereby delegated to the District Treasurer, who shall establish written procedures for the operation of the investment program consistent with this investment policy. Procedures should include references to custody, repurchase, wire transfer, and bank security agreements, and banking service contracts. Such procedures shall include explicit delegation of authority to persons responsible for investment transactions. No person may engage in an investment transaction except as provided under the terms of this policy and the procedures established by the District Treasurer. The District Treasurer shall be responsible for all transactions undertaken and shall establish a system of controls.
V-D- 9
DEPOSITS & INVESTMENT POLICY
V.
Ethics The District Treasurer and Assistant District Treasurer shall refrain from personal business activity that could conflict with proper execution of the investment policy, or which could impair their ability to make impartial investment decisions. The District Treasurer and Assistant District Treasurer shall disclose in writing to the business administrator any material financial interests in financial institutions with whom they conduct business. They shall further disclose any large personal financial/investment positions that could be related to the performance of the investment portfolio, particularly with regard to the time of purchase and sales.
A. Standards of Care The standard of prudence to be used by the District Treasurer shall be the “Prudent Person” standard and shall be applied in the context of managing an overall portfolio. The District Treasurer acting in accordance with written procedures, and this investment policy, and exercising due diligence shall be relieved of personal responsibility for an individual security’s credit risk or market price changes, provided the purchases and sale of securities is carried out in accordance with the terms of this policy. Investments shall be made with judgment and care, under circumstances then prevailing, which persons of prudence, discretion, and intelligence exercise in the management of their own affairs; not for speculation but for investment considering the probable safety of their capital as well as the probable income to be derived. In addition this section would also apply to M.G.L. Chapter 44 Section 55A which refers to the liability of the District Treasurer for losses due to bankruptcy. ADOPTION: Any investment held at the time of this policy’s adoption that does not conform to the policy shall be exempted from the requirements of the policy so long as such investment is a permitted municipal investment under Massachusetts statutes. At maturity or liquidation of such investment, all proceeds shall be reinvested only as provided by this policy. I, Deborah Mero, District Treasurer of the Pioneer Valley Regional School District have reviewed this policy and will manage the district funds under my control in accordance of this policy. ____________________________________________ Deborah Mero, District Treasurer
_________________ Date
We, the Pioneer Valley Regional School District acting on behalf of the Pioneer Valley Regional School District thereby approved and endorse this investment policy. Adopted and signed this __________________________ day of _______________, 2011 ___________________________________________ Patricia Shearer, School Committee Chair
________________ Date
First Reading: Second Reading and Adoption:
V-D- 10
DEPOSITS & INVESTMENT POLICY
D.
Student Body Funds P.V.R.S.D. COMMITTEE MEETING. 8/22/96
Pioneer Valley Regional School District Activity Accounts As a result of recently enacted legislation (Chapter 66 of the Acts of 1996), An Act Relative to Certain Student Activity Accounts, I am recommending the following procedural changes in the operation of the P.V.R.S.D. Activity Accounts. They were developed in conjunction with the district auditors, Scanlon & Associates, P.C., and the Massachusetts Department of Education. 1)
Establish five separate interest bearing accounts for student activity funds, one for each of the elementary schools, and one for the high school. These accounts will be in the custody of the District Treasurer.
2)
The checking accounts currently in the custody of the District Principals should remain intact, but deposits would only be made to the accounts described in part one above. The School Committee needs to set the maximum balance that may be retained in these checking accounts. Recommendations are: $5,000 - Elementary Schools $25,000 - High School
3)
On a monthly basis, the Treasurer will reimburse the Principals’ checking accounts for checks written in the previous month, utilizing the district warrant process as a vehicle for transferring such funds.
4)
The Principals and other personnel with fund responsibility will be adequately bonded.
5)
There is currently and should continue to be an independent audit of the District activity accounts. Please note that the aforementioned procedural changes will not supersede the internal control procedures currently in place with regard to the various activity funds.
Kevin J. Courtney. Superintendent of Schools August 22, 1996 KJC: dl
V-E-1
STUDENT BODY FUNDS
E.
Other School Receipts 1.
Gate receipts from athletic events are the responsibility the athletic director, who will count and turn them over to the district treasurer.
2.
Band receipts are the responsibility of the band director, who will count and turn them over to the district treasurer.
3.
Cafeteria receipts are to be counted daily by the cafeteria manager, and turned over to the district treasurer weekly.
4.
Student bookstore receipts are collected and counted, under the supervision of a faculty member, by students in the Business department, and are kept in a separate Student Bookstore account.
(a)
or perform a discretionary function or duty on the part of a public employer or public employee, acting within the scope of his office or employment, whether or not the discretion involved is abused; any claim arising out of an intentional tort, including assault, battery, false imprisonment, false arrest, intentional mental distress, malicious prosecution, malicious abuse of process, libel, slander, misrepresentation, deceit, invasion of privacy, interference with advantageous relations or interference with contractual relations; any claim arising in respect of the assessment or collection of any tax, or the lawful detention of any goods or merchandise by any law enforcement officer; any claim based upon the issuance, denial, suspension or revocation or failure or refusal to issue, deny, suspend or revoke any permit, license, certificate, approval, order or similar authorization; any claim based upon the failure to inspect, or an inadequate or negligent inspection, of any property, real or personal, to determine whether the property complies with or violates any law, regulation, ordinance or code, or contains a hazard to health or safety, except as otherwise provided in clause (l) of subparagraph (j).
(b)
(c) (d)
(e)
V-F- 1
BUSINESS AND OPERATIONAL PROCEDURES
F.
School Insurance l.
Employee Insurance Approved at P.V.R.S.D. Committee Meeting 6/24/99
a.
Health Insurance, Retired Employees (Non Teachers)
Motion: To accept the provisions of Chapter 32B Section 9A. Effect: School District and retired employee (not teacher) pay 50% of total monthly cost of Health Insurance. Motion: To accept the provisions of Chapter 32B Section 9E. Effect: District pays 75%, retired employee 25% of health insurance costs for coverage under current district plans. Consistent with Article V - Health Insurance of the Agreement between the PVRSD Committee and the PVASP. Approved at 3/23/72 PVRSD School Committee Meeting
b.
Health Insurance, Retired Teachers
The School Committee accepted the provisions of MGL 328, section 1lE; teachers retiring from the PVRSD may enter the state's Life and Health Insurance program for Retired Teachers. Approved at 2/8/01 P.V.R.S.D. Meeting
V-G- 1
BUSINESS AND OPERATIONAL PROCEDURES
G.
Indemnification of Public Employees The Committee adopted Chapter 258, Section o of the Massachusetts General Laws (see attached). Chapter 258, Section 9 Indemnification of Public Employees
Public employers may indemnify public employees from personal financial loss and expenses, including legal fees and costs, if any, in an amount not to exceed one million dollars arising out of any claim, action, award, compromise, settlement or judgment by reason of an intentional tort, or by reason of any act or omission which constitutes a violation of the civil rights of any person under any federal or state law; if such employee or official at the time of such intentional tort or such act or omission was acting within the scope of his official duties or employment. No such employee or official shall be indemnified under this section for violation of any such civil rights if he acted in a grossly negligent, willful or malicious manner. For purposes of this section, persons employed by a joint health district, regional health district or regional board of health, as defined by sections twenty-seven A and twenty-seven B of chapter one hundred and eleven, shall be considered employees of the city or town in which said incident, claim, suit, or judgment is brought pursuant to the provisions of this chapter. Added by St.1978, c.512, s.15; amended b)l St.1980, c.315, s.2. Chapter 258, Section 10 Exclusion of Certain Claims Against Public Employers The provisions of sections one to eight, inclusive, shall not apply to: (a) any claim based upon an act or omission of a public employee when such employee is exercising due care in the execution of any statute or any regulation of a public employer, or any municipal ordinance or by-law, whether or not such statute, regulation, ordinance or by-law is valid; (b) any claim based upon the exercise or performance or the failure to exercise or perform a discretionary function or duty on the part of a public employer or public employee, acting within the scope of his office or employment, whether or not the discretion involved is abused; (c) any claim arising out of an intentional tort, including assault, battery, false imprisonment, false arrest, intentional mental distress, malicious prosecution, malicious abuse of process, libel, slander, misrepresentation, deceit, invasion of privacy, interference with advantageous relations or interference with contractual relations; (d) any claim arising in respect of the assessment or collection of any tax, or the lawful detention of any goods or merchandise by any law enforcement officer; (e) any claim based upon the issuance, denial, suspension or revocation or failure or refusal to issue, deny, suspend or revoke any permit, license, certificate, approval, order or similar authorization; (f) any claim based upon the failure to inspect, or an inadequate or negligent inspection, of any property, real or personal, to determine whether the property complies with or violates any law, regulation, ordinance or code, or contains a hazard to health or safety, except as otherwise provided in clause (l) of subparagraph (j). V-H- 1
BUSINESS AND OPERATIONAL PROCEDURES
H.
Business and Travel Expense l.
Cash Advances a.
b.
2.
Expenditure of Personal Funds a.
b.
3.
Cash Advances to individuals will be approved only in amounts over $25.00, and only for authorized and approved travel and living expenses, or such other expenses, as may be authorized and approved which cannot be charged or billed to P.V.R.S. Requests for such cash advances must be made by the Friday before the scheduled meeting date of the Committee and must appear on a warrant submitted to the Committee members for approval. Accounting for cash advances must be submitted to the central office within thirty (30) days of issuance. All appropriate receipts, hotel bills, etc. must accompany the accounting.
Expenditure of personal funds for business purposes is discouraged, but in any event should not be done without the advance approval of the principal. Accounting for expenditures must be submitted within thirty (30) days, as in l-b above", and reimbursement, following approval, will be requested at the next following school committee meeting.
Travel Expenses a.
b.
c.
d.
Permission to use one's personal car, and to claim reimbursement for meals and lodging while traveling on school-connected business must be granted in advance by the superintendent or principal. Payment per Master Contract will be paid for authorized travel in one's personal car. Mileage will be computed to and from P.V.R.S., to locations outside the member town district and to member town locations at administrative direction. Payment of overnight lodging and meal expenses will be authorized only for meetings and/or events located more than 90 miles from P.V.R.S. and involving two or more days of attendance at the location, or if the content of the business schedule requires attendance hours of an unusual nature. Advance approval in writing by the superintendent is a prerequisite. Meals expenses may be claimed per Master Contract stipulations in effect.
V-I- 1
BUSINESS AND OPERATIONAL PROCEDURES
I.
Disposition of Records 1.
Student Academic Records are to be kept separately from disciplinary records. The latter may not be made available to unauthorized personnel without permission of the student and his/her parents. Both sets of records are kept in the Guidance Department at the School.
2.
Personnel records are filed at the central office.
3.
Committee minutes, correspondence and records are on file at the central office.
4.
Paid vouchers and copies of bills are filed at the central office.
5.
Building blueprints, floor plans and equipment inventories are on file at the schools.
V-J- 11
BUSINESS AND OPERATIONAL PROCEDURES
J.
School Equipment Inventory l.
An annual inventory for insurance purposes is made of the building and its contents under the supervision of the principal. The inventory form calls for estimated replacement value of items listed under the following categories: a. b. c. d. e. f. g. h. i. j. k. l. m. n. o. p. q.
Building (number of classrooms, storage areas, special rooms, etc.) Contents of classrooms (desks, chairs, files, etc.) Cafeteria Library Audio-Visual hardware and software Auditorium Principal's Office Guidance Office Teachers' Room Nurses' Office Physical Education equipment Science Department Band and Vocal Music Departments Special Reading equipment Instructional supplies Janitorial equipment Business Education equipment
A file copy of the inventory is kept in the central office.
V-K-12
BUSINESS AND OPERATIONAL PROCEDURES
TABLE OF CONTENTS SECTION VI SCHOOL COMMUNITY RELATIONS School Bus Policies….……………………………………………………….VI – A – 1 School Bus Rules….……………………..……………………………………VI – B – 1 Safety Precautions, Regulations & Procedures………………………VI – C - (1-3) Health Regulations and Procedures………..……………………………VI – D – 1 Administration of Medications……….…………………………………..VI – E – (1-15) Infectious Diseases…….……………………………………………………. VI – F – 1, 2 Tuberculosis Policy……..……………………………………………………VI – G – 1 Wellness Policy…………………………………………………………………VI – H – (1-18) Memorandum of Understanding (MOU) Emergency Preparedness……………………………………………………VI – I – (1-9) School Attendance of children with Acquired Immune Deficiency (AIDS)………………………………………………………………….. VI – J – 1 Identification of Limited English Proficient Students…………….VI – K – 1 District Accommodation Plans: ………………………………………….VI – L 1. 2. 3. 4. 5. 6.
District…………………………………………………………(1-3) B.E.S……………………………………………………………4, 5 N.E.S……………………………………………………………6, 7 P.R.E.S. ………………………………………………………..8, 9 P.V.R.S. ………………………………………………………..10, 11 W.C.S. ………………………………………………………….12, 13
MCAS Student Success Plan 1. District……………………………………………………………….. VI – M – 1,2 2. Individual Student…………………………………………………. VI – M – (3-5) 3. Certificate of Attainment…………………………………………. VI – M - 6
A. Bus Policies and Guidelines
PVRS DISTRICT
The Pioneer Valley Regional School District and F.M. Kuzmeskus strive to be as flexible and accommodating as possible regarding transporting students to and from school. The following guidelines have been developed in the interest of the safety of all riders considering resources available. 1. The bus will vary 5-10 minutes from the established schedule in picking up and dropping off students due to road conditions, traffic, who's riding the bus on any given day, and any incidents that occur en route. Parents need to plan accordingly. 2. Kindergarten children must be met by a parent/guardian when being dropped off from the bus. Children who are not met will be returned to the school. 3. Children may be transported to and from home, or be dropped at one other established location which is on the route, provided the child's schedule remains regular on a week-to-week basis. 4. Parents can ride the bus only with prior approval of the school administration. 5. PRIOR PERMISSION IS REQUIRED FOR ANY PUPIL SEEKING TRANSPORTATION ON ANY VEHICLE OTHER THAN THE ONE TO WHICH S/HE IS NORMALLY ASSIGNED. For any change in the regular transportation of your child for an emergency or special occasion, please write a note and direct your child to deliver it to his/her teacher upon arrival at school. The school will see that a copy is given to the bus driver. The note should contain the following information: child's name, date, the bus you would like your child to ride, the name and address of the child whose stop at which you would like your child to disembark, the reason for the request, and your signature. 6. Pupils transported in a school bus are under the authority of the school district and under the control of the bus driver. Disorderly conduct or persistent refusal to submit to the authority of the driver or any infraction of the rules outlined below shall be sufficient reason for the pupil to be denied the privilege of riding the bus for a short term or permanent basis. 7. For a number of reasons, drivers are trained to carefully inspect their vehicles at the conclusion of every run. If vandalism of property is noted, the student(s) who sat in that seat will be held accountable.
PVRS District Bus Policies & Guidelines
VI-A- 1
Pioneer Valley Regional School District B.
SCHOOL BUS RULES 1.
Be at the stopping place five minutes prior to designated pick up time and ready to get into the bus with the least possible delay in order to keep the bus on schedule and to minimize traffic hazards.
2.
Do not stand or play in the roadway while waiting for the bus.
3.
Remain at least five feet from the bus when it stops to pick up, and move forward only when the door opens.
4.
After boarding the bus, take a seat as quickly as possible.
5.
Ride only the bus to which regularly assigned: any change requires school permission in advance.
6.
Do not bring animals, glass, reptiles, or prohibited or illegal items on the bus.
7.
Obey the bus operator at all times while under his or her supervision.
8.
Maintain an acceptable manner of conduct at all times. Yelling, smoking, vulgarity, boisterous behavior, spitting, or throwing objects out of windows or other insubordinate behavior will not be permitted.
9.
Remain seated while the bus is in motion.
10.
Do not extend any part of the body out of the bus windows at any time.
11.
Keep aisles clear of lunch boxes, musical instruments, books, etc.
12.
Assist the bus driver in keeping the bus clean by not eating or drinking while on the bus.
13.
Do not deface or damage any part of the bus.
14.
Remain absolutely quiet when approaching a railroad crossing.
15.
Do not play a radio or other audio devices on the bus.
16.
Do not tamper or try to operate either the service door or the emergency door; this is the responsibility of the bus operator.
17. Students loa ding the bus on a street where the bus passes in both directions are to wait until the bus passes on their side so they will not have to cross the road. 18. Students having to cross the road when loading and discharging are to cross in front of the bus, upon the driver’s signal. All pupils are advised to use extreme caution by looking at traffic both ways before crossing.
School Bus Rules
VI-B-1
C. SAFETY PRECAUTIONS, REGULATIONS AND PROCEDURES 1. Inspection of the school building and its equipment is an ongoing function of the Administration. In addition, inspections are conducted annually by the Department of Public Safety, the Northfield Fire Chief, the Boiler inspector, Board of Health and insurance company inspectors. 2. Fire Drills - Fire drills are held at various unscheduled times throughout the school year. Directions are posted in each classroom, and students and faculty members are expected to familiarize themselves with the procedures. 3. Bus Evacuation Drills - A minimum of two school bus evacuation drills are conducted by bus contractors under the supervision of the Administration during the school year. A film on bus safety is shown to all students. 4. Driving and Parking Regulations -Students who wish to drive a motor vehicle to and from school must agree in writing to abide by specific rules and regulations. The written agreement includes the following regulations: a. Observe the 15 mph speed limit on school grounds. b. Grant school buses the right of way at all times and first priority in leaving the school. No school bus will be overtaken and passed while on school grounds. c. There will be no "vehicular stunting" on school grounds, no driving on lawns or fields. d. Violation of the above regulations will result in the following penalties: First Offense: Second Offense: Third Offense:
Loss of motor vehicle privileges for (10) school days. Loss of motor vehicle privileges for (20) school days. Loss of motor vehicle privileges for balance of the school
year.
Violation of the following regulations will result in action by the Assistant Principal as outlined in "Consequences & Penalties for infractions. 1) 2) 3)
Student must leave vehicle immediately upon arrival at school, and may not return to the vehicle during school hours without written permission. Demerits will be issued for first offense only; thereafter loss of permit will apply. The office must be notified by the driver, in person, if the vehicle is to be removed during school hours. Student driven vehicles are prohibited from the school grounds after school hours except when the student is attending a social function.
5. Use of Student and Teacher-Driven Vehicles for Field Trip Purposes a. b. c. d.
The administration will utilize school-contracted vehicles appropriate to group size for field trip and program purposes. Faculty driven vehicles may be used with the understanding that the driver’s personal liability only is in effect. Personnel will be encouraged to possess $l00/$300,000 personal minimum insurance coverage. Student driven vehicles shall not transport other students. Students may drive themselves to an approved site following proper execution of a parent permission form.
VI-C- 1
Safety Precautions, Regulations & Procedures
6. Bomb Threats The following procedures will go into effect as soon as it is known that a bomb or lethal explosive device exists, or is reported to exist in the building. a.
Receiving the Bomb Threat l)
2) 3) b.
The person taking the telephoned threat should gain all possible information from the caller, including location of bomb (or bombs), time of explosion, reason for placement of the bomb. Special note should be made of the caller's sex, approximate age, and any special voice characteristics, speech patterns, etc. The caller should be kept on the telephone as long as possible, hopefully long enough for another person to call the police if possible, using another outside line, to have the call traced. The principal should be immediately notified of the call.
Evacuation of the Building 1) 2) 3) 4)
In reasonable weather students are to exit the building in the same manner used during fire drill procedures, assemble at a reasonable distance from the building proper under the direct supervision of the teachers. The teachers are to take attendance, report absences or unusual circumstances to the principal and maintain a responsive teacher-student attitude to central commands. No teacher or pupil is to re-enter the building or leave the area. The principal will affect final check of all areas of the buildings to make certain that all persons have evacuated the buildings,
c.
Action by the Principal (following evacuation) 1) Alert responsible fire department authorities. 2) Alert the local police official (or state police headquarters when unable to contact Community officials) 3) Alert the superintendent's office. 4) Alert bus contractors to stand by for potential transportation services.
d.
Action by Police and Fire Department Personnel 1) Search and clear a large building area (gym/auditorium/cafeteria) for student reentry and assemble as soon as possible. 2) Search and clear priority areas of the building. 3) Establish the security of the building, or secure an estimate of the time necessary to reorder events of the day. 4) Prevent entry of building until an area or all buildings are declared officially secured.
e.
Alternative Action 1) If the weather is extremely cold or inclement, the students may be transported to an alternative building (church, library, town ball) until the school is cleared. 2) If local police and fire officials determine that the school buildings cannot be declared safe for an indefinite or extended period of time, arrangements will be made to transport the students to their homes. Local news media will be notified of this decision.
7. Atomic Evacuation Procedures (see Radiological Emerg. Response Plan – next section)
VI-C- 2
Safety Precautions, Regulations & Procedures
Approved at 2/11/99 PVRSD C om mittee Meeting
PIONEER VALLEY REGIONAL SCHOOL DISTRICT SAFETY POLICY In accordance with the provisions of G.L. c.71, section 37H, the School Committee hereby adopts a safety policy on behalf of the students and staff of the Pioneer Valley Regional School District. It is the goal and responsibility of the Pioneer Valley Regional School District to insure that all District Programs and Facilities are maintained at a consistent level designed to protect the health, safety, and welfare of the students, employees and the public. In order to accomplish that objective, the School Committee hereby adopts the following standards: 1.
To implement procedures which provide for a safe physical environment for staff, students, and the public on school grounds and at all school sponsored events;
2.
To provide for ongoing safety and violence prevention education of students;
3.
To implement procedures should an emergency arise;
4.
To promote students and staff involvement in resolving conflict through mediation and dispute resolution;
5.
To provide a program of bus safety;
6.
To provide assistance to students and staff in crisis situations;
7.
To continue a professional partnership with law enforcement officials;
8.
To utilize legal authority available to control situations which represent a safety threat or risk;
9.
To establish a discipline code, suspension and expulsion policy which supports these efforts;
10.
To establish a school safety handbook and ongoing safety committee;
11.
To establish necessary policies to carry out and support this statutory mandate;
12.
To offer training of staff and students to achieve these goals. The responsibility of implementation of a safety program will rest with many individuals, including the Administrators, teachers, custodial/maintenance employees and other staff, as directed by the Superintendent.
VI-C- 3
Safety Precautions, Regulations & Procedures
D.
Health Regulations and Procedures 1.
An up-to-date health record card is required or all students, including transfer students.
2.
All students in grades 7 and 10 are given physical examinations each year by the school physician.
3.
All students, prior to participating in any sports activity, whether intra-mural or interschool, must have a physical examination and be approved for such participation by the school physician.
4.
All students, each year of their attendance at PVRS must have their hearing and eyesight checked by the school nurse.
5.
Accidents on the school grounds or in the buildings or buses must be reported to the Principal's office. The teacher in charge, if any, will fill out the appropriate accident form. Insurance claim forms are filled out after treatment is completed.
6.
Athletic Injury Report Procedure (see Appendix)
7.
Coaches shall not dispense salt tablets, dextrotabs or vitamin pills.
(See Athletic Handbook, Appendix)
VI-D-1
Health Regulations & Procedures
Approved @ 6/26/97 P.V.R.S.D. Comm. Mtg. Policy for Infectious Disease Control
F.
INFECTIOUS DISEASES Policy: to follow the guidelines on infectious diseases as outlined in THE COMPREHENSIVE SCHOOL HEALTH MANUAL, published by the Massachusetts Department of Public health. Infectious disease control measures in school include: preventing illness from spreading; requiring certain immunizations; reporting some illnesses; temporarily excluding some children who are ill; and, being prepared. The diseases discussed in the manual are: Vaccine -preventable diseases • Measles • Mumps • Rubella • Polio • Diphtheria • Tetanus • Pertussis • Hepatitis B Diseases spread through the intestinal tract • Giardia • Shaggily • Salmonella • Campylobacter • Pinworms • Hepatitis A • Hand, Foot, and Mouth Syndrome Diseases spread through the respiratory tract • Respiratory Viral Illnesses • Roseola • Group A Streptococcal Infections Chickenpox (and Shingles) • Fifth Disease • Meningococcal Illness • Tuberculosis Diseases spread through direct contact • Impetigo • Ringworm • Conjunctivitis • Scabies • Pediculosis • Cytomegalovirus Infection • Herpes Simplex Infection • Infectious Mononucleosis • Sexually Transmitted Diseases
VI-F-1
Infectious Diseases
Diseases spread through blood contact • Hepatitis B • HIV Infection and AIDS Non-contagious infectious diseases • Otitis media Diseases spread from animals to people • Rabies • Tickborne Diseases Sports-related infectious diseases
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Infectious Diseases
Approved 9/24/92 P.V.R.S.D. Comm. Meeting
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TUBERCULOSIS POLICY PIONEER VALLEY REGIONAL SCHOOL DISTRICT (K - 12) TUBERCULOSIS POLICY
Employees and volunteers of the Pioneer Valley Regional School District are required to provide documentation (either Mantoux or chest X-Ray) that they are free from Tuberculosis, prior to employment, as required by the Massachusetts Department of Public He alth, (MGL Ch. 71, S55B). Anyone who shows documentation issued on or after April 1, 1977 shall continue to be valid.
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Tuberculosis Policy
Approved at 6/19/14 PVRSDC Mtg.
PIONEER VALLEY REGIONAL SCHOOL DISTRICT
Local Wellness Policy Preamble Congress recognizes that schools play a critical role in promoting student health, preventing childhood obesity and combating problems associated with poor nutrition and physical inactivity. On June 30, 2004, Congress passed Section 204 of Public Law 108-265, of the Child Nutrition and WIC Reauthorization Act of 2004. This law requires each local education agency participating in a program, authorized by the Richard B. Russell National School Lunch Act (42 U.S.C.1751 et seq.) or the Child Nutrition Act of 1966 (42 U.S.C. 1771 et seq.), to establish a local school wellness policy by July 1, 2006. Whereas, children need access to healthful foods and opportunities to be physically active in order to grow, learn and thrive; Whereas, good health fosters student attendance and education; Whereas, obesity rates have doubled in children and tripled in adolescents over the last two decades, and physical inactivity and excessive calorie intake are the predominant causes of obesity; Whereas, heart disease, cancer, stroke and diabetes are responsible for two-thirds of deaths in the United States, and major risk factors for those diseases, including unhealthy eating habits, physical inactivity, and obesity, often are established in childhood; Whereas, 33% of high school students do not participate in sufficient vigorous physical activity and 72% of high school students do not attend daily physical education classes; Whereas, only 2% of children (2 to 19) years) eat a healthy diet consistent with the five main recommendations from the Food Guide Pyramid; Whereas, nationally, the items most commonly sold from school vending machines, school stores, and snack bars include low-nutrition foods and beverages, such as soda, sports drinks, imitation fruit juices, chips, candy, cookies, and snack cakes; Whereas, success of learning has been tied to good social and emotional health; and Whereas, school districts around the country are facing significant fiscal and scheduling constraints; and Whereas, community participation is essential to implementation of successful school wellness policies; VI – H - 1
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Thus, the Pioneer Valley Regional School District is committed to providing school environments that promote healthy eating, physical activity, and mental, emotional, social and physical wellness. Therefore, it is the policy of the Pioneer Valley Regional School District that:
The school district will engage students, parents, teachers, food service professionals, health professionals, and other interested community members in developing, implementing, monitoring, and reviewing districtwide nutrition and physical activity policies.
All students in grades PreK-12 will have opportunities, support, and encouragement to be physically active on a regular basis.
Foods and beverages sold or served at school will meet the nutrition recommendations of the Healthy Hunger Free Kids Act 2010.
Qualified nutrition professionals will provide students with access to a variety of affordable, nutritious, and appealing foods that meet the health and nutrition needs of students; will accommodate the religious, ethnic, and cultural diversity of the student body in meal planning; and will provide clean, safe, pleasant settings and adequate time for students to eat.
To the maximum extent possible, all schools in our district will participate in available federal school meal programs (including the School Breakfast Program, National School Lunch Program [including after-school snacks], Summer Food Service Program, Fruit and Vegetable Snack Program, and Child and Adult Care Food Program [including suppers]).
Schools will provide nutrition education and physical education to foster lifelong habits of healthy eating and physical activity, and will establish linkages between health education and school meal programs, and with related community services.
Adapted from Model Local School Wellness Policies on Physical Activity and Nutrition, National Alliance for Nutrition and Activity, March 2005. http://www.schoolwellnesspolicies.org/wellnesspolicies.html
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Local Wellness Policy for Pioneer Valley Regional School District The Pioneer Valley Regional School District (PVRSD) is committed to creating a healthy school environment that enhances the development of lifelong wellness practices to promote healthy eating and physical activities that support student achievement.
Nutrition Education Every year, all students, Pre-K-12, should receive nutrition education that is aligned with the Massachusetts Comprehensive Health Frameworks. 1 Nutrition education that teaches the knowledge, skills, and values needed to adopt healthy eating behaviors shall be integrated into the curriculum. Nutrition education information shall be offered throughout the school campus including, but not limited to, school dining areas and classrooms. Staff members who provide nutrition education shall have the appropriate training. Nutrition Standards The district shall ensure that reimbursable school meals meet the program requirements and nutrition standards found in federal regulations.2 The district shall encourage students to make nutritious food choices. The district shall monitor all food and beverages sold or served to students, including those available outside the federally regulated child nutrition programs. The district shall consider nutrient density3 and portion size before permitting food and beverages to be sold or served to students. The district superintendent shall continually evaluate vending policies and contracts. Vending contracts that do not meet the intent and purpose of this policy shall be modified accordingly or not renewed. Physical Education and Physical Activity OpportunitiesThe district shall offer physical education opportunities that include the components of a quality physical education program. 4 Physical education shall equip students with knowledge, skills, and values necessary for lifelong physical activity. Physical education instruction shall be aligned with the Massachusetts Comprehensive Health Frameworks. Every year, all students, Pre-K-12, shall have the opportunity to participate regularly in supervised physical activities, either organized or unstructured, intended to maintain physical fitness and to understand the short- and long-term benefits of a physically active and healthy lifestyle.
1Massachusetts
Comprehensive Health Frameworks, October 1999. http://www.doe.mass.edu/frameworks/health/1999/1099.pdf 7—United States Department of Agriculture, Chapter ii - Food and Nutrition Service, Department of Agriculture, Part 210 - National School Lunch Program. http://www.access.gpo.gov/nara/cfr/waisidx_04/7cfr210_04.html 3 Nutrient dense foods are those that provide substantial amounts of vitamins and minerals and relatively fewer calories. Foods that are low in nutrient density are foods that supply calories but relatively small amounts of micronutrients (sometimes not at all). http://www.health.gov/dietaryguidelines/dga2005/report/HTML/G1_Glossary.htm 4 Including goals for physical activity by federal law Section 204 of Public Law 108-265. Physical education, while recommended, is not required. http://www.fns.usda.gov/tn/Healthy/108-265.pdf 2Title
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Other School-Based Activities Designed to Promote Student Wellness The district may implement other appropriate programs that help create a school environment that conveys consistent wellness messages and is conducive to healthy eating, physical activity, and mental, emotional, social and physical wellness. Implementation and Measurement The district superintendent shall implement this policy and measure how well it is being managed and enforced. The district superintendent shall develop and implement administrative rules consistent with this policy. Input from teachers (including specialists in health and physical education), school nurses, parents/guardians, students, representatives of the school food service program, school board members, school administrators, and the public shall be considered before implementing such rules. A sustained effort is necessary to implement and enforce this policy. The district superintendent shall report to the local school board, as requested, on the district’s programs and efforts to meet the purpose and intent of this policy. Protocols for Pioneer Valley Regional School District Local Wellness Policy In order to enact and enforce the Pioneer Valley Regional School District’s Local Wellness Policy, the superintendent and the administrative team will have developed these local administrative rules. To assist in the creation of a healthy school environment, the District shall establish a Coordinated School Health Team5 that will provide an ongoing review and evaluation of the PVRSD Local Wellness Policy and these local administrative rules. The superintendent shall appoint a member of the administrative staff of the District to organize the School Health Advisory Council (SHAC) and invite appropriate District stakeholders to become members of the SHAC. A coordinated School Health Team may include representatives from the following areas: Administration. Counseling/psychological/and social services. Food Services. Health Education. Health Services. Parent/guardian, student and community (including health care providers, hospital and public health department staff, non-profit health organizations, physical activity groups, community youth organizations, and university or other governmental agencies). Physical education. The District School Nurse Leader or another volunteer will organize activities of the School Health Advisory Council. The Assistant Superintendent will be the liaison 5
Centers for Disease Control’s Coordinated School health web site: http://www.cdc.gov/Healthy Youth/CSHP/index.htm.
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between SHAC and the Administrative Council of the district. Staff shall be reminded that healthy students come in all shapes and sizes. Students should receive consistent messages and support for:
Self respect. Respect for others. Healthy eating. Physical activity.
These local rules are subject to ongoing administrative review and modification as necessary to help assure compliance with the purpose and intent of Pioneer Valley Regional School District’s Local Wellness Policy. Any District stakeholder wishing to express a viewpoint, opinion, or complaint regarding these local rules should contact: Dayle A. Doiron Superintendent of Schools 97 F. Sumner Turner Road Northfield, MA 01360 Phone: 413-498-2911 Fax: 413-498-0045 Students, staff, and community will be informed about the Local Wellness Policy annually. The Wellness Policy will be posted on the district’s website. School newsletters will include information about the policy. Copies of the policy will be kept in the Main Office of all schools. Nutrition Education Nutrition education, a component of comprehensive health education, should be offered every year to all students of the District. The District may offer ageappropriate nutrition education classes. In addition, nutrition education topics shall be integrated into the entire curriculum when appropriate. The District shall implement a quality nutrition education program that addresses the following: Curriculum:6 Has a curriculum aligned with the Massachusetts Comprehensive Health Frameworks. Equips students to acquire the knowledge and skills needed to engage in sound nutrition behavior. Instruction and Assessment: Aligns curriculum, instruction, and assessment.
6Massachusetts
Comprehensive Health Frameworks, October 1999. http://www.doe.mass.edu/frameworks/health/1999/1099.pdf
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Builds students’ confidence and competence in making healthy nutrition choices. Engages students in learning that prepares them to choose a healthy diet. Includes students of all abilities. Is taught by staff members with appropriate training. Opportunity to Learn: Includes students of all abilities. Provides adequate instructional time to build students’ confidence and competence in health-enhancing skills. Nutrition education should also be made available to parents/guardians and the community. This nutrition education may be provided in the form of handouts, wall or bulletin board posters or banners, postings on the District website, community and student oriented presentations or other communications focused on promoting proper nutrition and healthy lifestyles. Nutrition Standards The District shall offer school meal programs with menus meeting the meal patterns and nutrition standards established by the United States Department of Agriculture (USDA). The District shall encourage students to make food choices based on the most current Dietary Guidelines for Americans. Nutritional requirements should be linked to age, gender, physical activity and body type. The newly revised “My Pyramid” is a resource for these requirements. Food and beverages that complement the District’s policy of promoting a healthy school environment shall be encouraged. The District shall monitor food service distributors and snack vendors to ensure that they provide predominantly healthy food and beverage choices that comply with this policy's purpose in all venues. (See Appendix A). The District shall discourage using food as a reward. Alternatives to using food as a reward are found in Appendix B. The District shall encourage serving healthy food at school parties. Notices shall be sent to parents/guardians either separately or as part of a school newsletter, reminding them of the necessity of providing healthy treats for students and/or encouraging the use of non-food treats for classroom birthday or award celebrations. (See Appendix C). The District shall encourage healthy fundraisers as alternatives to fundraising that involve selling food items of limited nutritional value, such as candy, cupcakes, or sugary beverages. Example: Sales of candy items (candy bars, sugar coated chocolate snacks, or the like) as a school or grade -level fundraising project should be replaced with non-food items such as candles, wrapping paper, greeting cards, grocery cards, etc. (See Appendix D). No sales of soft drinks, artificially sweetened drinks, and candy are permitted on school grounds within the regular school day. VI – H - 6
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Physical Education and Physical Activity Opportunities Developmentally appropriate physical education shall be offered every year to all students of the District. In addition, physical education topics shall be integrated into the entire curriculum when appropriate. The District shall implement a quality physical education program that addresses the following: Curriculum:7 Equips students with the knowledge, skills, and attitudes necessary for lifelong physical activity. Has a curriculum aligned with the Massachusetts Comprehensive Health Frameworks Influences personal and social skill development. Instruction and Assessment: Aligns curriculum, instruction, and assessment. Builds students' confidence and competence in physical abilities. Engages students in curriculum choices that prepare them for a wide variety of lifetime activities. Includes students of all abilities. Is taught by a certified physical education teacher trained in best practice physical education methods. Keeps all students involved in purposeful activity for a majority of the class period. Opportunity to Learn:
Builds students' confidence and competence in physical abilities. Has a teacher-to-student ratio consistent with those of other subject areas and/or classrooms. Has enough functional equipment for each student to actively participate. Includes students of all abilities. 11 Should offer instructional periods totaling 50 minutes per week (elementary) and 90 minutes per week (middle and high school). Provides facilities to implement the curriculum for the number of students served.
The District should offer daily opportunities for unstructured physi cal activity, commonly referred to as recess, for all students Pre-K through grade six. Recess should be in addition to physical education class time and not be a substitute for physical education. Each school shall provide proper equipment and a safe area designated for supervised recess in the elementary setting. School staff should not withhold participation in recess from students or cancel recess to make up for missed instructional time. Schools should provide opportunities for some type of physical activity for students in grades seven through twelve apart from physical education class and organized sports. Physical activity opportunities might include: before- and after-school extracurricular physical activity programs, and use of school facilities ou tside of school hours. Massachusetts Comprehensive Health Frameworks, October 1999. http://www.doe.mass.edu/frameworks/health/1999/1099.pdf 7
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Other School-Based Activities Designed to Promote Student Wellness The District shall strive to create a healthy school environment that promotes healthy eating, physical activity, and mental emotional, social and physical wellness.8 In order to create this environment, the following elements shall be implemented: Consistent School Activities and Environment The School district shall provide: An inclusive, respectful school climate Create and maintain a school climate and learning environment that is safe for, respectful of, friendly toward, and responsive to persons of all racial, cultural, ethnic and socioeconomic groups; of all faiths, family structures, and sexual orientations and identities; and with any special health need, developmental delay, or disability. Such a climate and environment must apply to students, staff and families. An opportunity to model and practice social skills Provide opportunities in a variety of context-specific ways for students to model and practice social skills that are important for implementing healthy and safe decisions. Theses include interpersonal communication, goal setting, anger management, and advocacy skills. Social services and mental health support Ensure that social services and mental health support are available to all students and staff in the school setting and integrate this support into other school programs. Violence prevention strategies Provide the following violence prevention and management services: (a) rules prohibiting violent and disrespectful behaviors; (b) protocols to deal with violent events; (c) links to mediation, mentoring, and therapeutic services; (d) strategies to identify students at high risk for engaging in violence; (e) staff education; and (f) evaluation of violence policies and programs. Actions against bullying Establish and enforce policies that prohibit bullying, hazing, teasing, harassment, and discrimination. Policies on student discipline Utilize disciplinary actions that do not jeopardize students’ physical health or safety, that do not discourage physical activity or other healthful behaviors. Prohibit use of food as a reward or punishment. Suicide prevention strategies Actively prevent suicidal behavior by training staff and having programs that identify high-risk students and then link them to therapeutic and preventive community services. Adjustments to psychological trauma and loss Make accommodations and/or adjustments for students during and after experiences of psychological trauma or loss. An abuse reporting system Establish and maintain a system to recognize and report suspected abuse and neglect. Define schools’ response to allegations of school employees’ abuse or harassment of students or each other. 8
Health, Mental Health and Safety Guidelines for Schools, 2004, http://www.nationalguidelines.org .
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A student assistance team at each site Provide a multidisciplinary student assistance team individualized to assist each student experiencing problems (educational, behavioral, developments, or any health- or safety-related problem). At a minimum, include a school nurse, mental health professional, the student’s teachers, and school administrator on the team. A crisis response team and plans Establish a crisis response protocol to manage a crisis and its aftermath, including recovery. A health and safety advisory council Establish a school and /or district health and safety advisory council that is composed of diverse members of the school and community, including family members of students and student representatives. A school health and safety team Establish and maintain a school health and safety team to be convened in response to health and safety issues. A school physician Hire, or contract with, a school physician who has training and/or experience in child, adolescent and/or school health, to work with school nurses and others on the health and safety team. The physician’s function should be specified in a written agreement and may include support of school staff with health and safety roles, interaction with community health professionals, guidance of district policy, and/or specific clinical responsibilities. Student access to a school nurse In order to meet students’ physical and emotional needs, provide daily access to an on-site school nurse. School nurses should be registered nurses who are licensed by the Commonwealth of Massachusetts Department of Education. Staff safety and injury prevention Provide working conditions that promote health and safety and that reduce the likelihood of unintentional and intentional physical injuries. Develop and clearly communicate plans for steps to be taken when injuries and threat of injuries occur. Employee assistance programs Provide employees with a work-site environment that encourages them to express their feelings, fears, and anxieties and to rehabilitate during times of personal crisis, personal loss, and school crisis. Provide employee assistance programs that help address these crises as well as mental disorders, and drug- and alcohol-dependence.
In recognition that a school wellness program should promote life-long wellness, the District shall strive to reinstate adequate instructional time and opportunities to learn in order for students to develop mastery of essential knowledge, skills, and competencies of health and safety as required by the Commonwealth of Massachusetts Department of Education Frameworks through the implementation of: Institutional support, ample time for health/safety education Adopt policies and provide resources that institutionalize health and safety education so that the education is high-quality and provides sufficient time and materials for students to master essential knowledge and skills. VI – H - 9
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Health and safety education should be offered as a core subject Provide health/safety education as a core academic subject in grades kindergarten through 12. Health/safety education: planned, sequential, meets standards Provide planned, sequential, comprehensive health and safety education (k12) that is culturally, linguistically, developmentally, and age appropriate and is consistent with state and national health education standards. Content should include community, personal, environmental, mental and emotional health; prevention of substance abuse, diseases, injury, and violence; family life; human sexuality; media literacy; nutrition; and firstaid and basic emergency lifesaving skills. Functional knowledge of health and safety issues Include in health and safety curricula functional knowledge that is critical to the topic, is scientifically accurate, and is associated with the acquisition of related skills. Grade assignment for health/safety education Use a variety of strategies to assess students’ achievement in health and safety education. Report students’ progress in the same manner used to report progress in other core subjects. Qualified health teachers Hire health education teachers for schools who have appropriate qualification for teaching health and safety classes consistent with Massachusetts Department of Elementary and Secondary Education standards.
Other activities that can be implemented in the school district: Dining Environment
The school district shall provide: o a clean, safe, enjoyable meal environment for students, o enough space and serving areas to ensure all students have access to school meals and minimum wait time, o drinking fountains in all schools, so that students can get water at meals and throughout the day, o encouragement to maximize student participation in school meal programs, and o identity protection of students who eat free and reduced-price meals.
Time to Eat The school district shall ensure: o Adequate time for students to enjoy eating healthy foods with friends in schools, o That lunch time is scheduled as near to the middle of the school day as possible. Food or Physical Activity as a Reward or Punishment The school district shall: o Strongly discourage the use of food as a reward or punishment in schools, (see Appendix B), VI – H - 10
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o
o o
Strongly discourage the withholding of student participation in recess or other physical activities as a form of discipline or for classroom make-up time, Not use physical activity as a punishment, and Encourage using physical activity as a reward, such as teacher or principal walking or playing with students at recess.
Consistent School Activities and Environment The school district shall: o Make efforts to ensure that all school fundraising efforts support healthy eating and physical activity, (see Appendix D), o Provide opportunities for on-going professional training and development for foodservice staff and teachers in the areas of nutrition and physical education, o Make efforts to keep school or district-owned physical activity facilities open for use by students outside school hours, o Encourage parents/guardians, teachers, school administrators, students, foodservice professionals, and community members to serve as role models in practicing healthy eating and being physically active, both at school and at home, o Encourage and provide opportunities for students, teachers, and community volunteers to practice healthy eating and serve as role models in school dining areas, o Encourage all students to participate in school meal programs, (i.e., the School Breakfast programs), and o Implement physical activity across the curriculum throughout the school day or in all subject areas, for example, Brain Breaks. Implementation and Measurement All employees of the District are encouraged to be a positive healthy lifestyle role model for students by following, at a minimum, these administrative rules. Students can learn healthy lifestyle habits by observing the food and physical activity patterns of school personnel and other adults who serve as role models in their lives. In order to send consistent messages to students, all adults in the school environment are encouraged to make healthy food choices and engage in physical activity . The District shall work through its School Health Advisory Council and building level staff to find cost effective ways to encourage staff wellness.
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Local Wellness Policy Review Team Members 2013 Lou Bourdeaux
Parent; Selectman, Bernardston
Julia Dempsey
School Nurse, WCS
Ruth Gallagher
Substitute Nurse, PVRSD
Gail Healy
Assistant Superintendent, PVRSD; parent
Mary LaValley
School Nurse, PRES; parent
Kathy Malsch
Health & Wellness Teacher, PVRS; Registered Dietician, parent
Holly Manson
Cafeteria Manager, WCS
Paula Quinn
School Nurse, BES
Jeanette Robichaud
Parent; Director YMCA, Athol
Vickie Rowe
School Nurse, PVRS
DaShawn Sadri
Student, PVRS
Flora Sadri
Chief Medical Officer, Community Health Center of Franklin County; Board of Health, Northfield
Linda Smiaroski
Parent
Kristen Whittle
School Nurse, NES, District Nurse Leader PVRSD
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Massachusetts School Nutrition Bill at a Glance 9
Appendix A
Definitions À la carte entrée means a single food or combination of foods offered as a main course or central focus of a meal, generally a protein source. When applying the standards, the food product should be analyzed as a whole, not by the individual ingredients that make up the product. For example, a turkey sandwich would include the bread, condiments, turkey, etc. Artificial sweeteners means substances added to food or beverages to provide a sweet taste while providing few or no additional calories, including aspartame, sucralose, acesufame-K, neotame, sugar alcohols and saccharin. Standards for fluid milk and milk substitutes are defined by the USDA: All milk served must be pasteurized fluid milk which meets state and local standards for such milk. All milk must have vitamins A and D at levels Nutrients Required for Non-Dairy Beverages specified by the Food and Drug And Milk Substitutes (USDA)* Administration and must be Nutrient Nutrient per 8 Ounces consistent with state and local Calcium 276 mg standards for such milk. Nondairy Protein 8g beverages must provide the Vitamin A 500 IU nutrients listed in the following Vitamin D 100 IU table. Magnesium 24 mg Milk substitutes must be fortified Phosphorus 222 mg in accordance with fortification Potassium 349 mg guidelines issued by the Food and Riboflavin 0.44 mg Drug Administration. Vitamin B-12 1.1 mcg Fresh means fresh, frozen, dried or canned without added sugar, fat or sodium for the purpose of these regulations. Grain-based products means food products in which the primary ingredient is grain, including pasta, crackers, granola bars, chips and bakery items. Item means one serving of a product; packaged items can contain no more than one serving per package. Low-fat means 3 grams or less per Reference Amount Customarily Consumed (RACC) standards established by the federal Food and Drug Administration. Natural flavorings means the essential oil, oleoresin, essence or extractive, protein hydroplysate, distillate, or any product of roasting, heating or enzymolysis, which contains the flavoring constituents derived from a spice, fruit or fruit juice, vegetable or vegetable juice, edible yeast, herb, bark, bud, root, leaf or similar plant material, meat, seafood, poultry, eggs, dairy products, or fermentation products thereof, whose significant function in food is flavoring rather than nutritional. 9
Mass Action for Health Kids, http://www.actionforhealthykids.org/in-your-state/massachusetts/welcome
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Public school means an elementary, middle, high, charter, innovation or comparable school operated by a public school district or board of trustees pursuant to Chapter 71 of the General Laws. Reduced fat means at least 25% less fat per Reference Amount Customarily Consumed (RACC) than an appropriate reference food. School day means the hours of the day that students must attend school. Sweetener means a substance derived from a natural product that is added to food or beverages to provide a sweet taste. Such a substance may be nutritive or nonnutritive. A nutritive sweetener may be either naturally occurring, such as honey, or refined from plants, such as sugar from sugar cane. Nonnutritive sweeteners include products that may be regarded as natural. Trans fat-free means less than 0.5 grams of trans fat per item, or as otherwise specified by the federal Food and Drug Administration. Whole grains means grains or the foods made from them that contain all the essential parts and naturally occurring nutrients of the entire grain seed. If the grain has been processed, the food product should deliver approximately the same balance of nutrients found in the original grain seed. For purposes of these regulations, whole grain should be the primary ingredient by weight (i.e., wholegrain listed first in the ingredient statement).
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Appendix B
At school, home, and throughout the community, children are offered food as a reward to “good” behavior. Often, these foods can have little or no nutritional value but are easy, inexpensive, and can bring about short-term behavior change.
There are many disadvantages to using food as a reward: It undermines nutrition education being taught in the school environment. It encourages over-consumption of foods high in added sugar and fat. Providing food based on performance or behavior connects food to mood and teaches children to reward themselves by eating even when they are not hungry
Kids learn preferences for foods made available to them, including those that are unhealthy. Poor food choices and inadequate physical activity contribute to overweight and obesity. Currently obesity among children is at epidemic levels and can often lead to serious health problems. Students Learn What They Live Children naturally enjoy eating health and being physically active. Schools and communities need to provide them with an environment that supports healthy behaviors. Below are some alternatives for students to enjoy instead of being offered food as a reward at school. ZERO-COST ALTERNATIVES *Sit by friends *Watch a video *Read outdoors *Teach the class *Have extra art time *Enjoy class outdoors *Have an extra recess *Play a computer game *Read to a younger class *Get a no homework pass *Make deliveries to the office *Listen to music while working *Play a favorite game or puzzle *Earn play money for privileges *Walk with a teacher during lunch *Eat lunch outdoors with the class *Be a helper in another classroom *Eat lunch with a teacher or principal *Dance to favorite music in the classroom *Get “free choice” time at the end of the day *Listen with a headset to a book on audiotape *Have a teacher perform special skills (i.e. sing) *Have a teacher read a special book to the class *Give a 5-minute chat break at the end of the day LOW-COST ALTERNATIVES *Select a paperback book *Enter a drawing for donated prizes *Take a trip to the treasure box (non-food items) *Get stickers, pencils, and other school supplies *Get a set of flash cards printed from a computer *Receive a “mystery pack” (notepad, folder, sports cards, etc.)
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Appendix C
HEALTHY SCHOOL CELEBRATIONS Schools can play a major role in helping students become fit, healthy and ready to learn. One way to accomplish this is for foods offered in schools to support lessons learned in the classroom regarding nutrition and physical activity. What better venue than schools – which have a great impact on children – to support the message that proper nutrition and physical activity are a key part of a healthy lifestyle? Positive examples of making healthy eating choices and encouraging physical activity should be visible throughout the school. Parties as well as cafeterias, school stores, vending machines, and after-school events offer opportunities for schools to reinforce the message that making healthy food choices and being physically active means a healthier body and a sharper mind.
Snack Ideas for School & Classroom Parties The foods offered at school parties should add to the fun, but try to avoid making them the main focus. Remember, schools are responsible for helping students learn lessons about good nutrition and healthy lifestyles and students should practice these lessons during school parties. For example, consider combining student birthday parties into one monthly event that incorporates physical activities as well as healthy snacks. Also, be sure to consider ethnic and medical food restrictions and allergies when providing classroom snacks. Here is a list of healthy snack choices to consider for classroom events. Serving all healthy foods and incorporating physical activities make a powerful statement. Actions speak louder than words. Lead by example. Snack Ideas on the “A” List PVRSD (9/12) Healthy Hunger Free Kids Act Here is a list of snacks that meet the new guidelines. One of the new nutritional guidelines in this act requires that snack foods like crackers, breads, and chips be higher in whole grains (51% or higher).
Wheat Thins Whole Grain Cheddar Goldfish Nature Valley Granola Bars Applesauce- plain unsweetened Keebler Animal Crackers Kashi Granola Bars and Crackers Chobani Yogurt Greek Yogurt Baked Tostito Scoops Baked Lays Chips (Nacho Cheese, BBQ, Original, Sour Cream, Tortilla) Multigrain Cheerios
Rice Krispies Chewey Cereal Bar (Apple Cinnamon) (whole grain) Simply Chex Snack (BBQ, Sour Cream & Onion, Strawberry) Veggie Chips Whole Grain Fortified Muffins Whole Grain Bagels Whole Grain Cheddar Goldfish 100 cal Whole Grain Pop Tarts (Cinnamon only) Low Fat Cheese Sticks or String Cheese Fresh Fruit Fresh Veggies
For more information on Healthy School Celebrations and Healthy Holidays: http://www.cspinet.org/nutritionpolicy/healthycelebrationsCT.pdf
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Appendix D
Raising money may present a contrast challenge for schools. School fundraisers may help pay for computers, field trips, athletics, music, art, and other programs that educate and enrich young lives – important programs that are not always covered by shrinking school budgets. More than just raising money to pay for valuable programs, a well-run fundraiser can also be an experience that educates, builds self-esteem, provides community service, and promotes school and community spirit. Fundraising doesn’t have to involve selling food items of limited nutritional value, such as candy. Following are web sites and fundraising ideas that offer alternatives to selling candy. When healthy food choices are used as fundraising items, the healthy eating message presented in the schools is reinforced. Some of the ideas even have the added benefit of providing additional physical activity opportunities for students. Some ideas from Healthy Students Healthy Schools include: Walk-a-thons, jump-rope-a-thons, and fun runs Talent Shows Raffles for spa treatments, sporting events, concerts, or movie tickets donated Items with school logos Car washes Read-a-thons Auctions or garage sales Book fairs Bowling or skate nights Holiday cards, plants/flowers and gift wrap Community Service Project Take a look and help your school select a creative fundraising alternative to selling foods of limited nutritional value.
Search the Web Select a search engine and type in “school fundraisers” to access over 100,000 sites. A few of these sites follow:
www.afrds.org/homeframe.html Association of Fund-Raising Distributors and Suppliers. Site includes a Toolbox with “Fundraising Fundamentals,” a checklist for evaluating fundraising companies, and a resource on product fundraising issues and trends.
www.PTOtoday.com Lists fundraising activities by categories, has a “work vs. reward” equation, contains a parent sharing section on “what works, what doesn’t and why.”
www.fundraising-ideas.com Offers a free newsletter with programs, services, and press releases. Links to www.amazon.com with books on fundraising.
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Wellness Policy
The Civil Rights non-discrimination statement: “The U.S. Department of Agriculture prohibits discrimination against its customers, employees, and applicants for employment on the bases of race, color, national origin, age, disability, sex, gender identity, religion, reprisal, and where applicable, political beliefs, marital status, familial or parental status, sexual orientation, or all or part of an individual’s income is derived from any public assistance program, or protected genetic information in employment or in any program or activity conducted or funded by the Department. (Not all prohibited bases will apply to all programs and/or employment activities.) If you wish to file a Civil Rights program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, found online at http://www.ascr.usda.gov/complaint_filing_cust.html , or at any USDA office, or call (866) 6329992 to request the form. You may also write a letter containing all of the information requested in the form. Send your completed complaint form or letter to us by mail at U.S. Department of Agriculture, Director, Office of Adjudication, 1400 Independence Ave., S.W., Washington, D.C. 20250-9420, by fax (202) 690-7442 or email at
[email protected] Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339; or (800) 845-6136 (Spanish). USDA is an equal opportunity provider and employer.”
VI – H - 18
Wellness Policy
Approved @ 12/14/06 PVRSDC Mtg.
Memorandum of Understanding (MOU) Emergency Preparedness Region 4A Site: Pioneer Valley Regional School (PVRS) The facilities of Pioneer Valley Regional School District, including the high school, the elementary schools of Northfield, Bernardston, Leyden, and Warwick and Northfield Mount Hermon School, and the Community Health Center of Franklin County agree to the following: Purpose: Certain events and conditions may cause local Boards of Health, Health Departments, Health Commissions and other entities to need additional support in the form of personnel, expertise, equipment, supplies and services beyond that available for routine protection of the public health. During events such as outbreaks of infectious disease, bioterrorist attacks, environmental, natural and man-made disaster, civil disorder or other threats the health and well being of a community will best be protected through the concerted efforts of multiple public health agencies providing assistance to one another. A memorandum of understanding (MOU) agreed upon between communities, private non-profit entities and Massachusetts emergency preparedness regions will allow Boards of Health to respond more effectively to emergency events and disaster. Mutual aid agreements may be made between munic ipalities under M.G.L. Chapter 40, Section 4A. Organizations signing this Memorandum of Understanding agree to provide mutual aid and assistance to one another in the event that one or more community requires help in responding to a public health emergency. Definitions: Disaster will refer to a large-scale human-made or natural event resulting in high levels of morbidity and mortality within a community or multijurisdictional area that requires not only local but also State and Federal Assistance to protect the public health. Emergency will refer to a disaster or event that threatens the health of the community and requires immediate response by the public health agency, VI-I-1
MOU – Emergency Preparedness
Approved @ 12/14/06 PVRSDC Mtg.
including but not limited to infectious disease outbreaks; natural disasters such as floods and earthquakes; environmental emergencies such as hazardous material releases; terrorist threats and biological agent attacks; civil disorders requiring shelters; or any other major emergency that will increase the potential morbidity and mortality of a community, and which require assistance from other municipalities, State and Federal agencies to protect the community. Mutual Aid will be defined as aid to another public health agency (or private non-profit entity) in the form of expertise, personnel, medical or other supplies, equipment, and services appropriate to public health intervention programs including inspections, mass vaccination clinics, centers for the distribution of pharmaceuticals, administrative help, specimen collection, conveyance and testing, consulting, environmental assessment, or other resources. Public Health Agency will refer to a Board of Health or its staff; a health department; a health commission, or other entities named as health agent under M.G.L. Chapter 111. Receiving Agency will mean the public health agency (or private non-profit entity) requesting aid from another public health agency (or private nonprofit entity). Sending Agency will mean the public health agency (or private non-profit entity) that provides material, services, personnel, expertise or other resources to another (receiving) public health agency (or private non-profit entity). Scope of Work: Public health agencies may provide Mutual Aid as defined in this agreement. The provision of Mutual Aid will remain voluntary based on the capacity of the sending agencies ability to provide resources. This memorandum of understanding serves as an agreement between Boards of Health that all persons from sending agencies authorized to act as a health agent under M.G.L. Chapter 111, Section 30a to carry out regulatory services, such as inspection and regulatory enforcement regarding shelters, camps, housing or food establishments, and isolation and quarantine VI-I-2
MOU – Emergency Preparedness
Approved @ 12/14/06 PVRSDC Mtg.
measures, may operate in the same capacity with the same authority when requested in the receiving agency’s municipality under the terms of this agreement. Other persons from the sending agency( or private non-profit entity) may require appointment by the receiving Board of Health to act with the authority of a health agent within the receiving community. Regional Area: The Memorandum of Understanding will apply to the undersigned public health agencies (and private non-profit entities) within Public Health Emergency Preparedness Region 4A, but does not limit the ability of member public health agencies (or private non-profit entities) to provide assistance, mutual aid, or to enter into other mutual aid agreements and memoranda of understanding with neighboring municipalities and public health agencies, or to other towns and cities outside Region 4A. Terms and Conditions: 1. Employees shall remain employees of their own organizations at all times, but will work under the supervision and authority where appropriate of the receiving agency’s community. Each agency (or private non-profit entity), sending or receiving, shall be responsible for their employee’s wages, workers compensation, and other obligations when an employee provides mutual aid assistance to another town (or private non-profit entity). 2. Employees of the sending agency (or private non-profit entities) may work for the receiving agency (or private non-profit entities) within the structure of an incident command system or unified command system. The responsible local official in whose jurisdiction the public health emergency requiring mutual aid has occurred, shall remain in charge at such incidents including the direction of such personnel and equipment provided during any operation or program involving mutual aid. 3. Each sending agency (or private non-profit entity) also has its own priorities and resources. The amount of assistance the sending agency (or private non-profit entity) may offer may be limited at the discretion of the organization based on its own needs and obligations at the time. Neither the VI-I-3
MOU – Emergency Preparedness
Approved @ 12/14/06 PVRSDC Mtg.
sending nor receiving agency (or private non-profit entity) shall be required to unreasonably deplete its own resources, especially in cases where an emergency or disaster has also impacted the jurisdiction of the munic ipality (or private non-profit entity) receiving the request for mutual aid. 4. Under this MOU there is no requirement for compensation for services or supplies other than that provided by each agency (or private non-profit entity) to its own employees. In the event of a declared emergency requiring State or Federal assistance sending and receiving agencies (or private nonprofit entities) may apply for compensation. Individual agencies (or private non-profit entities) may also develop compensation agreements separately or within the context of this MOU. Each agency (or private non-profit entity) must provide a clear accounting for costs in order to be eligible for compensation. 5. Organizations participating in the MOU indemnify each other from liability and agree not to make claims against one another, with the exception of any liability as a result of criminal acts, intentional acts resulting in damage or injury, or the result of responding personnel acting outside their position’s responsibilities and expertise. 6. Healthcare workers employed by the Sending Agency will work in the receiving community (or with the receiving non-profit entity) under appropriate authority and according to accepted medical practice. 7. Each party to this MOU shall designate three points of contact in case of emergency (see appendix A for actual names): • An administrator who will serve as the primary point of contact. This person should have authority to open up the building. • A janitorial point of contact who will work with the Receiving Agency’s personnel to move tables, chairs, etc. • A security point of contact who will interact with the Receiving Agency and local law enforcement in making security plans.
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MOU – Emergency Preparedness
Approved @ 12/14/06 PVRSDC Mtg.
8. Allow our facility to be visited by members of the local health department, local law enforcement, and, if applicable, the National Guard. 9. Encourage personnel to become members of the Medical Reserve Corps to ensure adequate training for personnel willing to serve as distribution clinic volunteers. 10. Provide a Local BOH point of contact to answer questions about these arrangements. 11. Coordinate the provision of extra personnel, and provide any post-event cleanup that is needed.
This MOU is to remain in effect indefinitely, and must be reviewed and reaffirmed every three years. Any organization can choose to opt out of this MOU at any time by sending written notice to all other participating organizations. Community:
Northfield _____________________ Superintendent of Schools
_______________ Date
_____________________ Board of Health
_______________ Date
_____________________ Select Person
_______________ Date
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MOU – Emergency Preparedness
Approved @ 12/14/06 PVRSDC Mtg.
Bernardston _____________________ Board of Health
_______________ Date
_____________________ Select Person
_______________ Date
Leyden _____________________ Board of Health
_______________ Date
____________________ Select Person
_______________ Date
Warwick _____________________ Board of Health
_______________ Date
_____________________ Select Person
_______________ Date
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MOU – Emergency Preparedness
Approved @ 12/14/06 PVRSDC Mtg.
Northfield Mount Hermon School _____________________ Head of School
_______________ Date
_____________________ Chief Financial Officer
_______________ Date
_____________________ Director, Health Services
_______________ Date
Community Health Center
_____________________ Executive Director
_______________ Date
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MOU – Emergency Preparedness
Approved @ 12/14/06 PVRSDC Mtg.
VI-I-8
MOU – Emergency Preparedness
Adopted at 11/17/94 P.V.R.S.D. Meeting
PIONEER VALLEY REGIONAL SCHOOL DISTRICT POLICY J.
School Attendance of Children with Acquired Immune Deficiency Syndrome (AIDS) Preface: Epidemiologic studies show that AIDS is transmitted via sexual contact or blood to blood contact. Lacking evidence of casual transmission by sitting near, living in the same household, or playing together with an individual with AIDS, supports the following guidelines: 1. All Children diagnosed as having AIDS or with clinical evidence of infection with the HIV virus and receiving medical attention, are able to attend regular classes, unless − the child has cutaneous (skin) eruptions or weeping lesions that can not be covered; − the child is too ill to attend school; − the child exhibits inappropriate behavior which increases the likelihood of transmission (i.e.: biting or frequent lack of self-restraint). 2. Children diagnosed with AIDS of with clinical evidence of infection with HIV, who are too ill to attend school, should have an appropriate alternative education plan. 3. Siblings of children diagnosed as having AIDS or having clinical evidence of infection with HIV are able to attend school without further restrictions. 4. The child's personal physician is the primary manager of the child diagnosed as having AIDS or with clinical evidence of infection with HIV. Management includes acting as the "gate keeper” for the child's attendance at school. 5. The child's personal physician, after consultation with the family, is responsible for reporting cases of AIDS to the Massachusetts Department of Public Health's Division Communicable Disease. 6. The child's personal physician may contact the School Nurse or School Physician only with the permission of the parents. Furthur disclosure of a student's HIV statys by the school nurse of school physician to other school personnel requires the specific, informed, consent of the student's parent(s) or guardian(s).
School Attendance of Children with Aquired Immune Deficiency
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APPROVED AT 1/27/00 P.V.R.S.D. COMMITTEE MEETING
K.
POLICY TO IDENTIFY LIMITED ENGLISH PROFICIENT STUDENTS: Each principal and classroom teacher will be made aware that any child who appears to be limited in English shall be referred to the Building Screening Team for Children with Limited English Speaking Abilities. This team will include, at a minimum, a speech and language pathologist and a certified teacher. This team will screen any student in question. If there is any concern about his or her abi lity to speak English, further formal evaluations will be ordered. (We may contract with experts from the University of Massachusetts or another local college to complete the evaluation.) If the student is found to be in need of services, a written plan will be developed to address the student's needs. The student's parents will be given the opportunity to have this plan explained to them in their primary language. The parents will have the opportunity to give opinions regarding the plan, and to accept or reject the plan.
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L.E.P. Students
Approved @ 6/12/02 P.V.R.S.D. Committee Meeting
Pioneer Valley Regional School District
District Curriculum Accommodation Plan
The staff of the Pioneer Valley Regional School District is committed to providing for the diverse needs of all students to ensure their access to the general curriculum. This District Curriculum Accommodation Plan will ensure that all reasonable efforts have been made to meet student needs within regular education programs. Policies and programs include the following: Assistance to Regular Classroom Teacher ü Pre-Referral/Child Study teams ü Consultations from Psychologists, Physical Therapists, Occupational Therapists, Speech and Language Pathologists and Special Education Teachers ü Professional Development for teachers ü Classroom aides ü Parent volunteers ü Community volunteers ü Northfield Mount Hermon Student Volunteers ü ESL services Support Services Available to Regular Education Students ü Title I (Elementary) ü 504 Plans ü Reading Recovery ü Counseling ü Anger Management ü Peer tutoring provided at all levels ü Math Tutoring (Grades 7 – 9) ü Upper elementary students teaching primary level students ü Assistive Technology ü Modern computers ü Classroom aides provide support services for students ü Parent volunteers ü Northfield Mount Hermon Student Volunteers ü Establishment of district wide Student Success Plan ü Establishment of individual Student Success Plans ü Voluntary MCAS review/practice during recess for grades 3-6 (grant funded) ü Voluntary MCAS review/practice after school and in the summer (HS) (grant funded) ü Library and computer labs open for use during recess/study halls ü Tutoring programs for students considered at-risk in regards to MCAS
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DISTRICT ACCOMMODATION PLAN - District
Approved @ 6/12/02 P.V.R.S.D. Committee Meeting
Language Arts Instruction ü First Steps Reading and Writing Initiative ü Double English support for 7th grade ü Reading Remediation Teacher Mentoring and Collaboration ü Teacher Mentor programs ü Head Teachers ü Teacher evaluations Parental Involvement ü Parent training/instruction/information meetings ü Open Houses ü Parent Conferences ü Phone Calls ü Report Cards ü Parent Teacher Organization (PTO) ü Parent Teacher Partnership (PTP) ü Parent representatives on School Council ü Parent Surveys ü Progress Reports ü Math for Parents Workshop ü Grade Quick software for performance communication ü Email Communication Alignment of State and Local Curriculum Standards ü Establishment of a Curriculum Committee to review, adapt and enhance the district curriculum. ü Curriculum coordinator who meets on a regular basis with teachers to ensure that the classroom curriculum is aligned across and between grade levels. ü NEASC self evaluation of the curriculum (high school) Literacy Development ü Literacy Coordinator After-School and Summer Options ü Tutoring – MCAS related (grant funded) ü Out of school programs (after and before), that provide homework assistance
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DISTRICT ACCOMMODATION PLAN - District
Approved @ 6/12/02 P.V.R.S.D. Committee Meeting
The following provides a brief description of the programs/policies listed above:
First Step Reading Initiative: This is a resource that was developed by the Education Department of Western Australia. While it does not confine teachers to specific books or techniques, it provides good models of teaching. “A successful language program is one in which reading, writing, speaking and listening are integrated in a supportive and stimulating environment in which independent and reflective critical thinking is fostered.” Teacher Mentor Program: This is a program that was developed by the district. Experienced teachers are paired up with new teachers to allow for exchange of information, observation and development of new schools. Teachers are allowed to have some release time to go to other schools and work collaboratively with their peers. Assistive Technology: We use technology to support learning wherever possible. A computer technician is available for the district to advise and support teachers with new software and keeping programs running. Adaptations may be as simple as a track ball or video conferencing for a student confined to home. Many different kinds of software are available that assist students in their writing, as well as developing reading and math skills. Parent training/instruction/information meetings: The Pioneer Valley District provides many opportunities for parents to learn about child and adolescent development, reading instruction, health issues, ways to support children’s learning, etc. There are open houses at all four elementary schools and the regional middle/high school. Programs are provided for parents for all major transitions involving their children (elementary to middle school, middle school to high school). All school council meetings and school committee meetings are open to the public. Professional Development for teachers: The district provides many opportunities for teachers and all staff to further their education, training and development in all aspects of education. There are many in-house workshops and trainings that are made available through use of half days (1 per month) and full day in-service trainings (2 to 3 per year). In addition, staff are encouraged and supported financially, to take advantage of workshops and courses available through local colleges, education collaboratives and other educational groups. Reading Recovery: Reading recovery serves the lowest-achieving first graders and is designed to dramatically reduce the number of students who have extreme difficulty learning to read and write. After School Program Assistance: Many teachers provide extra help sessions outside of the normal school day.
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DISTRICT ACCOMMODATION PLAN - District
Approved @ 6/12/02 P.V.R.S.D. Committee Meeting
Bernardston Elementary School
Pioneer Valley Regional School District Curriculum Accommodation Plan
The staff of the Bernardston Elementary School is committed to providing for the diverse needs of all students to ensure their access to the general cur riculum. This Curriculum Accommodation Plan will ensure that all reasonable efforts have been made to meet student needs within regular education programs. The following programs and services are available at Bernardston Elementary School: Assistance to Regular Classroom Teacher ü Pre – Referral/Child Study teams ü Consultations from Psychologists, Physical Therapists, Occupational Therapists, Speech and Language Pathologists and Special Education Teachers ü Professional Development for teachers ü Parent volunteers Support Services Available to Regular Education Students ü Title I ü 504 Plans ü Counseling ü Reading Recovery ü Assistive Technology ü Classroom aides ü Student Success Plans Language Arts Instruction ü First Steps Reading and Writing Initiative ü Buddy Reading between Third Grade and Kindergarten ü Accelerated Reader – Computer program that provides incentive for all students to read books ü Book closet with leveled books available to enhance instruction Teacher Mentoring and Collaboration ü Teacher Mentor programs ü Teacher Collaboration through in service days and through Curriculum Committee work Parental Involvement ü Parent training/instruction/information meetings ü Open Houses ü Parent Conferences
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DISTRICT ACCOMMODATION PLAN – B.E.S.
Approved @ 6/12/02 P.V.R.S.D. Committee Meeting
ü Phone Calls ü Report Cards ü Parent-Student Handbook of School Policy Alignment of State and Local Curriculum Standards ü One Teacher and Principal are members of the Curriculum Committee ü All teachers work in collaboration with the Committee to align state and local standards Literacy Development ü Two First Step tutors are available in the building to consult with teachers using good models of teaching ü Book closet with leveled books available to enhance instruction After-School and Summer Options ü Out of School Programs (before and after), that provide homework assistance ü MCAS Tutoring – previously provided through a grant; in process for obtaining new grant funding
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DISTRICT ACCOMMODATION PLAN – B.E.S.
Approved @ 6/12/02 P.V.R.S.D. Committee Meeting
Northfield Elementary School
Pioneer Valley Regional School District Curriculum Accommodation Plan
The staff of the Northfield Elementary School is committed to providing for the diverse needs of all students to ensure their access to the general curriculum. This Curriculum Accommodation Plan will ensure that all reasonable efforts have been made to meet student needs within regular education programs. The following programs and services are available at Northfield Elementary School: Assistance to Regular Classroom Teacher ü Pre-Referral/Child Study teams ü Consultations from Psychologists, Physical Therapists, Occupational Therapists, Speech and Language Pathologists and Special Education Teachers ü Professional Development for teachers ü Classroom aides ü Parent volunteers ü Community volunteers ü Northfield Mount Herman Student Volunteers Support Services Available to Regular Education Students ü Title I ü 504 Plans ü Counseling ü Reading Recovery ü Peer tutoring provided at all levels ü Upper elementary students teaching primary level students ü Assistive Technology ü Classroom aides provide support services for students ü Parent volunteers ü Northfield Mount Herman Student Volunteers ü Establishment of district wide Student Success Plan ü Establishment of individual Student Wide Success Plans Language Arts Instruction ü First Steps Reading and Writing Initiative Teacher Mentoring and Collaboration ü Teacher Mentor programs Parental Involvement
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DISTRICT ACCOMMODATION PLAN - NES
Approved @ 6/12/02 P.V.R.S.D. Committee Meeting
ü ü ü ü ü ü ü ü
Parent training/instruction/information meetings Open Houses Parent Conferences Phone Calls Report Cards Parent Teacher Organization (PTO) Parent representatives on School Council Parent Surveys
Alignment of State and Local Curriculum Standards ü Establishment of a Curriculum Committee to review, adapt and enhance the district curriculum. ü Curriculum coordinator who meets on a regular basis with teachers to ensure that the classroom curriculum is aligned across and between grade levels. Literacy Development ü Literacy Coordinator (grant funded) who: § Leads school wide literacy team in developing and improving current literacy programs § Supports the implementation of First Steps reading and writing § Coordinates book lists between grades § Consults with Pre-K to 6 classroom teachers in regards to reading assessments § Is part of a MCAS team, working on developing Student Success Plans and obtaining MCAS related materials ü Book closet available with leveled books to enhance instruction After-School and Summer Options ü Tutoring – MCAS related ü Out of school programs (after and before), that provide homework assistance
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DISTRICT ACCOMMODATION PLAN - NES
Approved @ 6/12/02 P.V.R.S.D. Committee Meeting
Pearl Rhodes Elementary School
Pioneer Valley Regional School District Curriculum Accommodation Plan
The staff of the Pearl Rhodes Elementary School is committed to providing for the diverse needs of all students to ensure their access to the general curriculum. This Curriculum Accommodation Plan will ensure that all reasonable efforts have been made to meet student needs within regular education programs. The following programs and services are provided at Pearl Rhodes Elementary: Assistance to Regular Classroom Teacher ü Pre-Referral/Child Study teams ü Consultations from Psychologists, Physical Therapists, Occupational Therapists, Speech and Language Pathologists and Special Education Teachers ü Professional Development for teachers and Para-professionals Support Services Available to Regular Education Students ü Title I ü 504 Plans ü Counseling ü Reading Recovery ü Tutoring provided by 6th grade students to Pre-Kindergarten and Kindergarten students ü Classroom aides in every room ü Student Success Plans Language Arts Instruction ü First Steps Reading and Writing Initiative ü Direct reading instruction provided at all ability levels Teacher Mentoring and Collaboration ü Teacher Mentor programs ü Teacher collaboration through in service days and Curriculum Committee work Parental Involvement ü Parent training/instruction/information meetings ü Open Houses ü Parent Conferences ü Phone Calls ü Report Cards
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DISTRICT ACCOMMODATION PLAN - PRES
Approved @ 6/12/02 P.V.R.S.D. Committee Meeting
Alignment of State and Local Curriculum Standards ü Staff are represented on Curriculum Committee ü All teachers work in collaboration with the Committee to align state and local standards Literacy Development ü Book closet available with leveled books to enhance instruction ü First Steps Tutor available for staff After-School and Summer Options ü Out of school programs (before and after), that provides homework assistance ü MCAS Tutoring – a grant application has been submitted to provide this service
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DISTRICT ACCOMMODATION PLAN - PRES
Approved @ 6/12/02 P.V.R.S.D. Committee Meeting
Pioneer Valley Regional School
Pioneer Valley Regional School District Curriculum Accommodation Plan
The staff of the Pioneer Valley Regional School is committed to providing for the diverse needs of all students to ensure their access to the general curriculum. This Curriculum Accommodation Plan will ensure that all reasonable efforts have been made to meet student needs within regular education programs. The members of the Pioneer Valley Regional School community are committed to fostering respect, responsibility, and academic excellence. By providing equal opportunities and multiple approaches to success in a heterogeneous setting, we help students become critical and creative thinkers and encourage individuals to become contributing members of a diverse global society. Policies and programs that exist include the following: Assistance to Regular Classroom Teacher ü Pre-Referral/Child Study teams ü Consultations from Psychologists, Physical Therapists, Occupational Therapists, Speech and Language Pathologists and Special Education Teachers ü Professional Development for teachers ü Para Professionals ü Crisis Prevention Teams ü ESL services Support Services Available to Regular Education Students ü Math Tutor ü 504 Plans ü Counseling ü Anger Management ü Peer tutoring provided at the high school level ü Upper elementary students teaching primary level students ü Assistive Technology ü Wireless lab for student use ü Classroom aides provide support services for students ü Establishment of a Student Success Plan ü Voluntary MCAS review/practice after school and in the summer ü Library and computer labs open for use during after school hours ü Tutoring programs for students considered at-risk in regards to MCAS Reading Instruction ü Double English support (7th grade) ü Reading Remediation
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DISTRICT ACCOMMODATION PLAN - PVRS
Approved @ 6/12/02 P.V.R.S.D. Committee Meeting
Teacher Mentoring and Collaboration ü An assistant (teacher) to the principal for evaluations ü Head teacher program Parental Involvement ü Math for Parents ü Open Houses ü Parent Conferences by request ü Phone Calls ü Report Cards ü Grade Quick software for performance communication ü Parent Teacher Partnership (PTP) ü Email Communication ü Parent Surveys ü Progress Reports Alignment of State and Local Curriculum Standards ü Establishment of a Curriculum Committee to review, adapt and enhance the district curriculum. ü Curriculum coordinator who meets on a regular basis with teachers to ensure that the classroom curriculum is aligned across and between grade levels. ü NEASC self evaluation of curriculum After-School and Summer Options ü Tutoring – MCAS related ü Out of school programs (after and before), that provide homework assistance
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DISTRICT ACCOMMODATION PLAN - PVRS
Approved @ 6/12/02 P.V.R.S.D. Committee Meeting
Warwick Community School
Pioneer Valley Regional School District Curriculum Accommodation Plan
The staff of the Warwick Community School is committed to providing for the diverse needs of all students to ensure their access to the general curriculum. This Curriculum Accommodation Plan will ensure that all reasonable efforts have been made to meet student needs within regular education programs. Policies and programs that exist include the following: Assistance to Regular Classroom Teacher ü Pre-Referral/Child Study teams ü Consultations from Psychologists, Physical Therapists, Occupational Therapists, Speech and Language Pathologists and Special Education Teachers ü Professional Development for teachers ü Classroom aides Support Services Available to Regular Education Students ü Title I ü 504 Plans ü Counseling ü Reading Recovery ü Assistive Technology ü Classroom aides provide support services for students ü Establishment of district wide Student Success Plan ü Voluntary MCAS review/practice during recess for grades 3-6 ü Library and computer labs open for use during recess ü Tutoring programs for students considered at-risk in regards to MCAS Language Arts Instruction ü First Steps Reading and Writing Initiative Teacher Mentoring and Collaboration ü Teacher Mentor programs Parental Involvement ü Parent training/instruction/information meetings ü Open Houses ü Parent Conferences ü Phone Calls ü Report Cards ü Parent Teacher Organization (PTO) ü Parent representatives on School Council
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DISTRICT ACCOMMODATION PLAN - WCS
Approved @ 6/12/02 P.V.R.S.D. Committee Meeting
ü Parent Surveys ü Progress Reports Alignment of State and Local Curriculum Standards ü Establishment of a Curriculum Committee to review, adapt and enhance the district curriculum. ü Curriculum coordinator who meets on a regular basis with teachers to ensure that the classroom curriculum is aligned across and between grade levels. Literacy Development ü Literacy Coordinator whose responsibilities are to: § organize and direct a Literacy team with specific attention to assigned duties and responsibilities, § work with a Literacy team and staff to develop a plan to constructively analyze testing data, § work with staff to plan, develop, implement a Literacy program that addresses those areas identified as weak, § work with staff to develop a school- wide program that has literacy as a primary focus for all curriculum areas, § work with staff to be able to have scheduled and periodic times allocated for review and progress reports, and § set goals for the school, staff and children that can be achieved and measured. After-School and Summer Options ü Tutoring – MCAS related ü After school programs, that provide homework assistance
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DISTRICT ACCOMMODATION PLAN - WCS
Approved @ 11/15/01 P.V.R.S.D. Committee Meeting
11/6/01
PIONEER VALLEY REGIONAL SCHOOL DISTRICT DISTRICT-WIDE STUDENT SUCCESS PLAN 1. How will the district identify students at all grade levels who have scored below level two on the MCAS? • At the High School the Guidance Counselors will review MCAS scores to identify students who have scored below level two. In the elementary schools, the principals and teachers will do so. The Curriculum Coordinator will serve as a district resource/liaison to all schools. • A list of those students scoring below level two will be compiled. • The Teams will then gather and review relevant information on each identified student: • Grades • Attendance • Previous MCAS scores • Other test scores • Assessment portfolios • Discipline records • Title one, special education and/or 504 information. • Performance in tutorial and out-of-school time programs. 2. How will districts analyze assessment data to identify students' strengths, weaknesses, and learning gaps?
•
•
The Teams which may include Department Heads and a combination of Middle School and elementary school teachers, will conduct an item analysis of student MCAS responses to determine if the problem lies with curriculum, the test, instruction, the individual student, or some combination of all four. The responses of students scoring below level two on the MCAS will be further analyzed in conjunction with the data gathered under #1 (above).
3. How will the district formulate and document plans for providing assistance to individual students based on an analysis of the students' assessment results?
• •
The Teams will develop individual success plans for each identified student. Team leaders at the High School will be the Guidance Counselors. At the elementary schools it will be the principals.
District Student Success Plan
VI-M-1
4. How will the district provide instructional and support strategies tied to specific identified areas of weakness using expanded or adapted school-day programming, extended school-day and school-year programs and other related school and community programs and services?
•
Existing and Potential programs: • Summer programs (Academic Support Services Grants) • After School/Weekend programs • Title One Remedial Services • Special Education services • 504 plans • Individual and small group tutoring • Remedial courses (High School) • Peer tutoring • Other
5. How will the district communicate with parents, students, and teachers regarding the services and supports offered to students who have scored below level two on the MCAS?
• • • • •
MCAS scores are sent to parents. Group and individual meetings are offered. Student success plans are mailed home and given to the appropriate teachers. At the high school, when an individual success plan is developed, a guidance counselor meets with the student before the plan is mailed home. At the elementary schools the teacher and / or principal meets with the parent and perhaps the student. Out-of-school-time programs are publicized via newsletters, cable television, and websites. The parents of selected students are notified individually and mailed permission slips.
6. How will the district evaluate the effectiveness of its district-wide Student Success Plan and modify its strategies and offerings as needed to encourage and support its students to meet the MCAS requirements and successfully complete high school?
• • •
District and individual success plans are reviewed annually. Individual plans are redesigned annually and / or upon the receipt of new MCAS scores. A combination of formal and informal evaluations, by students, parents, and teachers, is a component of all remedial programs.
District Student Success Plan
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PIONEER VALLEY REGIONAL SCHOOL DISTRICT INDIVIDUAL STUDENT SUCCESS PLAN Rationale: The Pioneer Valley Regional School District believes that every student should have the opportunity to learn the skills and knowledge needed to meet state performance standards. This plan describes the needs of a student who has scored at level one on the English language arts and/or mathematics MCAS. The Student Success Plan is intended to describe, focus and communicate the instruction and supports for the student so that there is a coordinated strategy to help raise his/her educational performance. 1. Identifying Information Student Name:___________________________ SASID#:_______________________ School Year:_________ Grade:____________ IEP:________ Yes______ No________ 504 Plan:_____ Yes_____ No____ Title I: _____ Yes____ No____ 2. Communication INITIAL MEETING INFORMATION Primary Contact___________________ Qualifies for___ English/Lang. Arts___ Math___ Both____ Next MCAS Date_________________ DATE
INITIALS
COMMENTS
Initial Meeting (primary contact) Plan Written (primary contact) Reviewed By Principal Reviewed By Teacher/Provider Reviewed By Parent/Guardian Reviewed By Student Plan Adopted
(principal) (teacher/provider) (parent/guardian) (student) (primary contact)
Plan Distributed (primary contact)
THIS PLAN WILL BE REVIEWED: ______ Monthly ______ 6 Months _______ Yearly ______ 18 Months ______ Other
Individual Student Success Plan
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3. Assessment Information MATH
ELA SCORE
YEAR
SCORE
YEAR
MCAS Scaled MCAS Scaled Other Standardized Other Standardized Test Test Local Assessments Local Assessments Other descriptive information (strengths, learning needs, etc.) _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 4. Assessments: (scores and detail)__________________ ELA Topic Development___________Conventions__________ Language__________ MCAS Test(s) date and applicable Literature___Open Response: Total____ Average_____ Notes Math Number Sense______Patterns/Relationships_________ Geometry______Statistics/Probability_______ Measurement______ Open Response: Total_______Average________ (Other standardized test scores and detail) areas_________ Name and description of assessment tool(s)
ELA
Categories/precentiles/strands/skill
______ ______ ______ ______ ______
Math Categories/precentiles/strands/skill areas_________ ______ ______ ______ ______ ______ (Local assessment information) Description of assessment(s)
ELA Comments/strands/skill areas_________ ______ ______ ______ ______ ______ Math Comments/strands/skill areas_________ ______ ______ ______ ______ ______ Individual Student Success Plan
VI-M-4
OPPORTUNITIES FOR SUPPORT MCAS Review Course After School MCAS Program Summer Program Peer Tutoring Computer Assisted Instruction Learning Support Center School Day Schedule Homework Center Study Skills Program/Course Writing Skills Center Reading Program Other Other Other
O=Offered A=Accepted D=Declined ENGLISH
MATH
O
A D
Review Date: _____________ Review Coordinator: _______________________ 5. Implementation Plan Plan Date: _________ Plan Review Date: __________ Plan Contact: __________________ Provider(s): ______________________ Dates: (Start) _____________(End)_______________ Provider(s): ______________________ Dates: (Start) _____________(End)_______________ Comments: _____________________________________________________________________ _________________________________________________________________________________ Next Assessment: _______________________________ Date: _____________________
Individual Student Success Plan
VI-M-5
Approved at 3/27/03 PVRSD Committee Meeting
PIONEER VALLEY REGIONAL SCHOOL DISTRICT CERTIFICATE OF ATTAINMENT POLICY Students who meet all of the PVRS graduation criteria but fail to meet MCAS requirements may be granted Certificates of Attainment and allowed to participate in graduation ceremonies and activities.
Certificate of Attainment
VI-M-6
TABLE OF CONTENTS SECTION VII FACILITIES PLANNING & DEVELOPMENT Guiding Philosophy 1.
Responsibility of Board and Staff……………….
VII-A-1
Communication…………….………………………………………
VII-B-1&2
Community Activities Involving Personnel………………….
VII-C-1
Building Use Guide……………………………………..……………
VII-D (1-13)
Equipment Loan Agreement…………………………………….
VIII-E-1
Gym Floor Guidelines……………………………………..……..
VII-F-1
Maintenance of Buildings and Grounds……………………..
VII-G-1
School Equipment Inventory……………………………………
VII-H-1
Disposal of School Equipment…………………………………
VII-I-1
A.
Guiding Philosophy: Responsibility of Board and Staff In order to promote a positive program of public relations, all personnel are enjoined to observe that the performance of every duty involves in some degree an effect on the public which supports and evaluates the school. Staff and committee alike operate within the parameters of public trust, accountable in a financial, moral and physical sense to the public whose image of the total professional staff is formed and solidified through tangible and intangible acts and judgments within the total educational community. Maintaining the trust and confidence of the public is a necessary condition to effective public relations and a vital ingredient in positive community response to school programs.
Guiding Philosophy
VII-A-1
Facilities Planning & Development
B.
Communication 1.
As the determiner of the basic attitude of the public toward the schools, the school committee will transact all official business in open meetings to which the press, the public, and school employees are invited and at which communications, both oral and written, will be received and considered. The committee will operate generally as speedily and as efficiently as circumstances will permit and always with due regard for the public interest. Committee members will familiarize themselves with the work of the school system in all major areas and shall bring to the professional direction of the schools the viewpoint, the knowledge, and the wisdom of the community. The committee will keep in mind that maintaining the confidence and the respect of the public is a necessary condition for all effective public relations, and will consider committee minutes as matters of public record except those maintained in executive session.
2.
All officers and their respective administrative and supervisory staffs shall, under the direction of the superintendent, decide upon and follow a continuing program of publicity designed to acquaint the citizens of the community and the public generally with the achievements and with the needs of the schools. The administration shall be responsible for news releases and the publication of educational reports. They will also supervise the photographing of school activities for publicity purposes and likewise be responsible for the presentation of school groups on radio and television, and for the preparation of special school programs for public entertainment and understanding both in the schools and elsewhere. They shall also be authorized to arrange for the participation of the schools in educational exhibits both local, state, and national within the limit of funds provided by the committee.
3.
Principals and teachers, in addition to participating in the general program of school publicity as directed by the superintendent will bear in mind that good public relations depend much upon the daily life of the school. They and other school employees should seek the following objectives: a. b.
c.
d.
Acquaint citizens with the work of the schools. Give courteous and thoughtful consideration to all inquiries and complaints. Make parents feel welcome in the school office and at appointed hours in the classrooms. Cooperate as fully as practicable with parent-teacher groups and with other organizations of patrons seeking information or offering assistance to the schools. Keep all instruction and other school activities on a plane to merit the approval of intelligent and fair minded citizens.
Communications
VII-B- 1
e.
f.
Maintain all pupil relations with firmness, intelligence and sympathy so as to warrant the respect of the pupils and to enlist the cooperation of the home. Observe inter-staff relations conducive to high morale and meriting the respect of pupils, patrons and the administrative and supervisory staff.
Communications
VII-B- 2
C.
Community Activities Involving Personnel 1.
Groups wishing to conduct contests, raffles, fund drives, etc., at the school, or with school personnel, will be required to fill out and submit to the principal a special events sheet which is available at the office. Permits, obtainable from the Northfield Town Clerk, are required for raffles.
2.
Utilization of the P.V.R.S. Band and Accompanying Student Groups: The Pioneer Valley Regional School Band and accompanying Color Guard, Majorettes and such specialists as may constitute an appropriate representation, may be solicited by member-town organizations or officials to participate in parades and official town celebrations at no charge to the evaluated in light of band capability, total school schedule and be provided priority status on a "first come, first serve" basis. Adopted at 9/22/95 P.V.R.S.D. Meeting
3.
No materials, literature, surveys, whether or not school related, may be distributed among schoo1 personnel or students, at the school, without the express permission of the principal.
4.
Names and home addresses for students, faculty, staff and committee members, for whatever purpose, may not be given, loaned, sold or otherwise made available to anyone not directly connected with the school and district.
5.
Advertising or endorsement prohibited: Neither the School Committee as a body, nor the individual members, the school facilities, the staff, nor the students shall be employed in any manner for advertising or otherwise promoting the interests of any commercial, political, or other non-school agency, individual, or organization, except that: a.
b. c.
The school may cooperate in furthering the work of a non-profit community-wide social service agency, provided that such cooperation does not restrict or impair the educational program of the school. The school may use films or other educational materials bearing only simple mention of the producing firm. The school may, upon approval of the superintendent, cooperate with an agency in promoting activities in the general public interest which are non-partisan and non-controversial, and which promote the education or other best interests of the pupils.
Community Activities Involving Personnel
VII-C-1
Facilities Planning & Development
Approved @ 6/19/03 PVRSDC Meeting Revised @ 10/23/03 PVRSDC Meeting Revised @ 02/14/06 PVRSDC Meeting Revised @ 6/19/08 PVRSDC Meeting Revised @ 8/27/09 PVRSDC Meeting Revised @ 4/15/10 PVRSDC Meeting Revised @ 8/25/11 PVRSDC Meeting
PIONEER VALLEY REGIONAL SCHOOL DISTRICT BUILDING USE GUIDE
Revised August 2011
VII-D- 1
Building Use Guide
PVRS Building Use Guide Index: Introduction & General Use Policy Procedure for Securing Permission Fees Keys & Security Parking Instructions for Area Use: Audio-Visual Room 246 Auditorium BES Stage Athletic areas Gymnasium Weight Room /Aux.Gym. Playing Fields & Track Cafeteria & Kitchen Computer Labs Conference Rooms Fine Arts rooms FCHS – Rm. 357 & 359 General Classroom Kiva Library/Media Center
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3 3 3&4 5 5
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9 10 11 12 13
Appendix A: Forms Consent Release Form – Individual Consent Release Form - Minor Affidavit Building Use Application Building Use Form
VII-D- 2
Building Use Guide
Policy: Introduction and General Use Policy The following guidelines are in place to assist individuals/groups wanting to use the Pioneer Valley Regional School District buildings or campuses while ensuring safety and care for the facility. Consistent with the District Agreement and Lease of the buildings between the District and the Towns for the elementary schools, the Pioneer Valley Regional School District shall have use of school buildings when school is in session. All school organizations (clubs, school activities, athletics, co-curriculars, etc.) shall have first priority of use at the Pioneer Valley Regional School, regardless of whether school is in session. Preference for other usage will be first for official town business, second for local groups (Bernardston for BES and Northfield for NES,) followed by out-of-district groups on a first come, first serve basis. All tobacco products, smoking, alcohol, drugs, and weapons are prohibited on school grounds at all times. Adequate supervision of participants and spectators is the responsibility of the group using the facilities. All non-school related groups would need to provide documentation of liability insurance, if available, prior to using the facility. In addition, all requests for athletic or recreation programs must be accompanied by an affidavit from the person or organization making the request that all participants have signed a Release Form, releasing the Pioneer Valley Regional School District, the School Committee, its employees etc. from any past or future liability. Procedure for Securing Permission for Building Use: Use Non-school organizations or individuals must secure permission/approval by completing and submitting a Request for Building Use Form at least 3 weeks before the proposed event. Completed forms will be reviewed by the Building Use Committee. The individual requesting facility use will be notified of approval/disapproval, possible fees, and other information. PVRS Building Use Fee Schedule: Schedule The Building Use Committee will determine fees as appropriate using the following guide: (The Building Use Committee reserves the right to adjust or waive fees.) Fees are per event.
VII-D- 3
Building Use Guide
Fees:
Hourly Rates for PVRS facilities Gymnasium and Locker Rooms Auditorium Kitchen & equipment Cafeteria Kiva Library Auxiliary Gym (Weight Room) Playing Fields (without lights) Playing Fields (with lights) Classroom
Outside Organization Admission Charged $35 $35 $20 $20 $20 $20 $20 $35 $45 $10
Outside 25% to 75% 75% to 100% Organization Pioneer Pioneer No Admission Students Students Charged $20 $15 $10 $20 $15 $10 $15 $10 $5 $15 $10 $5 $15 $10 $5 $15 $10 $5 $15 $10 $5 $25 $20 $5 $35 $25 $15 $5 $5 $0
Additional charges may apply for any costs the district may incur (e.g. air conditioning, field preparation, etc). In addition, the Building Use Committee reserves the right to require the group using the facility to hire PVRS School Personnel as needed. For example, kitchen staff may need to be present when a group is using the cafeteria kitchen. Also, a custodian may be required if school facilities are used during non-regular working hours (ex: weekends), for building supervision, or for additional cleaning needed. Applicable Rates:
Cafeteria Worker Custodian
$30.00/hour $30.00/hour
Exceptions to this fee schedule will be made for Town business for the four member towns of the region (e.g. Town meetings, training for town employees, etc). Qualified personnel may also be required for use of the computer labs, PVRS weight room, PVRS auditorium, light and sound equipment, and fine arts areas. Additional payment will be required if personnel is needed beyond the hours anticipated in the agreement. Police may be required for events expecting spectators or large numbers. Arrangements and payment for police services will be made through the Bernardston or Northfield Police Department.
VII-D- 4
Building Use Guide
Keys and Security: Security If keys or entry card need to be issued, they will be issued for a refundable deposit amount of $25.00. Parking: Parking Sufficient parking area is available on the campus. Cars are not to be parked on the grass areas or blocking any emergency entrances/exits. Trash: Trash Events that generate significant trash may incur an additional fee.
Instructions for Area Use: Below are descriptions of appropriate use of the various parts of the PVRS building and campus. In all cases, access is permitted only to those areas for which permission is sought. Supervision of participants and care of the building is the responsibility of the responsible party applying for use of the facility. Failure to restore the building to pre-use condition following the activity could result in revocation of use privileges and/or a fine representing the cost of restoring the building to its pre-use condition. BNCTV/PVRS AudioAudio-Visual Room 246 (PVRS):: The A/V Room is equipped with cameras and various editing equipment through a joint venture of PVRS and BNCTV. Interested users should read the BNCTV equipment users guide. Only trained individuals may use the equipment. No food or drink in this room. Auditorium (PVRS): The PVRS Auditorium is air-conditioned and seats approximately 400. Use of this space often requires the use of the sound system and sometimes lighting. Needs concerning extra equipment (microphones, projector, screen, special lighting, etc.) should be listed on the request form. No food or drink is permitted in the auditorium during an event. Only water may be consumed in the auditorium during practices/rehearsals. No permanent changes may be made to the stage/building during set construction. Sets, furniture, large props, etc., must be treated with flame resistant spray or paint additive. Any weight bearing sets built must be approved by a licensed contractor or carpenter. All sets, props, costumes, etc. must be removed within one week of the conclusion of the performance. “Backstage” is the Chorus Room, which is used as a classroom daily. No furniture may be removed from this room. Any use of this room must be discussed with PVRS Chorus teacher. The room should be returned to its original condition.
VII-D- 5
Building Use Guide
BES Stage: Use of this space often requires the use of the sound system and sometimes lighting. Needs concerning extra equipment (microphones, projector, screen, special lighting, etc.) should be listed on the request form. No permanent changes may be made to the stage/building during set construction. Sets, furniture, large props, etc., must be treated with flame resistant spray or paint additive. Any weight bearing sets built must be approved by a licensed contractor or carpenter. All sets, props, costumes, etc. must be removed within one week of the conclusion of the performance. Athletic Areas (PVRS): In general, the athletic facilities of gym, weight room, fields and track must be used with care and caution. Children must be supervised at all times and permission to use athletic facilities does not give access to all parts of the building. Users are reminded that no smoking is permitted at any time on school grounds. Gymnasium – The gymnasium floor is intended only for appropriate athletic events. Only appropriate footwear (gym shoes) may be worn. Prior to actual use, the floor must be swept and swept again at the conclusion of the event. No food or drink is permitted in the gymnasium except water. Prior arrangements need to be made for use of baskets, volleyball nets, and/or score clock to ensure that the equipment is made available. Only authorized personnel (Athletic Director, coach, or custodian) may operate the PVRS bleacher controls. No person is to sit atop the PVRS bleachers while they are in a closed position. A PVRSD custodian may be required if the event is large and/or open to the public (games, tournaments, etc.) The organization using the facility is expected to bring needed equipment such as game balls. Weight Room/Auxiliary Gym (PVRS) – Any use of the Nautilus Training equipment must be under the supervision of qualified personnel. Other uses of the space might include aerobic activities. In those cases, the weight equipment must be left untouched. Any use of mats must conclude with the return to original position. Only water may be brought into the weight room. Gym shoes should be worn and wet, dirty street shoes must be removed before entering. Playing Fields and Track (PVRS)) – PVRS ball diamonds should be raked before and after use. Users are reminded that no tobacco or alcoholic beverages are permitted on school grounds. Please use the trash receptacles to discard garbage and recycle. Trash should be removed by the group using the facility, unless other arrangements are made. If the building is open during the requested time, school bathrooms should be utilized. Cleats can’t be worn inside. Organizations may need to pay for a custodian to keep the building open for bathroom access depending on length of use and number of spectators. Events drawing spectators needing access to the rest rooms will require the hiring of a PVRSD Custodian. Use of the field lights should be indicated on the request form.
VII-D- 6
Building Use Guide
Cafeteria and Kitchen: Kitchen The cafeteria seats approximately 250 and may be used for an eating and/or meeting area. If the Kitchen is requested, then a PVRSD Kitchen Worker may be needed, at an hourly fee, to oversee the use of the area and equipment. No equipment, instruments, materials, etc., may be removed from the kitchen without prior approval. All counters, sinks, and utensils must be sanitized at the conclusion of use. The floor must be swept and trash taken out before leaving. Computer Labs (PVRS): These areas are used daily by the students and staff. Rooms therefore must be used with care and returned to their classroom configuration if rearranged. Users of the computer labs must abide by the PVRSD Acceptable Use Policy before use of the labs. No food or drink is permitted in the computer labs. For those areas are air-conditioned during the warm months, the classroom doors must remain closed. Since the PVRSD computers are networked, a qualified PVRSD person may be required to assist with basic computer usage (user names, logins, saving files, etc.). Conference Rooms (PVRS): Conference rooms may be used for meetings and include white boards, tables, and chairs. These rooms are used often by school personnel and must be scheduled well in advance of use. Fine Arts areas (PVRS): In general, the Art room area may be utilized, but the user must bring the needed supplies. Upon approval, the user must make direct contact with the art teacher to discuss equipment use. Family Consumer Health Science Rooms (Cooking and Sewing) (PVRS): Room 357 and 359 make up the FCHS suite. The main goal in this area is to maintain the safety and sanitation of the equipment and facility while ensuring the preparedness of the space for student instruction use following after hours use. Request for use of this space will be directed to the Department Head in addition to the Building Use Committee. The Department Head will review basic procedures and equipment within the classrooms. All surfaces and utensils are to be sanitized using hot soapy water. Knives are to be used with portable cutting boards only. Wooden boards are for fruits and vegetables; plastic boards for meats and poultry. The plastic cutting boards are to be sanitized with a 10% bleach solution after use. Groups are to bring their own plasticware, paper plates, and cups. The student use flatware, dishes, and glasses, are not for outside group use.
VII-D- 7
Building Use Guide
All major appliances are to be cleaned after use. Cleaning cloths and towels will be provided. Groups will need to provide their own washcloths and dish towels. Use of the washer and dryer may be requested, but detergent will not be provided. The water shutoff valve must be returned to the off position after use. All surfaces are to be left CLEAN and ready for student instruction. General Classrooms (PVRS): In general, standard classrooms are not available for use by outside groups. Exceptions may be reviewed and granted by the Building Use Committee only. If used, no food or drink is permitted and all furniture and equipment must be returned to its original position. Kiva (Seminar Room) (PVRS): The Kiva is a seminar room with tier seating with a capacity of sixty. The room includes a pull down projection screen. Other audio-visual or computer equipment would need to be requested at the time of submission of a request form. No food or drink is permitted in this carpeted area. Library/Media Center (PVRS): The Library contains rows of books, and computers for electronic research in addition to tables and chairs. The room may be used as public meeting area. If using to perform library functions, then contact will need to be made with the Librarian to discuss availability of resources and other details. If using the room as a meeting space, the request must come in at least three (3) weeks ahead of time (standard for all requests) to ensure the availability of the room. Moving of Library furniture must be done with care and furniture must be returned to its original position at the conclusion of the meeting. Food and drink are not permitted in the Library, unless explicit permission is granted by the Principal Principal or Superintendent. Questions to any of the above sections may be directed to the appropriate individual (Ex: Librarian for use of Library) or by contacting the school’s Main Office during normal business hours. Your use of the facility is welcomed and your cooperation appreciated.
VII-D- 8
Building Use Guide
Pioneer Valley Regional School District Building Use Guide CONSENT AND RELEASE FORM (INDIVIDUAL) (AGE 18 and older)
I, the undersigned ________________________(print name), agree to forever release the Pioneer Valley Regional School District, the School Committee, its member towns, and all of its employees, agents, board members and volunteers from any and all claims, rights of action and causes of action that may have arisen in the past, or may arise in the future, directly or indirectly, from personal injuries or property damage resulting from my participation in the _______________________________ (name of organization) voluntary athletic or recreation programs. I also promise, to indemnify, defend and hold harmless the Releasees against any and all legal claims and proceedings of any description that may have been asserted in the past, or may be asserted in the future, directly or indirectly, arising from my personal injuries or property damage resulting from my participation in the ________________________ (name of organization) voluntary athletic or recreation programs. I further affirm that I have read this Consent and Release Form and that I understand the contents of this Form.
Signed:
__________________________________
Date:
___________________________________
VII-D- 9
Building Use Guide
Pioneer Valley Regional School District Building Use Guide CONSENT AND RELEASE FORM (MINOR, age 17 or younger) I, the undersigned ________________________(insert legal relationship to student, e.g. “parent,” “guardian”) of ________________________ (insert name of student) a minor, do hereby consent to my child’s participation in voluntary athletic or recreation programs of the __________________________(insert name of organization). I agree to forever release the Pioneer Valley Regional School District, its member towns, the School Committee, and all of its employees, agents, board members and volunteers from any and all claims, rights of action and causes of action that may have arisen in the past, or may arise in the future, directly or indirectly, from personal injuries to my child or property damage resulting from my child’s participation in the ____________________________ (name of organization) voluntary athletic or recreation programs. I also promise, to indemnify, defend and hold harmless the Releasees against any and all legal claims and proceedings of any description that may have been asserted in the past, or may be asserted in the future, directly or indirectly, arising from personal injuries to my child or property damage resulting from my child’s participation in the ________________________ (name of organization) voluntary athletic or recreation programs. I further affirm that I have read this Consent and Release Form and that I understand the contents of this Form. I understand that my child’s participation in these programs is voluntary and that my child and I are free to choose not to participate in the ________________________ (organization’s) athletic or recreation programs with full knowledge that the Releasees will not be liable to anyone for personal injuries and property injuries and property damage my child or I may suffer in voluntary ________________________ (name of organization) athletic or recreation programs.
Signed: ________________________________
Date: __________________________________
VII-D-10
Building Use Guide
Pioneer Valley Regional School Building Use Guide Affidavit Signed Release Form
I, the undersigned ________________________(print name), representing the ________________________________(insert name of organization), do hereby swear that all participants (or their parents/guardians, if they are minors) have signed PVRSD Building Use Consent and Release Forms, releasing the Pioneer District, its member towns, the School Committee, and all of its employees, agents, board members and volunteers from any and all claims, rights of action and causes of action that may have arisen in the past, or may arise in the future, directly or indirectly, from personal injuries resulting from participation in the _______________________________ (name of organization) voluntary athletic or recreation programs.
Signed:
___________________________________
Date:
___________________________________
VII-D-11
Building Use Guide
PIONEER VALLEY REGIONAL SCHOOL 97 F. Sumner Turner Road Northfield, MA 01360 498-2931 Building Use Application Process for requesting use of the facilities/equipment: 1) Organizations and/or their representatives are to complete information requested below and return to the Office of the Principal at least three (3) weeks in advance. 2) The Building Use Committee will review the request; clarify questions, needs, dates and related issues. Upon approval or rejection of the request, the Building Use Committee, through the Principal’s Office, will send the contact person a written response. If approved, the organization must return a signed copy to indicate acceptance. 3) For other questions or changes in plans, the contact person will work through the PVRS Principal’s Office. ----------------------------------------------------------Contact person
____________________________________________________
Organization
____________________________________________________
Phone number
____________________________________________________
Address
____________________________________________________ ____________________________________________________
Date & time requested ___________________________________________________ (including set-up and clean-up time) Area Requested
____________________________________________________
Equipment requested ____________________________________________________ Admission charged
____________________________________________________
Number of attendees _______ Number of attendees who are students in the district ______ Will food or beverages be available? (If yes, describe below) ________ Describe event in detail __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________
Contact person signature and date __________________________________________ VII-D-12
Building Use Guide
PIONEER VALLEY REGIONAL SCHOOL Building Use Form Thank you for submitting a request to use the PVRS facilities. The Building Use Committee has reviewed your request and has made the following decision: ____
Your request has been approved with the provisions listed below.
____
More information is needed by the committee. Please contact the Principal’s Office with the following information: ___________________________________________________________ ___________________________________________________________
Your request has been denied for the following reason: ___________________________________________________________ ___________________________________________________________ ----------------------------------------------------------Provisions for Use
____
_X__
Review Building Use Guide
____
Facility fee for use = _______
____
PVRS staff required at the rate of $30.00/hour ________________
____
Non-school groups must submit documentation of Liability Insurance
____
Keys / swipe card to be issued with a $25 refundable deposit
____
Police officers needed
____
Non-school group representatives requesting athletic or recreation program must submit an affidavit that all participants, or their parents if they are minors (age 17 or younger) have signed a Release Form (attached) releasing the Pioneer Valley Regional School District, the School Committee, its employees, agents, board members, and volunteers from any past or future liability.
____
Other ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________
Signed • •
_______________________________ Bill Wehrli, Principal ----------------------------------------------------------The facility fee and documentation is due prior to use date. Checks may be mailed to address on reverse (Attention: Principal’s Office). If approved, please sign and return a copy of this form to indicate agreement with the provisions for use of facility.
________________________________ Print Name Date Received: __________
_____________________________ Signature and date
Payment Received: __________
VII-D-13
Rev. 8/2009
Building Use Guide
PVRSD Comm. Meeting 4/27/06 PIONEER VALLEY REGIONAL SCHOOL EQUIPMENT LOAN AGREEMENT Date: ______________________ 1.
Item: ______________________
2.
Description (Serial #):______________
3.
Replacement Value Est.: $____________
4.
Loaned to: _________________________________________ (Person/Organization) _______________________________________________________________________ (Address/phone/cell) Not for Profit _______ For Profit _______ (Rental fee charged at market price)
5.
Reason for Loan: _________________________________________________________ _______________________________________________________________________
6.
Date Loaned: _______________
8. Date to be returned: _______________
Loan recommended by: (for student use only) __________________________________ (Signed) Staff Member 7.
Statement of Understanding: The purpose of the equipment held by the Pioneer Valley Regional School is to enhance the educational endeavors of the students, faculty and staff of the school. The school also supports community organizations in the contributing towns of PVRS. The needs of the students at PVRS will be first and foremost. I pledge to take care of the above described item of equipment. I understand that I am responsible for returning the equipment in the same condition as borrowed, and within the time frame specified. If for any reason the item is stolen, lost, or damaged, I will either pay for its replacement or pay repair bills encumbered in restoring the item to its previous condition including parts and labor. Signed: ____________________________ Borrower Signed: ____________________________ Parent or Guardian (for student loans only)
8.
Authorization: _________________________________ Administrator
9.
Date Returned: ___________________
NOTE TO BORROWER: cc:
Signed: _____________________________ Staff Member
When returning the borrowed item, bring this form to the person responsible for the item, have it signed, and return it to the Main Office.
Borrower Loaner Student/Parent (If applicable)
VII-E-1
Rev. Feb 06
Revised @ 8/27/09 PVRSDC Meeting
Gym Floor Guidelines 1. Approved gym shoes (sneakers) will be worn in all physical e ducation classe s and in all athle tic activitie s involving com m unity groups that secure the privilege of using the gymnasium. 2. The playing surfac e will be dust-moppe d be fore e ach activity to prevent dust and dirt from being ground into the surface . 3. Entrance to the gymnasium floor will be through one of the entrances within the school building and not from e ithe r of the two north e me rge ncy (outside) exits. 4. All he avy gym e quipme nt will be moved only with the proper transporters (rubber-tired), which are provided for that purpose. Such equipment will be moved only under the supe rvision of a Physical Education staff me mbe r or a custodian. 5. No food or drink is permitted in the gymnasium except water. School groups or classes having the concessions will be re quire d to assist in e nforcing this re gulation. 6. Activitie s involving use of me tal/woode n bats, hockey sticks, etc., will be restricted subject to modification of e quipme nt to pre ve nt damage to the floor. (i.e . cove r floor with mats in batting cage , wrap hockey s ticks with cloth or tape .) 7. Cove rs for game standards plate s will be store d in a ce ntral box while standards are in u se . 8. Donkey baske tball and othe r activitie s involving the use of animals will not be pe rmitte d in the gymnasium.
Gym Floor Guidelines
VII-F- 1
G.
Maintenance of Buildings and Grounds 1.
The principal shall have prepared annually a list of minor and major repairs for submission to the central office for review, costing and recommendations.
2.
Major non-budgeted items will be submitted to the buildings and grounds sub-committee, together with the cost estimates, for disposition.
3.
Major budgeted items will be re -submitted to the building and grounds sub-committee for review with up-dated cost estimates where necessary.
4.
Emergency repairs will be repo rted to the central office as soon as practicable, followed by a cost estimate and detailed account of the breakdown.
Maintenance of Buildings and Grounds
VII-G-1
H.
School Equipment Inventory 1.
An annual inventory for insurance purposes is made of the building and its contents under the supervision of the principal. The inventory form calls for estimated replacement value of items listed under the following categories: a. b. c. d. e. f. g. h. i. j. k. l. m. n. o. p. q.
Building (number of classrooms, storage areas, special rooms, etc.) Contents of classrooms (desks, chairs, files, etc.) Cafeteria Library Audio-Visual hardware and software Auditorium Principal's Office Guidance Office Teachers' Room Nurses' Office Physical Education equipment Science Department Band and Vocal Music Departments Special Reading equipment Instructional supplies Janitorial equipment Business Education equipment
A file copy of the inventory is kept in the central office.
School Equipment Inventory
VII-H-1
I.
DISPOSAL OF SCHOOL EQUIPMENT Any surplus or obsolete equipment not exchanged for new equipment will be disposed of only at the discretion of the School Committee on recommendation of the Administration.
VII-I- 1
Disposal of School Equipment
TABLE OF CONTENTS SECTION VIII PERSONNEL Organizational Charts 1.
District……………………………………………………
VIII-A-1
2.
B.E.S. ……………………………………………………..
VIII-A-2
3.
P.R.E.S. …………………………………………………..
VIII-A-3
4.
N.E.S. ……………………………………………………..
VIII-A-4
5.
W.C.S. …………………………………………………….
VIII-A-5
6.
P.V.R.S. …………………………………………………..
VIII-A-6
Supervisory/Certified Personnel…………….…………………
VIII-B-(1-13)
Non-Certified Personnel………….……………………………….
VIII-C-(1-3)
New Positions Policy……….……….……………………………..
VIII-D-1
Vandalism/Theft Staff Personal Policy……………………….
VIII-E-1&2
Compensatory Private Services………………………………...
VIII-F-1
New Teacher Induction Plan and Mentoring Program…..
VIII-G-(1-12)
Guide& Handbook……………..……………………………….
VIII-G-(13-19)
Contracts (ADDENDUM C) P.V.R.E.A. (9/1/15-8/31/18)…………………………………..
VIII-H-1-(1-68)
P.V.A.S.P. (7/1/15-6/30/18)……………..………………….…
VIII-H-2-(69-107)
Coaches (7/1/15-6/30/18) ……………………….……………
VIII-H-3-(108-124)
Domestic Violence Leave Policy……….……….…………….
VIII-I-1&2
Organizational Chart Pioneer Valley Regional School District
Pioneer Valley Regional School District School Committee (12 members) Bernardston—3, Leyden—3, Northfield—3, Warwick—3
Superintendent of Schools
Out of School Time Coordinator
Treasurer Central Office Staff: Accounts Payable Payroll Adm. Asst.
OST Staff
D I STRI CT LEADE RS HI P TEAM Early Education Coordinator
Early Childhood Office Staff
Special Education Administrator
Sp. Ed. Office Staff
Assistant Superintendent
Network Mgr.
Curriculum Coord/ Elementary and PVRS
Tech. Coordinator
BES Principal
PRES Principal
NES Principal
PVRS Principal
PVRS Asst. Principal
Nursing Leader
School Health Services
Maintenance Director
VIII-A-1
BES Faculty & Staff
WCS Principal
NES Faculty & Staff
PRES Faculty & Staff
WCS Faculty & Staff
PVRS Faculty & Staff
Organizational Chart Bernardston Elementary School
Bernardston Elementary School Principal VIII-A-2 Title I Tutors
Paraprofessionals: Special Ed. Classroom Library
Teachers: Classroom Special Ed. Reading
Administrative Assistant
School Nurse
Specialists: Art Music Phys. Ed. Technology
Cafeteria: Manager Helpers
Custodians
Organizational Chart Pearl Rhodes Elementary School 2003/2004
VIII-A-3
Pearl Rhodes Elementary School Principal
Aides 1—Special Needs 1—classroom 1 - Library
Teachers 4—Classroom 1—Special Education
School Secretary
School Nurse
Specialists Art Music Phys. Ed.
Cafeteria 1—Manager
Custodians 1
Organizational Chart Northfield Elementary School
VIII-A-4
Northfield Elementary School Principal
Title I Tutors
Paraprofessionals: Special Needs Classroom Library
Teachers: Classroom Special Education
Admin. Assistant
School Nurse
Specialists: Art Music Phys. Ed. Technology
Cafeteria: Manager Helpers
Custodians
Organizational Chart Warwick Community School
VIII-A-5
Warwick Community School Principal
Paraprofessionals: Special Ed. Classroom Library
Teachers: Classroom Special Ed.
Title I Tutor
Administrative Assistant
School Nurse
Specialists: Art Music Phys. Ed. Technology
Cafeteria Manager
Custodians
Organizational Chart Pioneer Valley Regional School
Pioneer Valley Regional School Principal
Dean of Students/ MCAS Coordinator
Asst. for Evaluations
VIII-A-6
Administrative Assistant
Assistant Principal
Asst. Principal’s Admin. Asst.
Faculty: Teachers Special Education Psychologist Health Business Technology Long Term Sub. Paraprofessionals: Special Ed. Classroom School Nurse
Guidance
Guidance Admin. Assistant
Athletic Director
Coaches
Head Custodian
Custodial Staff
Cafeteria Manager
Asst. Manager
Cafeteria Staff
B.
Supervisory/Certified Personnel: 1. Superintendent of Schools Responsibilities To enforce the rules, regulations and policies set forth by the school committee. To promote continuous study of the development and needs of the school. To provide a positive school image within staff, community and state. To effect on-going evaluation of programs and personnel. To provide background expertise on curriculum and educational programs. To be knowledgeable in finance including budget preparations, operations, accountability of record maintenance, bid and purchase procedures. To be versed in school law involving contracts, bidding procedures dismissal of personnel, collective bargaining, state and federal titles and legal agreements involving a wide spectrum of areas. To promote efficiency in school-business phases including systematic accountability of records and data. To attract and recommend qualified personnel for teaching, supervision, clerical, maintenance, custodial or any other service deemed necessary to the successful operation of the school. To be responsible for the assignment, alteration of assignment, transfer, suspension and recommendation for promotion or dismissal of any employee of the school committee. To assume overall responsibility for the conduct of the instructional program and courses of study, text books, supplies and supervision of the instructional program. To maintain a continuous study of school problems and to evaluate the quality and efficiency of all departments and its personnel. To assist the committee, through factual preparation and presentation, in an effective role. To lead in the establishment of direction, coordination and formulation of curriculum areas for study and review. To provide on-going in-service programs capable of promoting staff growth. To utilize community resources, people and materials which can best improve the overall program. To provide leadership in school-plant planning projects. To provide a resource service to committee negotiations with personnel. To promulgate emergency procedures and to foster safe conditions and equipment throughout the school program. To consult with the district treasurer in the overall financial status of the district. To seek alternative funding sources possessing a capability for program implementation and improvement. To supervise compliance with state regulations and requirements.
VIII-B- 1
Certified Personnel
To seek to provide an environment wherein teachers and pupils may achieve mutual understanding, high sense of morale and an atmosphere conducive to reaching maximum learning and teaching potential. To perform those general duties not specifically described above, yet deemed necessary by the committee. 2. Administrative Assistant Responsibility Transportation: Prepares bid specs for all new routes, evaluates and recommends award; Supervises compliance by contractor, recommends and evaluates new policies; Receives complaints and assists in resolution; Maintains student bus card file; Assists in evaluating driving conditions and cancellation due to weather or related factors; Prepares summary stats for state report reimbursement (filing); Attends state regulatory meetings germane to transportation; Rides routes, assesses load, route layout, stops and driver responsibility; Executes fuel escalator aspects of contractor. School Lunch Program: Evaluates free and reduced applications, notifies all parties of decision, submits state reports to Boston; Prepares all application forms pertinent to school lunch to state offices; Reviews monthly reimbursement claims; Supervises general operation, checks cafeteria work areas, staff performance and compliance with regulations; Reconciles local operation status with collection process; Provides liaison between state, regional local staff regarding school lunch mandates; Assists in evaluation of staff and solicits replacement personnel. Maintenance: Bids, evaluates and estimates building and grounds projects; Assigns contractor or system personnel to work projects; Assists in supervision of custodial staff, maintenance person, seeks replacement and conducts interview process with recommendation to the Superintendent; Assists Building and Grounds Sub-Committee at PVRS regarding all project proposals and financial follow-up procedures.
VIII-B- 2
Certified Personnel
Budgets: Assists in collection of data and preparation of all operational budgets in areas of maintenance, utilities, transportation, supplies; Expedites purchase orders and work requests. Grant Funding: Assists in and provides background data collection for Chapter I, Block Grant, Chapter 188 Grants, etc; Maintains liaison with state and regional office contact persons: Bidding Process: Prepares specifications, receives and evaluates bids and recommends award on transportation, custodial and instructional supplies, fuel, milk, snow removal, maintenance and equipment items. Other: Serves as Title IX/Chapter 622 compliance officer in charge of regulation dissemination, receiving complaints, attending conferences and maintaining liaison with State and Regional offices; Serves as system Energy Conservation Manager, responsible for energy audits, recommending and implementing conservation projects, investigating alternative strategies, and maintaining records of energy use; Assists in legal research of problems, solicits legal evaluation and resolution efforts; Performs data collecting and research activities as requested by Superintendent: Assumes responsibility for census coordination and collection; Maintains equipment inventory controls (process), all schools; Attends requested meetings and serves functions as requested by the Superintendent. Negotiations: Assists School Committee's and Superintendent of Schools in the negotiation of contracts. Building Projects: Is the Central Office liaison for Building Committee's;
Is responsible for interpreting and disseminating information from SBAB. Bond Issue: Plan and participate in any bond issue under the jurisdiction of the Committee's.
VIII-B- 3
Certified Personnel
3. Principal's Responsibilities: The following are in addition to those daily requirements understood as part of the position and for which responsibility must be assumed. Promulgates regulations governing traffic at the school. Delegates the supervision of the loading and unloading of school buses and enforces standards of good conduct on the buses. Supervises the observance of and compliance with the rules of the health department that are applicable to the schools. Is guided by the spirit and intent of committee policies, administrative regulations, and contracts as they relate to school operation. Delegates emergency drill procedures and sees that alarm signal systems are tested at times and in a manner deemed appropriate by the local fire department, the civil defense officials, and the regulations of the commissioner of education. Supervises and evaluates secretaries and clerks, para-professional personnel, building service employees, school lunch employees, and other assigned to the building. Assists the Superintendent of Schools in the preparation of the budget for his school and for ensuring that requisitions are kept within the sums allocated to those line items over which he has discretion. Directs and evaluates all of the educational programs within his school, and is sensitive to their effect on the emotional, social, civic, as well as the intellectual development of the students. Ensures that his school takes full advantage of programs to improve educational practice that may be initiated by the state, national, and/or private agencies of instruction. Creates an environment wherein teachers and pupils may achieve mutual understanding, a high sense of morale, and the best possible working conditions. Takes all precautions to safeguard the safety, health and well-being of pupils and staff members, including formulation of plans to meet emergencies. Makes recommendations to the Superintendent of the maintenance, repair, and improvement of the buildings, grounds, and equipment. Works constructively with local home and school associations and any district Parent-Teachers Councilor other community-oriented organizations. Delegates and holds accountable the keeping of enrollment, attendance and other records, and the preparation of reports. Causes the proper officials to investigate and report on cases of truancy or prolonged pupil absence. Supervises the exclusion of pupils and facilitates such parent-school conferences as are necessary to reinstate a child to the school program. Delegates and holds accountable the inventory and distribution of books, supplies, and equipment, and exercises care over school property. Delegates responsibility for supervision of co-curricular activities, their organization, objectives, and the fulfillment of their purpose within the overall school program. VIII-B- 4
Certified Personnel
Assumes responsibility for supervision of evening activities and such details necessary to the successful culmination of school events. Assumes responsibility for overall student behavior standards and exercises necessary discipline action deemed applicable to each individual case according to the policies of the committee and the standards of the school. Leads department and total staff meetings, facilitates suggestions leading to improvement and expedites the overall flow of equipment and materials and media. Responds to tasks assigned by the Superintendent with initiative, efficiency and thoroughness. Delegates the supervision of classroom, cafeteria, hallways, assemblies, special events and related building and ground areas. Oversees that teacher absence needs are provided for including classroom coverage during non-substitute periods. Coordinates program improvements and facilitates modification and innovation in the best interests of the school. Provides on-going evaluation of all personnel within his building responsibilities. Solicits research and data relative to pupil progress and expedites avenues conducive to pupil growth and improvement. Establishes organizational patterns conducive to an efficient operations. Develops responsibility within the department chairperson for such areas deemed accountable. Leads student and staff in proposals that exhibit maturity and responsibility to community citizenship. Encourages the professional growth of his staff and helps them to develop themselves to their highest potential. Formulates plans in cooperation with staff members for the improvement of educational programs; initiates and directs curriculum study. Provides a variety of educational activities leading to improved staff and programs. Provides the administrative procedures involved in the scheduling of students, teachers, and programs. Takes an active role in the selection of staff members. Performs those general duties not specifically described above yet deemed necessary by the administration and the committee. 4. Assistant Principal Responsibilities: The following duties and responsibilities are in addition to those daily requirements understood as part of the position and for which responsibility must be assumed: Promulgates regulations governing traffic at the school Provides for the supervision of the loading and unloading of school buses and enforces standards of good conduct on the buses. Supervises the observance of, and compliance with the rules of the health department that are applicable to the schools. Is guided by the spirit and intent of Committee policies, administrative regulations, and contracts as they relate to school bus transportation. VIII-B- 5
Certified Personnel
Sees to it that emergency drills are organized and held and that alarm signal systems are tested at times and in a manner deemed appropriate by the local fire department, the civil defense officials, and the regulations of the Commissioner of Education. Shares in the supervision and evaluation of secretaries, clerical paraprofessional personnel, building service employees, school lunch employees, and professional staff assigned to the building. Assists the principal in the preparation of the budget for his/her school and for ensuring that requisitions are kept within the sums allocated to those line items over which he has discretion, unless otherwise approved by the principal. Ensures that his/her school takes full advantage of programs to improve educational practice that may be initiated via the state, federal, and/or private agencies of instruction. Helps create an environment wherein teachers and pupils may achieve mutual understanding, a high sense of moral, and best possible working conditions. Takes all precautions to safeguard the safety, health, and well-being of pupils and staff members, including formulation of plans to meet emergencies. Makes recommendations to the principal on the maintenance, repair and improvement of the buildings, grounds, and equipment. Works constructively with local home and school association and any district Parent-Teachers Councilor other community-oriented organizations. Supervises the keeping of enrollment, attendance, discipline, and related records and assumes responsible preparation of such reports. Causes the proper officials to investigate and report on cases of truancy or prolonged pupil absence. Supervises the exclusion of pupils and facilitates such parent-school conferences as are necessary to reinstate a Child to the school program. Assists in the inventory and distribution of books, supplies, and equipment, and exercises care over all school property. Assumes shared responsibility for supervision of co-curricular activities, their organization, objectives, and the fulfillment of their purpose within the overall school program. Assumes responsibility for supervision of evening activities and such details necessary to the successful culmination of school events. Assumes responsibility for overall student behavior standards and exercises necessary discipline action deemed applicable to each individual case according to the policies of the Committee, and the standards of the school. Participates in department and total staff meetings, facilitates suggestions leading to improvement and expedites the overall flow of equipment materials and media not within the responsibility of other support personnel. Responds to tasks assigned by the principal and superintendent with initiative, efficiency and thoroughness. Provides and holds persons accountable for supervision of classroom, cafeteria, hallways, assemblies, special events and related building and ground areas. VIII-B- 6
Certified Personnel
Coordinates teacher-absence needs with substitute provision and orientation including classroom coverage by self during non-substitute periods. Prepares and coordinates the weekly calendar of events. Supervises the organization of the Program of Studies for pertinent review, approval and utilization, each year. Generates and supervises occupational education programs including grant pursuit and implementation. Assumes responsibility for such Master Scheduling needs as deemed appropriate and assignable by the principal. Performs those general duties not specifically described above yet deemed necessary by the Administration and Committee. 5. Guidance Counselor Responsibilities The following duties and responsibilities are in addition to those daily requirements understood as part of the position and for which responsibility must be assumed. To counsel children in individual and group settings as to emotional, education, occupational and career needs. To identify children with specific learning needs and direct them to remedial resource programs and agencies. To aid teachers in developing strategy and techniques for coping with identifies learning, social and behavioral problems. To counsel children with short term counseling needs and within range of one’s professional preparation. To serve as a liaison between student, teacher and parent. To interpret test data, psychological examination reports, and case study material to relevant staff and administration. To make recommendations relative to student program modification in the best interest of the child. To assist in program (schedule) plans and procedures. To maintain an effective relationship with community, service organizations, post high school placement offices and other potential agencies of the area. To bring to bear all resources, efforts and adjustment personnel vital to resolving student problems. To assist the Director in grade placement decisions, selection and administration of test materials. To perform those general duties not specifically described above yet deemed necessary by the Administration and Committee.
VIII-B- 7
Certified Personnel
6. Head Teacher a. Responsibilities Visits classrooms, observes, confers and assesses learning effectiveness within the department. Conferences as necessary with the principal regarding the results of their observations and makes suggestions leading to a continuum of teacher growth, teaching strategy and learner effectiveness. Works with the Principal on the improvement of individual staff and department competencies. Recommends to the Principal individual teaching assignments for members of the department and presents a preliminary teaching schedule for the department. Conducts regularly scheduled departmental meetings: holds supplementary meetings as may be necessary and notifies the Principal of said schedule. Assumes responsibility for the preparation of departmental budget requests, approval of department requisitions, and works with personnel in the formulation of projects and/or requests for available federal or state subsidies. Recommends the inventory and acquisition of new and/or additional materials of instruction and textbooks, assists in the scheduling and coordinated use of these materials. Assists Principal in the recruitment, screening, interviewing, training, and assignment of department personnel. Participates in formal and informal meetings with administrators to promote the integration of learning experiences for students. Effects interdisciplinary strategy and communication between departments of the school that possesses the potential sharing of accountable standards, objectives, and goals. Establishes liaison with feeder elementary school staff and coordinates the transition from elementary to secondary within his/her area of responsibility. Recommends the addition of new courses, grade placement of courses, credit allowances for courses and graduation requirements. Assists the Principal and Assistant Principal in the preparation of curriculum guides and materials designed by and distributed among the instructional staff. If requested, writes a brief year-end report that includes the following: i. departmental Achievements for the Year ii. areas needing improvement iii. suggests changes necessary Meets with the School Committee, if requested. Checks lesson planning weekly to insure that the curriculum requirements are being met. Recommends to the guidance department the student placement of all students enrolled in the department after consultation with the classroom teachers. VIII-B- 8
Certified Personnel
Gives all necessary assistance to substitute and student teachers serving in the department and confers with the administration relative to the effectiveness of their performance. Provides testing programs within the department with guidance personnel and is responsible for the design, execution, distribution, and evaluation of said programs. Performs those general duties not specifically described above yet deemed necessary by the Administration and Committee. b. Qualifications Five (5) years experience in the field of education, (3) of which are at the Junior High of Secondary Level, is desirable. Advanced degree standing beyond a Bachelor's Degree and/or demonstrated desire to pursue such, is desirable. Commitment to school goals and objectives as they relate to the overall philosophy of the district. Demonstrated ability to organize, administer, assess, and effect program, project, and assigned tasks. 7. Teachers a. Qualifications The Pioneer Valley Regional District School Committee, guided by the recommendations of the Superintendent of Schools, seeks to engage teachers of high professional and personal standards who possess an enthusiasm for teaching, program involvement, pupil rapport, and the ability to motivate pupils to their highest potential. The Committee sees the following as models of a qualified professional teacher. The ability to guide children, youth and adults in the pursuit of knowledge and skills, to prepare them in the ways of democracy, and to assist them to become happy, responsible, useful, self-supporting citizens. The capacity to deal justly and impartially with students regardless of their physical, mental, emotional, political, economic, social, racial or religious background characteristics. A willingness to recognize the differences among students and a capability to meet their individual needs. The desire to encourage and motivate students to formulate and work toward high individual goals in the development of their physical, intellectual, creative and emotional endowments. The obligation to reinforce a student's self-image and to develop a positive tone and attitude in their dealings with children. A quality of professionalism that provides a positive image to student, community and fellow staff member. A high level of professional knowledge in one's assignment area inclusive of techniques and methods appropriate to maximizing the learning set. The ultimate realization that one is a teacher of students first, and subject matter thereafter. VIII-B- 9
Certified Personnel
A commitment to the goals and objectives of the school program inclusive of loyalty to policies, guidelines, and regulations set forth by the Committee and Administration. The realization that the teaching profession occupies a position of public trust involving not only the individual teacher's personal conduct but the shared responsibility between home and school in shaping each student's potential. b. Recruitment and Selection: All hiring done in accordance with the Massachusetts Education Reform Law of 1993. c. Professional Growth The Committee encourages on-going, relevant professional growth throughout the career of a staff member and provides compensating remuneration in terms of credit payment and horizontal advancement on the salary schedule. The professional growth of a staff member is not limited to course credits but may include continuous participation in inservice training, summer institutes, on-site workshops, seminar attendance and relevant travel and study. d. Duties and Responsibilities: Responsibility to Report Suspected Child Abuse and Neglect: 1. Chapter 119, Section 5lA of the Massachusetts General Laws reads, in part, as follows: Any physician, medical intern, medical examiner, dentist, nurse, public or private school teacher, educational administrator, guidance or family counselor, probation officer, social worker or policeman, who, in his professional capacity shall have reasonable cause to believe that a child under the age of sixteen years is suffering serious physical or emotional injury resulting from abuse inflicted upon him including sexual abuse, or from neglect, including malnutrition, or who is determined to be physically dependent upon an addictive drug at birth, shall immediately report such condition to the department by oral communication and by making a written report within forty-eight hours after such oral communication; provided, however, that whenever such person so required to report is a member of the staff of a medical or other public or private institution, school, or facility, he shall immediately either notify the department or notify the person's designated agent, whereupon such person in charge or his said agent shall then become responsible to make the report in the manner required by this section. 2. The Union #18/PVRS District Special Needs Administrator is the designated agent for receiving such reports and conducting any necessary follow-up procedures.
VIII-B-10
Certified Personnel
Care of Books and Supplies - Teachers are to regularly check their students' books and school supplies to insure that they are kept in satisfactory condition. Accident Reports - Whenever an accident occurs resulting in an injury to a student, the teacher in charge must fill out an accident report form, which can be obtained in the office. After School Supervision - No student is to be left unsupervised after school hours. Teachers who ask students to stay after school or who are in charge of an after-school activity must remain with the students. Attendance Policy and Procedures - First Period teachers are to take attendance each morning and record the names of those absent on the absentee slip which will be collected at the beginning of First Block. Lavatory - All teachers should walk into the lavatories each day at varying times, but especially during lunch hour, to send out groups that are loitering. Classroom Supervision - For each class period the teacher in charge is responsible for each of the students. Teachers are not to leave a class unattended except in an emergency and in that case the office must be notified before the teacher leaves. General Authority - All teachers have the responsibility to reprimand a student or correct any misbehavior anywhere in the building or on the school grounds before, during or after school. Corridor Duties - It is each teacher's responsibility to check the passing of pupils through the corridors and hallways. This is accomplished by the teacher stepping into the hallway before dismissing his own class and supervising all passing form that position. Ordinary conversations are permissible, but boisterous talk and laughter, running, or pushing should be dealt with immediately. Drugs - It is the responsibility of all school personnel to forward any information they might have concerning drug or narcotic use, possession, purchase or sale to the school administration. The administration, upon receipt of such information, shall consider its merit and, if appropriate, forward it to the proper law enforcement agency. Extra Help Days - Each teacher is to reserve one afternoon a week after school to provide extra help for his students. The teacher should announce the day to all his classes and encourage students to take advantage of the opportunity. Homework - Homework assignments are to be given to all students for all regular classroom subjects. The time to be taken for the assignment should be commensurate with the level and grade of the students. Pass Slips - Pass slips are to be filled out completely and every student leaving a room for any purpose must be provided with a pass slip. Any teacher has the right, at any time, to ask students found outside of classrooms for their pass slip. Taking Classes Outside - Classes will be allowed outside only with prior special permission. These classes will be supervised by the teacher at all times. e. Employment and Working Conditions (per Master Contract - See Appendix) VIII-B-11
Certified Personnel
Working Conditions (other) a. Workmen's Compensation - Teachers, as well as all other employees, are covered by Workmen's Compensation. b. Evaluation - Tenure teachers, as well as non-tenure teachers, shall be evaluated periodically. c. Staff Meetings, Committee Work - Attendance at meetings is required except in special faculty cases where advance notice has been given to the principal. d. Time Schedule - Teachers are expected to be in the building at 7:45 a.m. and are to remain as long after pupil departing as is necessary to carry out the teacher's responsibility. e. Absences - Teachers who fail to report for work due to inclement weather, although the school is officially open, will not be paid for the time missed. In case of sickness teachers should notify the assistant principal between 6:15 and 6:30 a.m. Advance notice whenever possible is requested. Upon return from an absence, the teacher will make out an absence form at the office of the principal. f. Sabbatical Leave - Certified personnel who are granted sabbatical leave must agree to return to P.V.R.S. after completion of the leave and serve at least two years or forfeit all compensation paid to the individual during the leave (per Chap. 71, Sec. 41-A, General Laws; and Master Contract - See Appendix). 8. Temporary Personnel a. Substitute Teachers The Committee recognizes two categories of substitute teachers: 1. One is the normal substitute person who enters into a day-to-day agreement to carry out planned activities as prescribed during the school day; 2. Substitute teachers working less than a full seven-period day shall be paid a proportion of such day, unless the potential for completing the work day has been modified by the administration; 3. The second is the permanent substitute who entered into a known longrange agreement to not only provide long and short range planning, attend pertinent professional meetings, enter into curriculum development and volunteer co-curricular activity. This person is expected to evaluate students (grade), to prepare tests and other evaluative criteria and to be as complete a member of the professional team as deemed necessary by the administration. b. Student Teachers 1. All candidates will make application and be interviewed by the Head Teacher and Principal. 2. Character references are to be checked by said Head Teacher or Principal. 3. Written evaluations are to be made and a copy filed in the Principal's office. VIII-B-12
Certified Personnel
4. All correspondence and agreements between the sending school and P.V.R.S. are to be maintained on file. 5. No more than one student teacher will be allowed per department, per semester. 6. Student teachers will be expected to observe all standards of conduct expected of P.V.R.S. staff, and shall be held accountable for their performance, student relationship and professional image while engaged in assignment at the P.V.R.S. 7. Student teachers who fail to meet acceptable standards of conduct, project a professional image, and/or provide desirable student model will be brought to the immediate attention of the sending school supervisor. Failure to improve and/or remedy an issue will result in the student teacher's return to the sending school with appropriate reason issued by the Principal.
VIII-B-13
Certified Personnel
C.
Non-Certified Personnel: "Federal minimum wage requirements are not applicable to school employees and compliance is at the discretion of the Committee." 1. Office Employees a. Educational Secretary (per Master Contract: See Appendix) Work schedule: 7:45am-4:00pm (When school is in session) 8:00am-3:00pm (During vacation periods) b. Guidance Secretary 1) Salary (per Master Contract: See 2) Work Calendar Daily hours 7:45am-3:45pm: 42-week work year 3) Duties and Responsibilities:
Appendix)
v Types, proofreads, cuts stencils for routine reports, memoranda, tabulations, statements, correspondence and similar material from clear copy, uninvolved rough draft or recording machine; v Sorts and files material in alphabetical, numerical or chronological sequence, or by other easily learned predetermined classification; v Posts simple and repetitive entries to records from a limited number of clearly designated sources; v Fills out, mails standard forms and notices of limited difficulty: v Operates a variety of office machines under supervision: such to include typewriter, copiers, mimeo and duplicating machinery; v Sorts and distributes mail to the proper person, and routinely completes forms and transcript requests: v Assembles and prepares packets for system dissemination and mailing ; v Prepares stencils, masters and related material under the direction of the director: v Prepares statistical reports of various kind and number under the direction of the director; v Establishes files and maintains correspondence and related department materials in an acceptable, efficient manner; v Maintains a department appointment calendar and schedules appointments, advises personnel of important meetings and commitments:
VIII-C- 1
Non-Certified Personnel
v Receives adult and student visitors with warmth and understanding providing either known information or schedules and appointment appropriate to need; v Assists department personnel in preparing test materials, disseminating such; collects and records results under the guidance of the director; v Provides and maintains a high qualit y of catalogue references and student information board materials; v Computes pupil standings and processes applications, transcripts and required references in and expedient and efficient manner; v Assists the school office with approves designated tasks at the mutual discretion of director and principal; v Assists in the clerical work of programs and scheduling; v Performs other related work as required by the director and administrator. c. Office Aide 1) Part-time position (4 hours per day) 185-day work year; 2) Five sick days per work-year, or ten equivalent work days, cumulative to 50. d. Library Aide 1) Full-time position (8 hours per day, five days per week) 185 days per year; 2) Ten sick days per work year, cumulative to 100, maximum of 60 to be taken during one year. 2. Cafeteria Employees a. Cafeteria Manager l)
Duties and Responsibilities: v Plan and administer school lunch program at PVRS under supervision of principal according to regulations set forth in the agreement between the school committee and the state office of School Lunch Programs; v Assist principal in hiring kitchen personnel; v Assign, instruct and supervise kitchen personnel; v Develop and maintain such records and reports of meals prepared and served, inventories of supplies and such other cost control information as is required by the administration. v Prepare monthly state reports for approval by the superintendent's office; v Plan and prepare menus in advance for approval by the high school administration v Inventory and order all food and other supplies for kitchen and cafeteria; v Determine equipment needs with respect to maintenance, repairs and replacements. v Establish and maintain standards of cleanliness and VIII-C- 2
Non-Certified Personnel
sanitation for food, equipment and kitchen personnel; v Actively participate in the promotion and interpretation of the school lunch program; v Supervision of collection and counting of lunch money; v Supervision of preparing kitchen and cafeteria facilities for opening of school in September, and for cleaning and closing down of facilities in June. 2) Salary - (See Appendix)
VIII-C- 3
Non-Certified Personnel
Approved at 1/25/01 PVRSD School
Committee Meeting
Approval of New Positions Policy
The School Committee is responsible for approving new positions. The administration initiates the process by presenting proposals for new positions to the Curriculum and Personnel Subcommittee. The subcommittee makes recommendation to the School Commit tee. If necessary, salary and other benefits may be determined in negotiations with the Pioneer Valley Union Education Association or Pioneer Valley Association of Support Personnel.
VIII-D- 1
New Positions Policy
PIONEER VALLEY REGIONAL SCHOOL DISTRICT Policy on Vandalism or Theft of Faculty and Staff Personal Property Procedure: 1)
Faculty/Staff are toreport any incident of vandalism or theft of their personal property to the Assistant Principal.
2)
The affected Faculty/Staff member shall complete an Incident Report to be submitted to the Assistant Principal.
3)
The Faculty/Staff member may notify the police Department at their discretion. If the Police are notified, the affected person will indicate such on the incident report. A copy of the incident report shall be supplied to the Police by the Faculty/Staff member.
4)
Within two working days, the Assistant Principal will investigate and return the incident report to the affected person outlining the action taken.
•
The Pioneer Valley Regional School District cannot be held liable for faculty or staff personal property.
VIII-E-1
Vandilism/Theft Staff Personal Policy
PIONEER VALLEY REGIONAL SCHOOL DISTRICT VANDALISM/ THEFT OF PERSONAL PROPERTY – INCIDENT REPORT REPORTED BY: _____________________________
TODAY’S DATE: _______
DATE OF INCIDENT: __________________________________________________ LOCATION OF INCIDENT: _____________________________________________ STUDENTS INVOLVED (IF KNOWN):
WITNESSES:
_________________________________________ _____________________________ _________________________________________ _____________________________ _________________________________________ _____________________________ DESCRIPTION OF VANDALIZED OR STOLEN PROPERTY: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Do you (employee) intend to notify the Police regarding this incident? ______ yes
______ no
____________________________________________ Signature of Employee
_____________________ Date
****************** To be completed by Asst. Principal************************ Action Taken: _________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Date Form Returned to Employee:______________________________________ VIII-E-2
Vandilism/Theft Staff Personal Policy
Approved at 4/15/10 PVRSDC Meeting
Compensatory Private Services Compensatory private service is defined as providing additional instruction, lessons, or other services to students outside the normal school day. Pioneer Valley Regional School district employees providing private compensatory services for a fee to Pioneer Valley Regional School students can lead to violations of conflict of interest and professional ethics laws and standards. It is, therefore, the policy of Pioneer Valley Regional School District that the following expectations guide any such activity by school district employees or private individuals who may conduct such private service without exception. 1. 2. 3.
4. 5. 6. 7. 8.
9.
A parent, guardian, or student may discuss the advisability of private compensatory services with teachers, counselors, or administrators. School district employees are prohibited from using their position to solicit private clients. A school district employee may provide compensatory services to a student at the request of a parent if: A. The services are not required by the District. B. The employee does not recommend the services to the parent. C. The employee does not solicit the private work. D. The employee will not act as a private agent of the student or parent in any capacity relating to the student’s education in the district. E. The student receives no preferential treatment or placement in any capacity relating to the student’s education in the district by the employee as a result of having received the services. F. The employee files a disclosure of the private business relationship with his/her principal, with assurances that this policy is not violated. A teacher may tutor a former student after having the former student in class, providing the grade(s) received during the course of the school year or term is (are) not changed. A teacher must file a written disclosure yearly to his/her principal when a student, previously or currently tutored by the teacher is assigned to his/her class. A cooperative relationship should be established between the classroom teacher, tutor, and the parent/guardian to optimize the best instructional practices for the student. A school district employee may not provide additional services for a private fee when the help is needed for the student to meet the requirements of the class or activity. A school district employee may not provide additional services: A. During regular school hours. B. Using school facilities unless approval is granted consistent with the approval process outlined by the school’s Building Use Policy. C. Using school resources without the principal’s approval as disclosed in writing. School district employees are not prevented from advertising private services when the solicitation is general in nature. The employee may not specifically target students enrolled in his/her classes or participating in an activity s/he supervises.
F-1
Compensatory Private Services
Pioneer Valley Regional School District Mentor’s Handbook
Google Images
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Mentor’s Handbook
Mission To provide a professional component based in collegiality and congeniality for teachers new to the Pioneer Valley Regional School District.
The Mentoring Program is a component of the over all PVRSD induction program for new staff and a component of the district wide professional development plan.
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Mentor’s Handbook
Please note this handbook is a “work in progress.” The following is the suggested program for the mentoring program for first year teachers who begin the school year in August. An adjusted program will need to be designed and followed for any teacher that begins later in the school year. Recognizing that the teaching experience is an on going process, we feel there is a need to provide mentor support to second year teachers as needed. (This could potentially be carried out by one mentor teacher.) This handbook has been modeled from the Greenfield Public Schools handbook and we consider this handbook to be a work in progress. As we go through each year of mentoring it will be necessary to revise and update this handbook on a regular basis. This handbook will also change as the Induction Program is designed and mentors receive training. Additional Needs Induction Program Planning and Development Training for mentors
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Mentor’s Handbook
SUGGESTED MENTOR ACTIVITIES BEFORE THE START OF SCHOOL (Or within first couple of weeks.) Building Tour Date/Initial Upon Completion School • • • • • • • • • • • •
Layout of: Washrooms Teacher’s Lounge Office Supply Room Custodial office/closet Learning Center Library and Media Center Cafeteria Bus Entrance Teacher Parking Faculty Lounge Faculty Workroom
Building Procedures Hours for teachers, building use other times Extra duties: bus, playground, clubs, chaperoning Student Daily Attendance Policy & Reporting Movement of students: entry/exit from building Emergency Protocol Lunch Supervision, eating arrangements Assessment Techniques Student accidents, emergencies GradeQuick Program Email Schedule ½ day Rotations Duty Period Expectations On-line Calendar Field Trips
Access to Resources Date/Initial Upon Completion Classroom and teacher supply requisitions, budget Library and AV equipment requests Discretionary funds and saving of receipts Textbooks and supplemental materials
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Mentor’s Handbook
Student Discipline Date/Initial Upon Completion Behavior Expectations for hallway, lunch, restrooms, etc. Establishing classroom behavior expectations Consequences for extreme behavior problem: parent? Referral? Expected staff supervision outside classroom Pre-referral process for students who may need special education services
Curriculum Received a copy of frameworks and curriculum from department head or principal District curriculum development process & resulting expectations for teachers Central office staff/resources for curriculum needs Discuss the management of the curriculum demands/pacing of learning with department head or principal Discuss the introduction to texts and supplemental materials with department head or principal Subject matter “experts” in the building Grading procedures for day-to-day records Opening day schedule Discuss the curriculum “flow” overview for the year with department head or principal Review plan for the first week’s lessons
Personal and Professional Decisions and Procedures: Staff Absences Procedures and Forms • Calling in sick • Planned Professional Absences • Personal Days Emergency Substitute Plans Planned Absence Substitute Plans Importance of sharing with colleagues and what others can do for you and what you can do for them We appreciate you for who you are, relax, be your personal best! Make time for you! No one expects you to be perfect! Getting to know colleagues.
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Mentor’s Handbook
SUGGESTED MENTOR ACTIVITIES DURING FIRST & SECOND MONTHS OF SCHOOL How is it going? Date/Initial Upon Completion Don’t wait—ask about concerns, new ideas, and proud moments Share your experiences too How can I help? I’m available at … (be specific) Provide praise, show enthusiasm for successes, look for ways to celebrate (a candy bar, breakfast muffin in mailbox) Only provide feedback or :other options” when requested or when the answer is clearly “ only one right way” Give them the OK to “blow the whistle” when they are on overload with too much information
Building and District Requirements Sub folder, lesson plans –expectations and responsibilities Faculty meetings, timing and scheduling School calendar for the year, end of quarter, holidays… Progress report, report card procedures, and deadlines Professional staff evaluation procedures Contractual requirements for non-tenured staff
Helping Children with Special Needs Pre-referral, referral procedures, and contact staff Cumulative records and the issue of confidentiality Introduction to support staff, reading, learning center, etc. Legal obligation to follow IEP and 504 Modifications/Accommodations
Personal and Professional Topics Opportunities for attendance at professional meetings and workshop including how to register/get permission Explain mentor’s schedule/availability –calls at home OK? Get the new teacher and a few colleagues away from building for a social gathering to begin friendship Utilizing and understanding school culture
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Mentor’s Handbook
PRIORITIES FOR AUGUST AND SEPTEMBER Mentoring in Schools Responsible Party
Dates: Ongoing/ Completed
Interaction/Activity:
Review Mission and Student Expectations and connect lessons to rubric for assessing expectations to classroom use Complete recommendations on previous plans Classroom management and discipline techniques Lesson Plan Format Review the first weekly plan – emphasize the importance of establishing routine – will make job easier for the rest of the year. Review frameworks, curriculum maps and guides Review Mission Statement & Student Expectations – connect rubric for assessing expectations to classroom use Plan for first month – set goals that can be reviewed at end of month – help protégé see “big picture” and set a reasonable pace for them and their students Explain and help plan for “Open House” Be very accessible – don’t want to overwhelm, but let them know you are available Build new teacher’s self-esteem – recognize nice touches and good ideas Work on establishing relationship – often the best thing you can do is to ask questions that will help the protégé reflect on successes and/or usefulness of changes Share stories about yourself which demonstrate that you are still leaning too – creating a mutual learning environment Check for student progress – Are there students who are struggling or falling behind? Help the protégé find the support they need from parents, specialists, and teachers. Remind protégé that no one person can meet all the needs of a class full of diverse learners – We are a team at school. Some new teachers want to overextend themselves getting involved in lots of areas of the school – Let the new teacher focus on the job of teacher and remind them they begin to contribute to the wider school community a little later on. Continue to engage in informal and formal classroom visits
Other Ideas:
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Mentor’s Handbook
PRIORITIES FOR OCTOBER Mentoring in Schools Responsible Party
Dates: Ongoing/ Completed
Interaction/Activity:
Review Mission Statement & Student Expectations – connect rubric for assessing expectations to classroom use Review September’s goals – reflect on successes and plan ideas/strategies for October’s goals. Review frameworks and curriculum maps and guides Review pace and establish where the class needs to be at the end of the month – help determine priorities for curriculum and time Look ahead at the entire month – grade level and school activities Report Cards – explain some good strategies for assessing student work in effective and efficient ways Remind protégé to save student art work and writing samples If necessary, decide on a colleague that is an excellent model of an area that the protégé may need assistance – set up an observation and reflect with protégé – what worked and what would be appropriate in other classrooms Establish observation time. Include pre-conference observation & post-conference to provide focus on one aspect to provide feedback on Discuss/assist with development of pre-conference objective for formal observation Preview Midterm reporting procedure Establish observation time. Include pre-conference, observation, and feedback on one aspect of effective teaching If your school is involved in state testing – explain process and time frames Check for student progress – Are there students who are struggling or falling behind? Help the protégé find the support they need from parents, specialists, and teachers. Remind protégé that no one person can meet all the needs of a class full of diverse learners – We are a team at school. Continue to engage in informal and formal classroom visits
Other Ideas:
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Mentor’s Handbook
PRIORITIES FOR NOVEMBER & DECEMBER Mentoring in Schools Responsible Party
Dates: Ongoing/ Completed
Interaction/Activity:
Review Mission Statement & Student Expectations – connect rubric for assessing expectations to classroom use After New Teacher meeting, discuss stages of new teacher & mentors Review October’s goals – reflect on successes and plan ideas/strategies for November & December’s goals. Review frameworks, curriculum maps, and guides Review pace and establish where class is now and help prioritize for curriculum and time – remind protégé that we all struggle with this and it takes time Continue to discuss district evaluation process Discuss midyear & final exam procedures Parent Conference – What do parents want to know Consider offering a simulated “parent conference” Focus on methods to rejuvenate social and emotional needs Check for student progress – Are there students who are struggling or falling behind? Help the protégé find the support they need from parents, specialists, and teachers. Remind protégé that no one person can meet all the needs of a class full of diverse learners – We are a team at school. Continue to engage in informal and formal classroom visits
Other Ideas:
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Mentor’s Handbook
PRIORITIES FOR JANUARY Mentoring in Schools Responsible Party
Dates: Ongoing/ Completed
Interaction/Activity:
Review Mission Statement & Student Expectations – connect rubric for assessing expectations to classroom use Review November/December’s goals – reflect on successes and plan ideas and strategies for January goals. Review frameworks, curriculum maps and guides As the end of the semester approaches – examine where we are in the curriculum year – what remains to be covered? Discuss the issue of rushing to “cover” the curriculum versus in-depth teaching and learning. Suggest that new teachers look at and discuss with Department Head the “big picture” of the new term’s curriculum. Share other professional development options with the protégé and suggest they attend some conferences or workshops Review end of the semester reports or requirements, exam schedules, or school traditions Check for student progress – Are there students who are struggling or falling behind? Help the protégé find the support they need from parents, specialists, and teachers. Remind protégé that no one person can meet all the needs of a class full of diverse learners – We are a team at school. Continue to seek ways to share ideas through conferences and visitations with other rooms Check the protégé’s level of concern so you can decide if your mentoring assistance is appropriate to the protégé’s needs or if those needs are changing Reflect on mentor/protégé relationship--Best parts? Where are improvements needed? Continue to engage in informal and formal classroom visits. Establish observation time. Include pre-conference observation & post-conference to provide focus on one aspect to provide feedback on
Other Ideas: VIII-G-10
Mentor’s Handbook
PRIORITIES FOR FEBRUARY AND MARCH Mentoring in Schools Responsible Party
Dates: Ongoing/ Completed
Interaction/Activity:
Review Mission Statement & Student Expectations – connect rubric for assessing expectations to classroom use Review January goals – reflect on successes and plan ideas for strategies for February & March. Review frameworks, curriculum maps and guides Check for student progress – Are there students who are struggling or falling behind? Help the protégé find the support they need from parents, specialists, and teachers. Remind protégé that no one person can meet all the needs of a class full of diverse learners – We are a team at school. Continue with informal checking and availability with the protégé. Provide a confidence/morale booster – this time of year can begin to wear everyone down – let protégé know it is a common feeling. If your school is involved in state testing – explain process and time frames Continue to engage in informal and formal classroom visits Establish observation time. Include pre-conference observation & post-conference to provide focus on one aspect to provide feedback on
Other Ideas:
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Mentor’s Handbook
PRIORITIES FOR APRIL, MAY & JUNE Mentoring in Schools Responsible Party
Dates: Ongoing/ Completed
Interaction/Activity:
Review previous month’s goals – reflect and reward those successes – continue to find ways to improve. Review frameworks, curriculum maps and guides This time of year it is easy to let up – the rest of the year is full of lessons to be learned. This time of year kids begin to get “wiggly”/ Strategies for classroom management that worked all winter may NOT work or may be insufficient in the springtime. Help the protégé plan for that. Explain the special “culture: that takes over the school as vacation and graduation draws near. Share some old reliable ideas and activities that work this time of year Review end of the year expectations: Class assessments and final exams? What must be passed on to next year teacher? What about cumulative records, portfolios, report cards, writing samples? (where appropriate) Explain check out process Analyze your mentoring – conduct an end of the year analysis of the mentoring process. Solicit ideas from the protégé that will help you improve Celebrate – how far you both have come! Check for student progress – Are there students who are struggling or falling behind? Help the protégé find the support they need from parents, specialists, and teachers. Remind protégé that no one person can meet all the needs of a class full of diverse learners – We are a team at school. Continue to engage in informal and formal classroom visits
Other Ideas:
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Mentor’s Handbook
Pioneer Valley Regional School District 2005/2006 New Teacher Induction Plan And Mentoring Program
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New Teacher Induction & Mentoring Plan
Table of Contents I. II.
III.
IV.
PVRSD Mission Statement Roles and Responsibilities of Mentor Program Participants a. New Teacher b. Mentor c. Mentor Coordinator d. Principal e. Steering Committee f. All other faculty and staff Components of the Induction Program a. Orientation Program b. Support Team c. Mentoring d. Beginning Teacher Development and Training e. Beginning Teacher Evaluation f. Induction Program Evaluation Confidentiality
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New Teacher Induction & Mentoring Plan
PIONEER VALLEY REGIONAL SCHOOL DISTRICT
MISSION STATEMENT
Our mission is to provide support for beginning educators. Various components include an orientation, a mentoring relationship, a support team, opportunities for classroom observation, and other mentoring activities. These components help beginning educators refine practice, understand professional roles and responsibilities, and positively affect student achievement.
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New Teacher Induction & Mentoring Plan
Roles and Responsibilities: A.
Mentee Teachera. Play an active role in the mentoring relationship. b. Seek out help. c. Observe experienced teachers at work. d. Participate regularly in programs organized for beginning teachers.
B.
Mentorsa. Provide instructional support. b. Provide professional support. c. Provide personal support. d. Maintain a confidential relationship with the beginning teacher. e. Serve as a liason. f. Serve as a resource. g. Maintain a journal of mentoring activities. h. Participate in mentor training.
C.
Mentor Coordinatora. Liaison to Professional Development Committee b. Liaison to Administrative Council for the continued development and refinement of the plan. c. Maintain meeting schedules of new teachers and mentors. d. Facilitate the mentor and mentee group meetings to provide ongoing support. e. Suggest, seek and recommend professional development activities for mentors and mentees. f. Submit annual state report to the Superintendent. g. Compensation – see attached
D.
Principala. Establish a school culture that is built on collegiality and supports professional collaboration among new and veteran teachers. b. Ensure reasonable working conditions for the beginning teacher. c. Facilitate the relationship between the mentor and beginning teacher. d. Conduct an orientation program. e. Conduct the formal evaluation of the beginning teacher. f. Oversee the selection of mentors. Steering Committeea. Will consist of Administrative Council plus Mentor Coordinator. b. Conduct an annual evaluation of the program’s effectiveness.
E.
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New Teacher Induction & Mentoring Plan
F.
Othersa. Head teachers and specialists should be resources for providing subject-specific assistance and implementation of the curriculum. b. All other faculty and staff should be supportive of the needs of the beginning teacher and add to the overall collegial school culture.
Components of the Induction Program: A.
Orientation Programa. Before the start of the school year, an orientation program provides basic information to new and beginning teachers about the school, community, policies and procedures, the induction program, and introductions to key personnel.
B.
Mentoringa. A beginning teacher will be assigned to a trained mentor. b. Core mentoring activities may include meeting frequently to plan and discuss curriculum and instructional strategies; observation of one another’s classroom; co-teaching; and analyzing and assessing the beginning teacher’s practice in relation to evaluation criteria. c. Experienced teachers will be recruited to serve as mentors. Recently retired teachers may also serve as mentors. d. The Mentor Coordinator will arrange training for mentors. e. Selection and assignment will be done by the Principal and Mentor Coordinator. f. A Mentor Peer Support group will be established and facilitated by the Mentor Coordinator. g. Compensation for mentoring – see attached h. The Mentor Coordinator will assist in providing resources to beginning teachers and mentors.
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New Teacher Induction & Mentoring Plan
C.
Beginning Teacher Development and Traininga. Beginning and new teachers will meet with the Mentor Coordinator as a cohort group.
D.
Beginning Teacher Evaluationa. The evaluation will be done by the principal or another qualified administrator, not the mentor.
E.
Induction Program Evaluationa. The Mentor Coordinator in coordination with the Steering Committee will collect necessary data to evaluate the effectiveness of the induction program.
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New Teacher Induction & Mentoring Plan
Confidentiality Statement: Mentors will not discuss their new teacher’s classroom performances with anyone, including school and district administrators, except under the conditions listed below. Mentors, with the mentee’s knowledge, may discuss: • Any aspect of a mentee’s classroom performance with other mentors or resource professionals whose role it is to assist teachers; • The mentee’s teaching performance with appropriate administrators if, in the mentor’s professional judgment, the academic growth and development, social well-being, or physical safety of the students or others is at risk.
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New Teacher Induction & Mentoring Plan
AGREEMENT BETWEEN THE PIONEER VALLEY REGIONAL SCHOOL DISTRICT COMMITTEE AND THE PIONEER VALLEY REGIONAL EDUCATION ASSOCIATION
PERIOD:
9/1/15 - 8/31/18
SCHOOL YEARS: 2015 - 2016 2016 - 2017 2017 - 2018
TABLE OF CONTENTS ARTICLE
PAGE
I.
DURATION ...............................................................................................
1
II.
PREAMBLE ..............................................................................................
1
III.
SCOPE .....................................................................................................
3
IV.
COMPENSATION & OTHER CONDITIONS OF EMPLOYMENT ............
3
V.
DEDUCTIONS ..........................................................................................
3
VI.
GRIEVANCE PROCEDURE .....................................................................
4
VII.
INSURANCE .............................................................................................
7
VIII.
SICK LEAVE ............................................................................................
8
IX.
PERSONAL INJURY .................................................................................
9
X.
SICK LEAVE BANK .................................................................................
9
XI.
EXTENDED LEAVES OF ABSENCE WITHOUT PAY .............................
11
XII.
TEMPORARY LEAVE WITH PAY .............................................................
12
XIII.
SABBATICAL LEAVE ...............................................................................
13
XIV.
MATERNITY/PATERNITY/ADOPTION LEAVE (Unpaid) .......................
15
XV.
WORK YEAR ............................................................................................
16
XVI.
WORK HOURS .........................................................................................
17
XVII.
TEACHER ASSIGNMENT AND SCHEDULE ...........................................
19
XVIII.
22
XIX.
EMPLOYMENT PROCEDURES…..…….………………………………………. ................................................................................................... VANCANCIES AND PROMOTIONS ………………………………………….….
24
XX.
REDUCTION IN STAFF ………………………………………………………….…
24
XXI.
STAFF EVALUATIONS .............................................................................
27
XXII.
NEW TEACHER INDUCTION AND MENTORING PROGRAM……………
51
XXIII.
COURSE APPLICATION AND REIMBURSEMENT ..................................
56
XXIV.
RETIREMENT ..........................................................................................
56
XXV.
GENERAL ................................................................................................
58
XXVI.
SALARIES ................................................................................................
61
XXVII.
GUIDANCE ..............................................................................................
61
XXVIII.
SALARY SCHEDULE A. 2015/2016 .......................................................
62
SALARY SCHEDULE B. 2016/2017 .....................................................
63
SALARY SCHEDULE C. 2017/2018 ......................................................
64
XXIX.
LONGEVITY .............................................................................................
65
XXX.
EXTRA SALARIES FOR EXTRA DUTIES ................................................
66
SIGNATURE PAGE ..................................................................................
68
Pursuant to the provisions of Chapter 150-E of the General Laws of Massachusetts THIS CONTRACT IS MADE by the SCHOOL COMMITTEE OF THE PIONEER VALLEY REGIONAL SCHOOL DISTRICT (hereinafter sometimes referred to as the Committee) and the PIONEER VALLEY REGIONAL SCHOOL DISTRICT FACULTY acting as a subcommittee of the PIONEER VALLEY REGIONAL EDUCATION ASSOCIATION (hereinafter sometimes referred to as the Association). I.
DURATION: This Agreement shall be in full force and effective for a term of three (3) years, from September 1, 2015 until August 31, 2018 and shall thereafter automatically renew itself for successive terms of one year each unless by January 15, 2018, prior to the expiration of the Contract year in which the Agreement expires, either party gives written notice to the other that it desires to terminate or modify this Agreement and upon receipt of such written notice the parties agree to meet and confer for the purpose of negotiating a new Agreement. The parties agree to meet no later than December 1, 2017 and confer for the purpose of negotiating a new Agreement.
II.
PREAMBLE: Recognizing that the prime purpose of this contract is to clarify conditions of employment and salary, we the undersigned parties to this contract, declare that: a. Under the laws of Massachusetts, the Committee elected or appointed by the citizens of Bernardston, Leyden, Northfield and Warwick, and the Superintendent and Principals when specifically provided for under the Education Reform Act of 1993 and other statutes and laws of the Commonwealth of Massachusetts, have final responsibility for establishing the educational policies of the Pioneer Valley Regional School District, for management of said school and for directing their operation - a responsibility which includes the duty by the Committee and through its Administrators to maintain public elementary/secondary schools and such other educational activities as it finds will best serve the interest of member towns: to decide the need for school facilities, to determine the care, maintenance and operation of buildings, lands, apparatus, and other property used for school purposes; to employ, assign, transfer, and promote teachers; to suspend, demote or dismiss teachers of the schools in the manner provided by statute; to evaluate the performance of, prescribe hours for and working conditions of; prescribe textbooks and other teaching aids, the curriculum and methods of teaching used by, assign any added, lessened or different work and responsibility to; grant professional status to; regulate and restrict the use of school property (real or personal) by; implement
1
improved benefits at any time for all or some; make any pay deductions because of the absence of; or failure to perform work by; and prescribe any professional improvement program or policies for; to determine class size, to prescribe rules for management, studies, classifications, and discipline for the public schools; to prepare and submit budgets to respective member towns and, in its sole discretion, expend monies appropriated by the member towns for the maintenance of the schools, and to make such transfers of funds within the appropriate budget as it shall deem necessary; and to exercise such other authority, rights and powers conferred upon the Committee, Superintendent, and Principals by the laws of Massachusetts and the Rules and Regulations of any pertinent agency of the Commonwealth. The Committee agrees to take whatever action that may be necessary to give full force and effect to the provisions of this Agreement. As to matters not expressly covered by this Agreement, except as abridged or modified by this Agreement or any supplements hereto, the Committee retains all the rights and powers that it has or may hereafter be granted by law and shall exercise the same without such exercise being made the subject of grievance and arbitration provisions of this Agreement. b. The Superintendent of Pioneer Valley Regional School District (hereinafter referred to as the Superintendent) has responsibility for carrying out the policies so established; c. The teaching staff of Pioneer Valley Regional School District has responsibility for providing in the classrooms of the schools education of the highest possible quality; d. Recognizing that the faculty is composed of trained professionals, the Committee should feel free to consult the faculty concerning educational matters; e. Fulfillment of these respective responsibilities can be facilitated and supported by consultations and free exchanges of views and information between the Committee, the Superintendent, and the teaching staff in the formulation and application of policies relating to conditions of employment for the teaching staff; f. The Committee shares with the citizens of this district, a deep and abiding interest in the status of education in this nation and within these member towns. This interest (concern) has been increased by published educational assessments and gives rise to an increasing need to remain flexible of assignment, schedule, school hours, and calendar, as we respond to discerned need and mandate; and so g. To give effect to these declarations, the following principles and procedures are hereby adopted.
2
III.
SCOPE: A. For the purposes of collective bargaining with respect to wages, hours, other conditions of employment, the negotiation of collective bargaining agreements, and any questions arising thereunder, the Committee recognizes the Association as the exclusive bargaining agent and representative of all teachers, including: Classroom teachers, SPED teachers, Pre-K teachers, Art, Vocal and Instrumental teachers, Physical Education Teachers, Librarians, Guidance Counselors, Adjustment Counselors, Speech and Language Pathologists, Occupational Therapists, Physical Therapists, School Psychologists, Diagnostic Consultant, Educational Specialists, AudioVisual Media Specialists, Elementary Literacy Coach, Social Worker and all other similar employees but excluding managerial and confidential employees and all other employees of the School Committee (as such employees are defined in Chapter 150-E of the General Laws of Massachusetts). B. Professional employees may be referred to herein as teachers. C. As used in this Agreement shared/itinerant teachers shall be those professional employees assigned to more than one building.
IV.
COMPENSATION AND OTHER CONDITIONS OF EMPLOYMENT: Recognizing the need for flexibility in scheduling of hours and other conditions of employment, the parties hereto agree that during the lifetime of this Agreement proposals may be exchanged from time to time which, if mutually acceptable, would be implemented on a temporary basis until formal negotiations would deal with such matters on a permanent basis. Failure of such temporary adjustments to be accepted by either party shall not be cause for any grievance or other complaint proceeding. Such temporary arrangements will be reduced to writing and shall constitute temporary modifications to the existing Agreement. It is mutually understood that such proposals should only be made when deemed to be in the best interest of the educational process, all other matters to be treated in formal fashion during the regular negotiations.
V.
DEDUCTIONS: A. The Committee hereby accepts the provisions of Section l7G of Chapter 180 of the General Laws of Massachusetts and, in accordance therewith shall certify to the Treasurer of the Pioneer Valley Regional School District all payroll deductions for the payment of dues to the Association duly authorized by the employees covered by this Contract.
3
B. All persons covered by this Contract may upon signing the appropriate authorization card, have the following payroll deductions: 1. Tax Sheltered Annuity Premiums; 2. Savings Deposits to Franklin First Federal Credit Union, and other credit unions; 3. Association dues, MTA, NEA dues; 4. Medical, Dental and Life Insurance Premiums. 5. Foundation for Educational Excellence C. Each teacher's paycheck will display itemized deductions. VI.
GRIEVANCE PROCEDURE:
A. The purpose of the procedure set forth hereinafter is to produce prompt and equitable solutions to those problems which from time to time may arise which are within the definition of a grievance as hereinafter set forth. The Committee and the Association desire that such procedure shall always be as informal and confidential as may be appropriate for the grievance involved at the procedural level involved; and nothing in this Contract shall prevent any such employee from individually presenting any grievance. All time lines may be extended by mutual consent. 1. A "grievance" is a claim based upon an event or condition which involves the interpretation, meaning or application of any of the provisions of the Agreement. 2. An "aggrieved person", is the person or persons making the claim. 3. A "party in interest" is the person or persons making the claim and any person who might be required to take action or against whom the action might be taken in order to resolve the claim. 4. A “day” will mean calendar day. Level One: The grievance shall be presented orally and in writing by the employee and an Association representative to the appropriate immediate supervisor of the employee. The supervisor will meet with the employee and/or the Association Representative within seven (7) days after receiving the written grievance, and will provide a written response to the employee and the Association within seven (7) days after the meeting. If at the end of the fourteen (14) days following the occurrence of any grievance, or the date of first knowledge of its occurrence by any employee affected by it, the grievance shall not have been presented in writing to the appropriate immediate supervisor at 4
Level One of the procedure set forth in Article VI, the grievance shall be deemed to have been waived. Level Two: If the grievance shall not have been disposed of to the satisfaction of the employee and/or the Association at Level One, the employee and/or the Association representative may within fourteen (14) days after receipt of the Level One response or the date it was due if no response is received, to the Superintendent who shall, within fourteen (14) days thereafter, meet with the employee and/or the Association representative in an effort to settle the grievance. Level Three: If the grievance shall not have been disposed of to the employee's and/or Association’s satisfaction at Level Two the employee and/or the Association may within fourteen (14) days after receipt of the Level Two response or the date it was due if no response is received, present the in writing to the School Committee, and within fourteen (14) days thereafter, or at the next regularly scheduled School Committee meeting, the School Committee shall meet with the employee and/or Association Representative in an effort to settle the grievance. The School Committee will provide a written response to the employee and the Association within seven (7) days after the meeting. Level Four: If the grievance shall not have been disposed to the satisfaction of the Association at Level Three, and if the grievance shall involve the interpretation or application of any provision of this contract, the Association may, by giving written notice to the School Committee and the American Arbitration Association within thirty-five (35) days after receipt of the Level Three response or the date it was due if no response is received, present the grievance for arbitration. The expenses of such arbitration, if any, including per diem expenses, actual and necessary travel, subsistence expenses and the cost of the hearing room if other than school, as designated by the arbitrator shall be equally shared by the School Committee and the Association. All other costs shall be borne by the party in need of and directly requesting other services. The arbitrator shall have no power to add to, subtract from, modify, or amend any of the provisions of this agreement, nor shall he/she usurp the functions of the Committee or the proper exercise of its judgment and discretion under the law and this Agreement, nor may he/she compel an act which is in derogation of such rights. No award shall be effective retroactively beyond the date at which the grievance was first presented under the Grievance Procedure established herein. The decision of the arbitrator will be submitted to the School Committee and to the Association and shall be final and binding upon the parties to this Agreement, and upon the aggrieved person or persons.
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a. Any grievance shall be deemed to have been waived if the action required to present it to the next level in the procedure shall not have been taken within the time specified in Article VI. b. If any employee covered by this Contract shall present any grievance without representation by the Association, the disposition if any, of the grievance shall be consistent with the provisions of this Contract; and if the Association shall so desire, it shall be permitted to be heard at each level of the procedure under which the grievance shall be considered. c. No written communication, or other document, or record relating to any grievance shall be filed in the personnel file maintained by the School Committee of Pioneer Valley Regional School District for any employee involved in presenting such grievance. d. If a grievance affects a group of teachers, and appears to be associated with a school-wide policy, it may be submitted directly by the Association at Level 2. e. It is understood that any grievant shall, during and notwithstanding the pendency of any grievance, continue to observe all applicable rules and regulations of the Committee until such grievance and any effect thereof shall have been duly determined. f. The election of the Association to proceed to arbitration shall constitute an election of remedies and the Association in making the election to proceed to arbitrate the issue, agrees that arbitration shall be the sole remedy to be sought by it, and that no court proceeding or other dispute-resolving mechanism will be employed by the Association during the pendency of the grievance nor until the Arbitrator has submitted his/her written award to the parties. Nothing in the above, however, shall prohibit either party from meeting court mandated filing deadlines in order to assure future access to legal remedies following the arbitration decision. g. All actions involving the suspension or termination of a teacher shall be processed pursuant to the procedural due process rights contained in the Education Reform Act of 1993. The parties to this collective bargaining agreement recognize the “exclusive remedy” provisions of M.G.L. Chapter 150E, §8 and the amendment to M.G.L. Chapter 71 providing some educational employees to the right to access a statutory arbitration procedure. The parties further agree that an employee who is subjected to disciplinary action, where such disciplinary action can be reviewed by an arbitrator appointed by the Massachusetts Department of Education pursuant to M.G.L. Chapter 71 or through this Article, may pursue an appeal of his/her grievance through either the grievance procedure or such state appointed arbitrator. The parties 6
further agree that whichever arbitration forum in which review of disciplinary action is first requested shall be the exclusive method for the resolution of such dispute, foreclosing access to the other arbitration forum. VII.
INSURANCE AND FLEXIBLE SAVINGS ACCOUNTS: A. Adoption of Chapter 32B by the Committee (Hospital and Medical Insurance). B. The Committee will provide Health Insurance substantially equal in coverage to the existing insurance provider. Employees are eligible to participate in Blue Cross/Blue Shield (the existing provider) or in any of the following plans: Blue Cross/Blue Shield HMO, or Blue Cross/Blue Shield PPO. The employers with the consent of the Association may substitute any comparable or better plan(s) and/or carriers for the current plan or carrier. 1. The Committee will pay 75% of the cost of existing health insurance coverage. Members will pay 25%. 2. HMO Contributions: The Committee will pay 75% of the cost of the HMO plans referenced in B. Members will pay 25%. 3. The District will contribute fifty percent (50%) of the Dental Guard Core Plan premium cost. The members will pay fifty percent (50%.) 4. The Committee will provide the Membership with the IRS Code 125 Pre-tax Premium Payment Plan. 5. The Committee will offer Flexible Savings Accounts for the purpose of medical and dependent care expenses. The Committee will pay 100% of the set up costs of these two accounts and will contribute 50% of the ongoing administrative costs with the employee contributing the other 50%. C. Teachers who are eligible for district health insurance and dental insurance benefits and retire under the Massachusetts Retirement System are eligible for health insurance and dental insurance benefits provided by the Massachusetts Life and Health Insurance Program for Retired Municipal Teachers. D. Staff will be granted the option to purchase extended levels of Optional Life and Accidental Death and Dismemberment Insurance, such to be paid by the member within the regulations and restrictions of the Company. All staff participation must be effected 7
by September 10th of the applicable year with the central administration office. E. To explore substantial improvement in term life insurance available to employees with additional cost to be borne by employees. VIII.
SICK LEAVE: A. Full-time and part-time teachers will be entitled to fifteen (15) days paid annual sick leave, equivalent to their work day. Such days will be payable from the first day forward second year, cumulative to 160 paid days. 1. The one hundred and sixty (160) day limit on the cumulative sick day places a condition upon the grant of fifteen days annual sick leave such that a teacher with 160 days previously accumulated would receive no additional sick days upon the start of, or during a new school year, with the exception of teachers in their last year of employment prior to retirement who will be awarded fifteen sick days. B. First year teachers, full or part-time, in the Pioneer Valley Regional School District are entitled to one and one-half (1 1/2) days per month equivalent to their work day cumulative each month through June of their first year in the Pioneer Valley Regional School District, at which point they will have accumulated fifteen (15) full days and/or fifteen (15) equivalent work days. First year teachers experiencing days of deduction under this clause shall be reimbursed for such days at the end of the year, if total year's utilization does not exceed fifteen (15) full days or fifteen (15) equivalent days. 1. In case of a teacher leaving the System during the school year any sick leave advanced beyond one and one-half days per month for the current year will be deducted before he/she receives his/her final paycheck. C. Part-time teachers, being those teachers who receive less than full pay will be entitled to fifteen (15) paid equivalent work days; such equivalent work days will be payable from the first sick day forward cumulative to one hundred sixty (160) paid equivalent work days. D. Sick leave may be used for family illness. Family member to be defined as spouse, parents, spouse’s parents, children, siblings, or other dependents living within the employee’s household, or for whom s/he provides daily care and responsibility. Exceptions may be made by the Superintendent.
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E. The Administration may require medical certification in any situation where the Administration had documented reason to believe there is abusive, excessive, or patterned sick leave usage by a teacher. F. After seven (7) consecutive school days of absence due to illness or injury, or any absence covered by the Family and Medical Leave Act of 1993, a medical certificate may be required by the Administration. 1. The Administration may also require medical certification to ensure that the employee is able to perform the duties and responsibilities of the position after an extended illness or injury of seven (7) or more consecutive days. 2. The Administration may withhold payment for the documented absent days if medical certification is not presented. The Administration may also take disciplinary action when medical certification is not presented or it is determined there was abusive, excessive, or patterned sick leave usage. G. During the last year of employment prior to his/her retirement each teacher with fifteen years or more of service in the District or his/her estate shall be paid an amount equal to his/her full day per day at a rate of 1/10th of his/her accumulated unused sick days, total days paid not to exceed sixteen (16.) H. Each teacher will be notified of his/her sick leave accumulation by October 1st of each school year. IX.
PERSONAL INJURY: A. Teachers shall report any injury to the Administration in writing within twenty-four (24) hours of its occurrence. The Administration will make every effort to assist teachers in handling children who lose control and are violent. Emergency procedures for handling such incidents will be set up in the school district for the protection of teachers and children involved. B. Whenever a teacher is absent from school as a result of an accident or injury arising out of, and in the course of employment, he/she will receive full worker's compensation, as eligible.
X.
SICK LEAVE BANK: A Sick Leave Bank is hereby established to be maintained under the following conditions: A. Each teacher shall donate three (3) days of his/her sick leave to the bank within fifteen (15) days of the beginning of the school year. A teacher may not join or access the sick leave bank during his/her first year of employment.
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B. Members will contribute an additional one (1) day per year until such time as a maximum of four (4) times the number of teachers on September 15 of each respective contract year, is reached. Once a maximum of five (5) days has been deducted no member will have additional days deducted until such time as the bank needs replenishing. C. Days contributed by personnel leaving the system will be deducted from the bank in number equal to their contribution on their last working day; D. If the Sick Leave Bank is exhausted, that is sick days contributed to the bank have been used, (it) shall be replenished by contribution of an additional day of sick leave from each teacher participating in the bank; such additional day to be deducted from the teacher's accumulated sick leave; E. Sick Leave Bank Committee will be established composed of: 1. Three (3) teachers appointed by the President of the Teachers Association; 2. The Superintendent of Schools or his/her designee; 3. Two members of the School Committee appointed by the Chairperson of the School Committee; 4. This Sick Leave Bank Committee will be appointed by said parties for the duration of this contract. F. The Sick Leave Bank Committee shall establish rules and regulations of procedures to govern operation of the "Bank". G. No payment from Sick Leave Bank days shall be made unless a teacher has exhausted all sick days accumulated by the teacher. H. Decisions of the Sick Leave Bank Committee shall not be subject to the grievance procedure; I. No payment from the Sick Leave Bank shall be made except on a regular warrant approved by the School Committee. J. The sick leave bank may only be accessed where there is a prolonged illness or injury verified by a physician's statement of incapacity. For the purpose of this Article "prolonged" means at least ten consecutive work days.
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XI.
EXTENDED LEAVES OF ABSENCE WITHOUT PAY: A. Military leave shall be granted to any teacher who is inducted or recalled to active duty in any branch of the Armed Forces of the United States. B. The Administration shall grant a leave of absence without pay to any teacher to serve in an elected full-time public office for one (1) term. Administration refers to Principals and Superintendents. C. A leave of absence without pay up to one (1) year shall be granted for the purpose of caring for a sick member of the teacher's immediate family; such is understood to be father, mother, sister, brother, child or spouse. Additional leave may be granted at the discretion of the Administration. D. A leave of absence without pay may be granted for up to one (1) school year for the purpose of travel, for further educational study, for professional improvement and for justifiable reasons. Request for such a leave must be made to the Superintendent by March 15th of the previous school year. The School Committee may grant exceptions to this requirement. 1. Any member(s) of the professional staff may apply for an unpaid leave of absence. Primary consideration in the granting of an unpaid leave will be given on the benefit of the proposal to the District. In the event that multiple requests are deemed of equal benefit to the District, preference shall be given to the individual who has not previously received such a leave; thereafter seniority shall prevail. In situations where conditions of seniority and initial leave are equal, the Administration will render a judgment on unpaid leave requests deemed to be in the best interest of the District. Judgments will not be subject to grievance and will not be arbitrable. 2. The teacher on leave will notify the Administration by April 15th of the leave year of his/her intent to return; failure to so notify will constitute termination of employment and free the Administration to seek replacement without fear of grievance and/or any other legal recourse; 3. The frequency of request will not exceed one (1) in ten (10) years for any one teacher; 4. Courses, if taken within the leave year, are not subject to reimbursement.
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E. Any member(s) who have served the Pioneer Valley Regional School District six (6) consecutive years, may request to participate as a full time exchange teacher within his/her assignment field for a minimum period of one (1) semester and a maximum exchange period of one (1) school year and upon return from such unpaid leave, teacher(s) will be placed on the salary schedule at a level he/she would have achieved if he/she had not been absent from the Pioneer Valley Regional School District; it being understood that all other benefits are to remain dormant during the leave year. Requests for such leave must be received between January 1st and April 1st of the prior school year. In the event of multiple requests, preference shall be given to the teacher(s) whose exchange is deemed to be in the best interest of the Pioneer Valley Regional School District. In the event that multiple requests are judged to be of equal benefit to the District, preference shall be given first to the individual(s) who has not previously received such a leave; thereafter seniority shall prevail. In situations where conditions of seniority and initial leave are equal, the Administration will render a judgment on the unpaid leave request deemed to be in the best interest of the District. Judgments will not be subject to grievance and will be nonarbitrable. A teacher participating in an approved exchange program, one that provides an exchange teacher to the Pioneer Valley Regional School District within the same assignment field, may apply but once during any ten (10) year period and will be subject to the effects of staff reduction and other changes in operational conditions as affects all other employees in this contract. F. All benefits to which a teacher was entitled at the time his/her leave of absence commenced, including unused accumulated sick leave, shall be restored to him/her upon his/her return and he/she shall be assigned to the same or similar position which he/she held at the time said leave commenced. Leave shall be without pay, however the teacher may maintain insurance benefits, as permitted by the District carrier, upon full premium payment to the District. It is further understood that a teacher on leave will retain rights of reemployment if a position he/she is qualified to fill continues to exist, but that all accumulation, schedule movement, and related rights shall remain dormant during the leave year. XII.
TEMPORARY LEAVE WITH PAY: A. Each teacher shall be granted up to ten (10) working days paid bereavement provided such days are days the employee would have worked and on which the employee would not have been absent for any other reason. The stated days are applicable to the death of the teachers' spouse, child, or parents. Up to four (4) paid working days shall be granted for grandchildren, brothers, sisters, mother-in-law or father-in-law, brother-in-law and sister-in-law. Up to three (3) paid working days for dependents related to the employee if living in the
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same household; up to two (2) paid working days for grandparents; and up to one (1) paid working day for others subject to advance approval of the Superintendent or his designee, the 1ast to be nonarbitrable. All bereavement days are non-accumulative and nontransferable. B. Each teacher shall be granted two (2) personal days with pay per school year, non-accumulative and non-exchangeable. Twenty-four (24) hour notice must be given to the Principal/immediate supervisor, except in an emergency. The days are intended for personal business that cannot be conducted outside of the school day. Employees may carry over one (1) unused personal day to the next school year, to a maximum total of three (3) available in any given fiscal year. C. Each teacher will be encouraged to take at least one (1) professional day per year. The school and program to be visited and the date shall be approved in advance by the Principal and will be determined by the availability of substitute teachers, and other activities of the school. Programs witnessed and knowledge secured will be provided and shared upon request with pertinent faculty. D. Emergency leave up to a maximum of three (3) days will be provided for those times that immediate, critical response is necessary, such leave and its reason will be evaluated by the Superintendent of Schools and the decision rendered is non-accumulative, nontransferable and non-arbitrable in nature. Required jury duty will be a paid teaching day. Payment for jury duty, exclusive of travel and expenditures, to be paid to the District. XIII.
SABBATICAL LEAVE: In the interest of rewarding professional performance and encouraging independent research, achievement and professional growth, the District Committee shall adhere to the following policies in respect to granting sabbatical leaves as recommended by the Superintendent of Schools. A. One year of leave for professional improvement may be granted to any member(s) of the professional staff who: 1. Has completed six full-time consecutive years of service with the Pioneer Valley Regional School District. 2. Has not had such a leave during the previous six years and; 3. Has received approval by the School Committee as recommended by the Superintendent and Principal of his/her proposal for professional improvement; such plan (proposal) shall be made part of this approval and must be
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submitted no earlier than 9/1 or later than 11/1 of the year prior to the effected leave. B. Compensation for a sabbatical leave shall be at half pay not to exceed a school year. C. Any member(s) of the professional staff accepting such leave shall enter into a written agreement with the School Committee in accordance with the provisions of Chapter 71, Section 41A of the General Laws of the Commonwealth of Massachusetts. D. Primary consideration in the granting of a sabbatical leave will be given on the merit of a proposal to the District. In the event that multiple requests and proposals are judged to be of equal value to the District, preference shall be given (first) to the individual who has not previously received a sabbatical leave; thereafter seniority shall prevail. In situations where conditions of seniority and initial leave are equal, the School Committee will render a judgment on the sabbatical request deemed to be in the best interest of the District. Judgments will not be subject to grievance and will be nonarbitrable. E. Proposals for such leave may be for one of the following purposes: 1. Further study at an accredited institution of higher learning germane to one's present or pending assignment at one's individual school. 2. Research leading to an advanced degree within one's present or pending assignment field at individual school, such to be presented on request, as fulfillment of an approved sabbatical plan. 3. Course travel, supervised and provided with credit from an accredited institution of higher learning, and applicable to one's present or pending assignment at individual school. F. Failure to conform to, or stay within the bounds of the approved proposal may result in forfeiture of reimbursement to the Pioneer Valley Regional School District of the amount of salary paid for the period of leave. G. Written notice of intent to take sabbatical leave should be made to the Superintendent no earlier than 9/1 or later than 11/1 of the year prior to leave. Action shall be taken on all proposals (plans) no later than the December meeting immediately following the November 1st deadline.
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XIV. MATERNITY/PATERNITY/ADOPTION LEAVE:
(Unpaid)
Unpaid maternity, paternity and adoption leave will be granted only to a teacher who has a signed teaching contract and has completed ninety (90) calendar days of contractual service. A. A request for a maternity/paternity or adoption leave should be processed through the office of the Superintendent of Schools at least forty-five (45) calendar days before anticipated date of departure. Date of intention to return shall also be indicated at this time. B. A teacher who becomes pregnant may continue to teach until the teacher deems it necessary to be relieved of her teaching duties or the Administration determines that the teacher's condition interferes with her carrying out her teaching duties. Such a decision requires the recommendation of the teacher's attending physician. C. The leave may be terminated prior to its expiration upon prior notification by the teacher to the Superintendent of Schools with at least one week's notice subject to the provisions of the F.M.L.A. of 1993 and the M.M.L.A. Written approval of the attending physician may be required. D. A teacher eligible for a maternity/paternity or adoption leave shall be on leave for up to twelve (12) work weeks after the birth or arrival of the child. E. A teacher will be returned to his/her regular teaching assignment or a teaching assignment for which s/he is qualified, upon completion of a maternity/paternity or adoption leave providing such position or positions continue to exist within the system. F. At the expiration of the leave, the teacher is expected to return to duty, request leave under other provisions of this contract, or submit a letter of resignation. The absence of any of the above actions will result in termination of employment. G. Disabilities caused or contributed to by pregnancy, miscarriage, abortion, childbirth, and recovery therefrom are, for all job related purposes, temporary disabilities and should be treated as such under any health or temporary disability insurance or sick leave plan available in connection with employment. Upon submission of a physician's letter stating a period of temporary disability, the teacher will be able to draw on her accumulated sick leave. H. Teachers on maternity/paternity or adoption leave who wish to extend that leave to an unpaid leave of absence must make the request of the Administration four (4) weeks prior to the end of the leave.
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I. A teacher may be granted an unpaid extended maternity/paternity or adoption leave for up to one school year provided that s/he returns to assignment at the beginning of a quarter or semester, only. It is further understood that all accumulation, related rights, and benefits shall remain dormant during the leave period, and that schedule movement to the next subsequent step shall occur only when said teacher has completed one hundred twenty (120) days or more during the school year and all other conditions for movement and reemployment are satisfied. J. The employee at his/her expense, will be able to continue in the group insurance plan up to one (1) year, upon the approval of a leave period, and if within the insurance policy limitations currently in force. XV.
WORK YEAR: A. The work year of the teachers will be within the established minimum of 180 days and maximum of 186 days, with exception of new personnel who may be required to attend no more than 3 additional sessions. B. The work year will begin on a mutually agreed upon date and terminate no later than June 30. C. The day immediately preceding school opening will be set aside for the purpose of orientation, coordination and other opening activities. D. Days worked beyond 183 (186 for new personnel) will be reimbursed at the rate of 1/183rd of the teacher's contracted salary. Remittance will be placed on the next scheduled warrant and will be made on the first check date (15th or 30th) following the approval of the warrant by the School Committee. E. Attendance on days worked beyond 183 (186 for new personnel) is mandatory for all teachers unless specifically exempted by the Administration. F. Days beyond 183 (186 for new personnel) may be scheduled by the Administration during the normal work week at any time during the school year, except for the month of June. Such days may also be scheduled at other times (vacation periods, weekends, June, etc.) if mutually agreed upon by the School Committee and PVREA. Every effort will be made to inform teachers by June 30 of the next year's schedule of days beyond 183. G. No faculty meetings or IEP meetings will be scheduled until 2:30 p.m. on "early release" exam days.
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XVI.
WORK HOURS: A. Pioneer 1. Teachers will remain as long after pupil departure as is necessary to carry out the teacher's responsibilities. These responsibilities may include informal parent-teacher conferences, teacherdetention, faculty meetings, department meetings, committee meetings, extra help sessions for pupils, grade-level meetings, 504’s, I.E.P.’s, Student Success Plans. No other meetings will be required. All meetings will end by 4:00 p.m. 2. Workshops for professional development will not exceed the scheduled workday. 3. Pioneer Valley Regional School will maintain current practices regarding after school responsibilities for the life of this agreement. 4. IEP meetings will be scheduled to begin no earlier than one-half (1/2) hour before the start of the teacher's work day, nor more than one-half (1/2) hour at the end of the teacher's work day. IEP meetings will not be held after regular work site hours on Friday or the day immediately preceding a holiday, unless such is voluntarily agreed by the employee. 5. The scheduled day for teachers at Pioneer shall be 6 ¾ hours, set between the hours of 7:45 a.m. and 2:45 p.m. i. The beginning and ending of the school day will remain as stated in #5 for the duration of this contract period with the understanding that the bell schedule providing seven (7) periods may be changed to meet the needs of the school. Increase in the length of the school day will be negotiable. 6. At Pioneer, when a substitute is needed for one period, a classroom teacher and administrator could agree to have the teacher substitute in place of a preparation period at the rate of $35 per period to implement the lesson plans provided by the absent teacher. All teachers will be offered the opportunity to sign up for single period subbing. When needed, the substitute coordinator will offer the opportunity to substitute to volunteers on the list on a rotating basis according to the volunteer pool’s availability. Teachers will only be eligible to sub in place of their preparation period, not in place of another teaching or duty assignment. 7. The Administration may require teacher attendance at no more than two (2) evening meetings per year. 17
B. Elementary Schools: 1. Teachers will remain as long after pupil departure as is necessary to carry out the teacher's responsibilities. These responsibilities may include informal parent-teacher conferences, faculty meetings, grade level meetings, 504’s, I.E.P.’s, Student Success Plans, committee meetings, extra help for pupils, and up to one student support/monitoring meeting per teacher per month. No other meetings will be required. All meetings will end by 4:30 p.m. 2. Workshops for professional development will not exceed the scheduled workday. 3. Bernardston, Leyden, Northfield and Warwick Elementary Schools will maintain current practices regarding after school responsibilities for the life of this agreement. 4. The Administration may require teacher attendance at no more than four (4) evening meetings per year, inclusive of no more than two (2) parent conferences. 5. IEP meetings will be scheduled to begin no earlier than one-half (1/2) hour before the start of the teacher's work day, nor more than one-half (1/2) hour at the end of the teacher work day. IEP meetings will not be held after regular work site hours on Friday or the day immediately preceding a holiday, unless such is voluntarily agreed by the employee. 6. The scheduled day for teachers at the elementary level shall consist of 6 3/4 hours, set between the hours of 8:30 a.m. and 3:30 p.m. i. The beginning and ending of the school day will remain as stated in #6 for the duration of this contract period. Increase in the length of the school day will be negotiable. 7. The elementary classroom teacher will be relieved of supervisory duties during regularly scheduled Art, Music and Physical Education classes. When specialists are absent, a substitute will be provided. When a substitute is not available and both the classroom teacher and administrator agree, the teacher will be paid $35 per period to implement the lesson plans provided by the specialist. C. Shared/Itinerant Staff: 1. Teachers will remain as long after pupil departure as is necessary to carry out the teacher's responsibilities. These responsibilities
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may include informal parent-teacher conferences, faculty meetings, grade level meetings, 504’s, I.E.P.’s, Student Success Plans, committee meetings, extra help for pupils, and up to one student support/monitoring meeting per teacher per month. No other meetings will be required. 2. Workshops for professional scheduled workday.
development
shall
not
exceed
3. Shared/itinerant staff will maintain current practices regarding after school responsibilities for the life of this agreement. 4. IEP meetings will be scheduled to begin no earlier than one-half (1/2) hour before the start of the teacher's work day, nor more than one-half (1/2) hour at the end of the teacher's work day. IEP meetings will not be held after regular work site hours on Friday or the day immediately preceding a holiday, unless such is voluntarily agreed by the employee. 5. The shared/itinerant staff will work their primary work site hours not to exceed 6 3/4 hours. 6. Shared/itinerant staff whose work day is spent entirely in one building may be assigned a duty by the principal. XVII.
TEACHER ASSIGNMENT AND SCHEDULE: A. Pioneer:
1. Teachers will be notified of their teaching schedule and assignment for the coming year under normal circumstance no later than the one hundred seventy-eight (178th) day of the previous school year. Under extenuating circumstances, teachers will be notified of assignments and schedules as soon as they are decided. 2. Full time PVRS teachers will be guaranteed a minimum of one thirty (30) minute duty free lunch period per day. There is an understanding that there will be a limited number of exceptions per school year to accommodate changes to the student schedule. Any change will be by mutual agreement of the PVRS Principal and the PVRS Building Representative of the PVREA, notwithstanding the above. The Principal will have sole discretion to change the teacher lunch period up to two times each school year. 3. A school day will consist of no more than seven instructional blocks and no more than one advisory/flex period. A teacher’s schedule will consist of: i.
No more than twenty-five (25) instructional blocks weekly.
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ii.
iii. iv. v. vi. vii.
No more than five cafeteria/lunch, study hall, hall duty assignments weekly. a. Teachers eligible for a duty can only have that duty during the lunch period once a week. One non-duty/preparation period daily. Staff who participate in grade team meetings will have their grade team meetings designated as their duty period when the meetings are scheduled by administration. One advisory period weekly. Three flex periods weekly. Flex periods are duty periods and are assigned in addition to the duty assignment addressed above in ii. A Head Teacher will teach no more than twenty-five (25) instructional blocks weekly, will have no more than five (5) supervisory periods weekly, and will have one (1) preparation period within his/her daily assignment.
4. Overloads will be compensated at a rate of $3,000 per course per semester. An overload is defined as a teaching period in lieu of a study hall or hall duty period. Teachers may be requested but not required to teach an overload. 5. Staff who teach senior courses may be assigned instructional duties once seniors graduate in the spring.
other
6. In a seven (7) period day schedule, a Head Teacher will teach five (5) periods per day and in addition will have one (1) supervisory period and one (1) preparation period within his/her daily assignment. 7. The work year of a Head Teacher will be the teacher's work year plus two days. Days worked beyond these will be paid at a per diem rate and subject to prior approval of the Superintendent. 8. Head Teacher in Mathematics, English, Social Studies, Science, Technology, and Engineering, and Special Education/ Psychology will receive their step rate plus: 2015/2016: $2,330 2016/2017: $2,330 2017/2018: $2,330 9. Head Teachers in Foreign Language, Fine Arts, Phys. Ed./FCHS, Guidance, and Business/Technology will receive their step rate plus: 2015/2016: $1,189 2016/2017: $1,189 2017/2018: $1,189
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10. In a seven (7) period day the Athletic Director will teach four (4) periods per day and in addition will have one (1) preparation period and two (2) administrative periods within his/her daily assignment. 11. The Athletic Director will receive step rate plus: 2015/2016: $5,827 2016/2017: $5,827 2017/2018: $5,827 12. The Library/Media Coordinator in addition to his/her regular salary will receive: 2015/2016: $698 2016/2017: $698 2017/2018: $698 13. PVRS teacher leaders will be compensated at a rate of $1,750. 14. Evidence of lesson planning shall be checked periodically by the Head Teachers and submitted quarterly to the Principal. 15. Teacher in Charge will receive a stipend of $100 per day. B. Elementary: 1. Teachers will be notified of their teaching assignment/schedule for the coming year under normal circumstances no later than the one hundred seventy-eight (178) day of the previous school year. Under extenuating circumstances, teachers will be notified of assignments and schedules as soon as they are decided. 2. Full time teachers will be guaranteed a minimum of one thirty (30) minute duty free lunch period per day. 3. A full time teacher will be given a minimum of one (1) thirty (30) minute non-duty/preparation period daily within the confines of the teacher day. A partial work week will be prorated. 4. Every effort will be made to assign teachers to no more than one duty assignment per day. 5. The Administration may appoint a teacher-in-charge for one year, who shall be the administrative officer of the building during the temporary absence of the Principal. The duties and responsibilities of the teacher -in-charge shall be defined by the
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Committee. During the term of this agreement the teacher-incharge shall be paid: 2015/2016: $1,200 2016/2017: $1,200 2017/2018: $1,200 per year, half to be paid in January and half to be paid in June for duties performed when the Principal is unavailable.
6. At a school where there is a principal who is less than full time the teacher in charge shall be paid $1,750 per year. 7. Elementary teacher leaders will be compensated at a rate of $875 per year. C. Shared/Itinerant Staff: 1. Teachers will be notified of their teaching schedule/building assignments for the coming year under normal circumstances no later than the 178th day of the previous school year. Under extenuating circumstances, teachers will be notified of assignments and schedules as soon as they are decided. 2. Staff assigned to more than one work site per day will not be assigned duties. 3. Each full time teacher will be given preparation periods consistent with the work site schedule. 4. Each full time teacher will be guaranteed a minimum of one thirty (30) minute duty free lunch period per day. XVIII.
EMPLOYMENT PROCEDURES: A. Dismissals and suspensions of teachers with or without professional status as provided for under General Laws, Chapter 71, as amended, or any other applicable law shall not be grievable and not arbitrable, but the teacher shall have all of the rights and remedies provided for under the aforesaid laws. B. Professional status and non-professional status teachers will receive a written notice by the Superintendent of Schools by June 1, stating whether or not the teacher will be retained and if retained, the salary step payable for services. Nonprofessional status teachers who have not been reappointed shall have the right of a hearing before the Superintendent, in the presence of a member of the Association.
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C. A teacher signing a contract with another school system shall provide notice to Pioneer Valley Regional School District Committee within three (3) days of signing and shall continue in his/her teaching assignment for thirty (30) calendar days unless a suitable replacement is secured, in which event a mutual release date may be agreed to by the Superintendent. D. When a teacher is not going to be reappointed to a salaried extra duty, said teacher shall be notified in writing by June 1st for the ensuing school year. Employees who do not want to continue in such positions shall notify the Committee through the Superintendent in writing twenty (20) work days prior to activity need. E. The Committee will employ only those teachers who qualify to hold or who hold permanent certificates or licenses issued by the Commonwealth of Massachusetts Department of Education, as defined in the Educational Reform Act of 1993. F. In cases of involuntary transfer, the teacher involved will, at the teacher's request, be entitled to meet with the Superintendent, to discuss the implications of the transfer and the teacher's preferences in that regard, such transfer shall not be arbitrary or punitive. G. No teacher shall be disciplined, discharged, professional advantage without just cause.
or
denied
any
H. The Committee agrees to require during the term of this Agreement as a condition of continued employment that every employee covered by this Agreement, except those employees who are certified to the Committee and to the Association as being members of the Association, as the thirtieth (30) day of such employment or the thirtieth (30) day after the effective date of this Agreement provision, whichever is later, pay to the Pioneer Valley Regional Education Association an agency service fee or authorize in accordance with General Laws, c.150E, Section 12, the payroll deduction in equal installments of an agency service fee which shall be commensurate with the costs of collective bargaining and contract administration as determined by the Association and which amount shall be certified annually to the Committee by the Association and shall be less than the regular Association dues. The Committee further agrees to certify to the District Treasurer the amount of such agency service fee, the employee authorization of the deduction of same in accordance with General Laws, c. 180, Section 17G, (beginning with the 1995/96 school year). It is specifically understood and agreed that the Pioneer Valley Regional School District Committee shall be saved harmless for such deductions under those circumstances as provided by General Laws, Chapter 180, Section 17G.
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Excluded from this section H will be teachers teaching less than fifteen (15) hours per week. I. In all matters of employment, the Committee and the Association agree that there will be no discrimination due to race, color, sex, religion, national origin, marital status, sexual orientation or disability. XIX.
VACANCIES AND PROMOTIONS: A. Whenever any vacancy in a professional position occurs during the school year (September to June) it will be adequately publicized by the Superintendent by means of a notice placed on the Association bulletin board in all buildings as far in advance of the appointment as possible. During the months of July and August, written notice of any such vacancy will be given to the Association via the building representative of each school. A notice of any such vacancy shall be sent to all Association members via district email. In addition, vacancies shall be posted on the Pioneer Valley Regional School District web site. Teachers wishing to be notified of such vacancies will so indicate to building representatives in June. In both situations, the qualifications for the position, its duties and rate of compensation will be clearly set forth. No vacancy will be filled during the school year except on a temporary basis, within fifteen (15) days from the date notice is posted in the school, or the giving of notification to the Association. B. All qualified teachers will be given adequate opportunity to make application for such positions, the selection process will give due weight to the professional background and attainments of all applicants, the length of time each has been in the school system and other relevant factors. In filling vacancies, consideration will be given to qualified teachers already employed by the Committee, and each such teacher applicant not selected will upon request, receive from the Superintendent or his/her designee a written explanation of why the successful applicant was selected. Where a vacancy is to be filled, appointments will be made wherever possible not later than sixty (60) days after the notice is posted in the schools or the giving of notification to the Association. C. Appointments will be made without regard to race, color, sex, religion, national origin, marital status, sexual orientation or disability.
XX.
REDUCTION IN STAFF: ‘"For the purpose of Article XX, "Qualified and Seniority"’ shall be defined as:
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"Qualified" - A teacher has on file with the Office of the Superintendent evidence that he/she has taught successfully in a subject area and/or grade level, and possesses either the necessary certification or license, or is eligible for a waiver from the Massachusetts Department of Education. "Seniority" - Continuous length of service in years, months, and days excluding leaves where movement is dormant provided that the seniority of present teachers as of the effective date of this Agreement shall consist of their continuous length of service from the initial date of employment by the Pioneer Valley Regional School District Committee or predecessor School Committees. A. The parties also agree that notwithstanding any agreement that may now exist, the provisions of M.G.L., Ch. 71 are applicable to all teachers within the District as of July 1, 1991. In the event of a Reduction in Force any professional status teacher in the school district could displace any non-professional status teacher for which position the teacher is currently certified to perform the job duties and responsibilities or will be so certified by the effective date of the Reduction in Force. B. In the event it becomes necessary to reduce the number of teachers in the Pioneer Valley Regional School District (K-12) the Administration will take into consideration length of service, ability, and qualifications: and when all factors that constitute ability and qualifications are relatively equal, length of continuous service shall prevail. The laid-off teacher, or the teacher whose position has been eliminated shall (a) be transferred to an open position within the district for which he/she is qualified; or (b) replace an employee with the lowest seniority in the district provided that he/she is qualified. In the case of shared/itinerant teachers, the laid off teacher, or the person whose position is eliminated, shall (a) be transferred to a position for which he/she is qualified or; (b) replace a teacher with the lowest seniority within the shared/itinerant bargaining unit. In cases involving teachers who have identical seniority, preference for retention or recall shall be given to the teacher who has achieved the highest level of training directly applicable to the vacancy involved. C. Teachers who have been laid-off shall be entitled to recall rights for a period of time equal to the length of continuous service on the effective date of their respective layoffs, but under no circumstances more than two (2) years. 1. During the recall period, teachers shall be notified by certified mail, return receipt requested, addressed to their last address of record, and given preference for positions for which they are qualified, certified, or certifiable in the inverse order of their respective layoff.
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2. The teacher shall within twenty (20) calendar days after receipt of notice of recall by certified mail and return receipt requested, file acceptance through return of a signed slip provided by the employer of his/her intention to return or not to return by certified mail and return receipt requested. If such acceptance is not received by the Superintendent's Office at the end of twenty (20) calendar days, it shall be considered a declination on the part of the employee and any such teacher shall lose any further recall rights, unless there are extenuating circumstances approved by the Superintendent and/or the Committee. 3. A list specifying the seniority of each member of the Bargaining Unit shall be prepared by the Committee and forwarded to the President of the Association within thirty (30) calendar days after the signing of this Agreement, a list of teachers arranged in the order of their seniority shall be posted on all Association bulletin boards within each school and a copy furnished to the Association. Claims for corrections to such lists must be made to the employer and the Association within thirty (30) calendar days after such posting and after such time, the lists will be regarded as correct. Any dispute, if raised within the thirty (30) calendar day period concerning an employee's seniority shall be referred to the Grievance Procedure as provided herein. D. All benefits to which a teacher is entitled at the time of the layoff shall be restored in full upon re-employment within the recall period. During the recall period, teachers who have been laid off shall be given preference on the substitute list if they so desire. E. Teachers on layoff may continue their group life and health insurance coverage during the recall period by reimbursing the Committee for the total premium costs. Failure to forward premium payments to the Committee in accord with a mutually agreed-upon schedule or the refusal to return to employment upon recall will terminate this option. F. The provisions enumerated above (Article XX B-E), shall apply to professional status teachers only. G. Non-professional status teachers who are to be affected by a reduction in force must be notified in writing no later than May 15, professional status teachers by June 1 of the school year preceding the year in which the reduction will take effect.
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XXI.
STAFF EVALUATIONS:
(see following document, (pgs. 28 -50)
The parties agree to maintain a joint labor-management committee (JLMC), consisting of six (6) members, three (3) appointed by the Superintendent and three (3) appointed by the Association President, to review and potentially revise the current teacher evaluation procedures and processes in accordance with the DESE Educator Evaluation regulations, 603 CMR 36.00 throughout the life of this contract. Any recommendation of the JLMC will be subject to negotiation and ratification by the respective constituent bodies. A. Agree to establish a joint labor/management committee to review and potentially revise current teacher evaluation instrument and process to include procedures to include District Determined Measures and Student Feedback so to comply with 603 CMR 35.00.
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1) THE PURPOSE OF TEACHER EVALUATION A) PVRSD Philosophy of Teacher Evaluation
PIONEER VALLEY REGIONAL SCHOOL DISTRICT TEACHER EVALUATION PHILOSOPHY We believe that all children can learn. This fundamental belief is the foundation of the nature of teaching and learning in our classrooms. It must be our commitment to educate students in challenging and stimulating school environments that allow all students to work toward achieving the maximum of their potential. We recognize that teachers are learners also and need a collegial and supportive atmosphere in order to thrive. We feel that a dynamic and productive environment will result in successful and positive students. An effective teacher evaluation process that focuses on the improvement of curriculum, instruction, assessment, and student learning is critical to student achievement. The teacher evaluation process can encourage and facilitate professional growth while assessing performance. It is a cooperative process with the responsibility for accomplishment shared by the teacher and the evaluator. The system is intended to stimulate self-evaluation and active participation in all phases of the evaluation process. B) Purpose of Educator Evaluation
This guide has been designed to assist teachers and evaluators in their continuing efforts to improve teaching and learning. Our values are clear. We believe that teaching and teachers are the heart of the educational process. We believe that teacher performance makes a difference in the achievement of students as well as students' sense of fulfillment and well-being. We believe that what teachers do and how they do it is important. Evaluation procedures are intended to:
1.
Assist the individual teacher in providing high quality education for students;
2.
Provide a means of assessing individual performance of a teacher over a period of time;
3.
Detail staff members' current performance level, areas of improvement, and suggestions that will lead to further improvement;
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4.
Identify exceptional educational practices and superior teaching performance.
Teacher evaluation also provides data for personnel practices relating to renewal, promotion, assignment, and dismissal.
C) This contract language is locally negotiated and based on M.G.L., c.71, § 38; M.G.L. c.150E; the Educator Evaluation regulations, 603 CMR 35.00 et seq.; and the Model System for Educator Evaluation developed and which may be updated from time to time by the Department of Elementary and Secondary Education. See 603 CMR 35.02 (definition of model system). In the event of a conflict between this collective bargaining agreement and the governing laws and regulations, the laws and regulations will prevail. D) The regulatory purposes of evaluation are: i. To promote student learning, growth, and achievement by providing Educators with feedback for improvement, enhanced opportunities for professional growth, and clear structures for accountability, 603 CMR 35.01(2)(a); ii. To provide a record of facts and assessments for personnel decisions, 35.01(2)(b); iii. To ensure that every school committee has a system to enhance the professionalism and accountability of teachers and administrators that will enable them to assist all students to perform at high levels, 35.01(3); and iv. To assure effective teaching and administrative leadership, 35.01(3).
2) Definitions (* indicates definition is generally based on 603 CMR 35.02) a. *Artifacts of Professional Practice: Products of an Educator’s work and student work samples that demonstrate the Educator’s knowledge and skills with respect to specific performance standards. b. Caseload Educator: Educators who teach or counsel individual or small groups of students through consultation with the regular classroom teacher, for example, school nurses, guidance counselors, speech and language pathologists, and some reading specialists and special education teachers. c.
Classroom teacher: Educators who teach preK-12 whole classes, and teachers of special subjects as such as art, music, library, and physical education. May also include special education teachers and reading specialists who teach whole classes.
d. Categories of Evidence: Multiple measures of student learning, growth, and achievement, judgments based on observations and artifacts of professional practice, including unannounced observations of practice of any duration; and additional evidence relevant to one or more Standards of Effective Teaching Practice (603 CMR 35.03).
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e. *District-determined Measures: Measures of student learning, growth and achievement related to the Massachusetts Curriculum Frameworks, or other relevant frameworks, that are comparable across grade or subject level districtwide. These measures may include, but shall not be limited to: portfolios approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. f.
*Educator(s): Inclusive term that applies to all classroom teachers and caseload educators, unless otherwise noted.
g. *Educator Plan: The growth or improvement actions identified as part of each Educator’s evaluation. The type of plan is determined by the Educator’s career stage, overall performance rating, and the rating of impact on student learning, growth and achievement. There shall be four types of Educator Plans: i. Developing Educator Plan shall mean a plan developed by the Educator and the Evaluator for one school year or less for an Educator without Professional Teacher Status (PTS); or, at the discretion of an Evaluator, for an Educator with PTS in a new assignment. ii. Self-Directed Growth Plan shall mean a plan developed by the Educator for one or two school years for Educators with PTS who are rated proficient or exemplary. iii. Directed Growth Plan shall mean a plan developed by the Educator and the Evaluator of one school year or less for Educators with PTS who are rated needs improvement. iv. Improvement Plan shall mean a plan developed by the Evaluator of at least 30 school days and no more than one school year for Educators with PTS who are rated unsatisfactory with goals specific to improving the Educator’s unsatisfactory performance. In those cases where an Educator is rated unsatisfactory near the close of a school year, the plan may include activities during the summer preceding the next school year. h. *ESE: The Massachusetts Department of Elementary and Secondary Education. i.
*Evaluation: The ongoing process of defining goals and identifying, gathering, and using information as part of a process to improve professional performance (the “formative evaluation” and “formative assessment”) and to assess total job effectiveness and make personnel decisions (the “summative evaluation”).
j.
*Evaluator: Any person designated by a superintendent who has primary or supervisory responsibility for observation and evaluation. The superintendent is responsible for ensuring that all Evaluators have training in the principles of supervision and evaluation. Each Educator will have one primary Evaluator at any one time responsible for determining performance ratings. i. Teaching Staff Assigned to More Than One Building: Each Educator who is assigned to more than one building will be evaluated by the appropriate administrator where the individual is assigned most of the time. The principal of each building in which the Educator serves must
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review and sign the evaluation, and may add written comments. In cases where there is no predominate assignment, the superintendent will determine who the primary evaluator will be. ii. Notification: The Educator shall be notified in writing of his/her primary Evaluator and supervising Evaluator, if any, at the outset of each new evaluation cycle. The Evaluator(s) may be changed upon notification in writing to the Educator. k.
Evaluation Cycle: A five-component process that all Educators follow consisting of 1) Self-Assessment; 2) Goal-setting and Educator Plan development; 3) Implementation of the Plan; 4) Formative Assessment/Evaluation; and 5) Summative Evaluation.
l.
*Experienced Educator: An educator with Professional Teacher Status (PTS).
m. *Family: Includes students’ parents, legal guardians, foster parents, or primary caregivers. n. *Formative Assessment: The process used to assess progress towards attaining goals set forth in Educator plans, performance on standards, or both. This process may take place at any time(s) during the cycle of evaluation, but typically takes place at mid-cycle. o. *Formative Evaluation: An evaluation conducted at the end of Year 1 for an Educator on a 2-year Self-Directed Growth plan which is used to arrive at a rating on progress towards attaining the goals set forth in the Educator Plan, performance on Standards and Indicators of Effective Teaching Practice, or both. p. *Goal: A specific, actionable, and measurable area of improvement as set forth in an Educator’s plan. A goal may pertain to any or all of the following: Educator practice in relation to Performance Standards, Educator practice in relation to indicators, or specified improvement in student learning, growth and achievement. Goals may be developed by individual Educators, by the Evaluator, or by teams, departments, or groups of Educators who have the same role. q. *Measurable: That which can be classified or estimated in relation to a scale, rubric, or standards. r.
Multiple Measures of Student Learning: Measures must include a combination of classroom, school and district assessments, student growth percentiles. This definition may be revised as required by regulations or agreement of the parties upon issuance of ESE guidance expected by July 2012.
s.
*Observation: A data gathering process that includes notes and judgments made during one or more classroom or worksite visits(s) of at least 15 minutes duration by the Evaluator and may include examination of artifacts of practice including student work. An observation may occur in person or through video. Video observations will be done openly and with knowledge of the Educator. The parties agree to bargain the protocols of video observations should either party wish to adopt such practice. Classroom or worksite observations
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conducted pursuant to this article must result in feedback to the Educator. Normal supervisory responsibilities of department, building and district administrators will also cause administrators to drop in on classes and other activities in the worksite at various times as deemed necessary by the administrator. Carrying out these supervisory responsibilities, when they do not result in targeted and constructive feedback to the Educator, are not observations as defined in this Article. i. Announced observation - with prior notice. ii. Brief observation – of at least 15 minutes duration. iii. Extended observation – of at least 30 minutes duration. iv. Unannounced observation – without prior notice. t.
Parties: The parties to this agreement Pioneer Valley Regional School District Committee and the Pioneer Valley Regional Education Association.
u. *Performance Rating: Describes the Educator’s performance on each performance standard and overall. There shall be four performance ratings: Exemplary: the Educator’s performance consistently and significantly exceeds the requirements of a standard or overall. The rating of exemplary on a standard indicates that practice significantly exceeds proficient and could serve as a model of practice on that standard district-wide. Proficient: the Educator’s performance fully and consistently meets the requirements of a standard or overall. Proficient practice is understood to be fully satisfactory. Needs Improvement: the Educator’s performance on a standard or overall is below the requirements of a standard or overall, but is not considered to be unsatisfactory at this time. Improvement is necessary and expected. Unsatisfactory: the Educator’s performance on a standard or overall has not significantly improved following a rating of needs improvement, or the Educator’s performance is consistently below the requirements of a standard or overall and is considered inadequate, or both. v.
*Performance Standards: Locally developed standards and indicators pursuant to M.G.L. c. 71, § 38 and consistent with, and supplemental to 603 CMR 35.00. The parties may agree to limit standards and indicators to those set forth in 603 CMR 35.03.
w. *Professional Teacher Status: PTS is the status granted to an Educator pursuant to M.G.L. c. 71, § 41. x.
Rating of Educator Impact on Student Learning: A rating of high, moderate or low based on trends and patterns on state assessments and districtdetermined measures. The parties will negotiate the process for using state and district-determined measures to arrive at an Educator’s rating of impact on student learning, growth and achievement, using guidance and model contract language from ESE, expected by July 2012.
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y.
Rating of Overall Educator Performance: The Educator’s overall performance rating is based on the Evaluator’s professional judgment and examination of evidence of the Educator’s performance against the four Performance Standards and the Educator’s attainment of goals set forth in the Educator Plan, as follows: i. Standard 1: Curriculum, Planning and Assessment ii. Standard 2: Teaching All Students iii. Standard 3: Family and Community Engagement iv. Standard 4: Professional Culture v. Attainment of Professional Practice Goal(s) vi. Attainment of Student Learning Goal(s)
z.
*Rubric: A scoring tool that describes characteristics of practice or artifacts at different levels of performance. The rubrics for Standards and Indicators of Effective Teaching Practice are used to rate Educators on Performance Standards, these rubrics consists of: i. Standards: Describes broad categories of professional practice, including those required in 603 CMR 35.03 ii. Indicators: Describes aspects of each standard, including those required in 603 CMR 35.03 iii. Elements: Defines the individual components under each indicator iv. Descriptors: Describes practice at four levels of performance for each element
aa. *Summative Evaluation: An evaluation used to arrive at a rating on each standard, an overall rating, and as a basis to make personnel decisions. The summative evaluation includes the Evaluator’s judgments of the Educator’s performance against Performance Standards and the Educator’s attainment of goals set forth in the Educator’s Plan. bb. *Superintendent: The person employed by the school committee pursuant to M.G.L. c. 71 §59 and §59A. The superintendent is responsible for the implementation of 603 CMR 35.00. cc. *Teacher: An Educator employed in a position requiring a certificate or license as described in 603 CMR 7.04(3)(a, b, and d) and in the area of vocational education as provided in 603 CMR 4.00. Teachers may include, for example, classroom teachers, librarians, guidance counselors, or school nurses. dd. *Trends in student learning: At least two years of data from the districtdetermined measures and state assessments used in determining the Educator’s rating on impact on student learning as high, moderate or low.
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3) Evidence Used In Evaluation The following categories of evidence shall be used in evaluating each Educator: a. Multiple measures of student learning, growth, and achievement, which shall include: i. Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii. At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects districtwide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii. Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv. For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility. b. Judgments based on observations and artifacts of practice including: i. Unannounced observations of practice of at least 15 min. duration. ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii. Examination of Educator work products. iv. Examination of student work samples. c.
Evidence relevant to one or more Performance Standards, including but not limited to: i. Evidence compiled and presented by the Educator, including : a) Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; b) Evidence of active outreach to and engagement with families; ii. Evidence of progress towards professional practice goal(s);
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iii. Evidence of progress toward student learning outcomes goal(s). iv) Student Feedback – see # 23-24, below; and v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other administrators such as the superintendent. 4) Rubric The rubrics are a scoring tool used for the Educator’s self-assessment, the formative assessment, the formative evaluation and the summative evaluation. The PVRSD will use the rubrics provided by ESE. 5) Evaluation Cycle: Training a. Prior to the implementation of the new evaluation process contained in this article, districts shall arrange training for all Educators, principals, and other evaluators that outlines the components of the new evaluation process and provides an explanation of the evaluation cycle. The district through the superintendent shall determine the type and quality of training based on guidance provided by ESE and feedback from district educators. st
b. By November 1 of the first year of this agreement, all Educators shall complete a professional learning activity about self-assessment and goal-setting satisfactory to the superintendent or principal. Any Educator hired after the st November 1 date, and who has not previously completed such an activity, shall complete such a professional learning activity about self-assessment and goalsetting within two (2) months of the date of hire. The district through the superintendent shall determine the type and quality of the learning activity based on guidance provided by ESE.
6) Evaluation Cycle: Annual Orientation a. At the start of each school year, the superintendent, principal or designee shall conduct a meeting for Educators and Evaluators focused substantially on educator evaluation. The superintendent, principal or designee shall: i. Provide an overview of the evaluation process, including goal setting and the educator plans. ii. Provide all Educators with directions for obtaining a copy of the forms used by the district. These may be electronically provided. iii. The faculty meeting may be digitally recorded to facilitate orientation of Educators hired after the beginning of the school year.
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7) Evaluation Cycle: Self-Assessment a. Completing the Self-Assessment i. The evaluation cycle begins with the Educator completing and th submitting a self-assessment by October 15 or within four weeks of the start of their employment at the school. ii. The self-assessment includes: a) An analysis of evidence of student learning, growth and achievement for students under the Educator’s responsibility. b) An assessment of practice against each of the four Performance Standards of effective practice using the district’s rubric. c) Proposed goals to pursue: a. At least one goal directly related to improving the Educator’s own professional practice. b. At least one goal directed related to improving student learning. b. Proposing the goals i. Educators must consider goals for grade-level, subject-area, department teams, or other groups of Educators who share responsibility for student learning and results, except as provided in (ii) below. Educators may meet with teams to consider establishing team goals. Evaluators may participate in such meetings. ii. For Educators in their first year of practice, the Evaluator will meet with th each Educator by October 15 (or within four weeks of the Educator’s first day of employment if the Educator begins employment after th September 15 ) to assist the Educator in completing the selfassessment and drafting the professional practice and student learning goals which must include induction and mentoring activities. iii. Unless the Evaluator indicates that an Educator in his/her second or third years of practice should continue to address induction and mentoring goals pursuant to 603 CMR 7.12, the Educator may address shared grade level or subject area team goals. iv. For Educators with PTS and ratings of proficient or exemplary, the goals may be team goals. In addition, these Educators may include individual professional practice goals that address enhancing skills that enable the Educator to share proficient practices with colleagues or develop leadership skills. v. For Educators with PTS and ratings of needs improvement or unsatisfactory, the professional practice goal(s) must address specific standards and indicators identified for improvement. In addition, the goals may address shared grade level or subject area team goals.
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8) Evaluation Cycle: Goal Setting and Development of the Educator Plan a. Every Educator has an Educator Plan that includes, but is not limited to, one goal related to the improvement of practice; one goal for the improvement of student learning. The Plan also outlines actions the Educator must take to attain the goals established in the Plan and benchmarks to assess progress. Goals may be developed by individual Educators, by the Evaluator, or by teams, departments, or groups of Educators who have the similar roles and/or responsibilities. See Sections 15-19 for more on Educator Plans. b. To determine the goals to be included in the Educator Plan, the Evaluator reviews the goals the Educator has proposed in the Self-Assessment, using evidence of Educator performance and impact on student learning, growth and achievement based on the Educator’s self-assessment and other sources that Evaluator shares with the Educator. The process for determining the Educator’s impact on student learning, growth and achievement will be determined after ESE issues guidance on this matter. See #22, below. c.
Educator Plan Development Meetings shall be conducted as follows: i. Educators in the same school may meet with the Evaluator in teams and/or individually at the end of the previous evaluation cycle or by October 15th of the next academic year to develop their Educator Plan. Educators shall not be expected to meet during the summer hiatus. ii. For those Educators new to the school, the meeting with the Evaluator th to establish the Educator Plan must occur by October 15 or within six weeks of the start of their assignment in that school iii. The Evaluator shall meet individually with Educators with PTS and ratings of needs improvement or unsatisfactory to develop professional practice goal(s) that must address specific standards and indicators identified for improvement. In addition, the goals may address shared grade level or subject matter goals.
d. The Educator submits a signed copy of the proposed Educator Plan by th November 15 . If revisions are required by the Evaluator, s/he will meet with the educator to discuss them. The Evaluator retains final authority over the content of the Educator’s Plan. Educator plans will be approved and returned by st December 1 .
9) Evaluation Cycle: Observation of Practice and Examination of Artifacts – Educators without PTS a. In the first year of practice or first year assigned to a school: i. The Educator shall have at least one announced extended observation during the school year using the protocol described in section 11B, below. ii. The Educator shall have at least four unannounced observations during the school year.
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b. In their second and third years of practice or second and third years as a nonPTS Educator in the school: i. The Educator shall have at least three unannounced observations during the school year.
10) Evaluation Cycle: Observation of Practice and Examination of Artifacts – Educators with PTS a. The Educator whose overall rating is proficient or exemplary must have at least three unannounced observation during the evaluation cycle and may have one announced observation if requested by either party. b. The Educator whose overall rating is needs improvement must be observed according to the Directed Growth Plan during the period of Plan which must include at least four unannounced observations and one announced extended observation. c.
The Educator whose overall rating is unsatisfactory must be observed according to the Improvement Plan which must include both unannounced and announced observation. The number and frequency of the observations shall be determined by the Evaluator, but in no case, for improvement plans of one year, shall there be fewer than one announced extended and four unannounced observations. For Improvement Plans of six months or fewer, there must be no fewer than one announced extended and two unannounced observations.
11) Observations th
The Evaluator’s first observation of the Educator should take place by December 15 . In the case of non PTS educators in their first year of teaching or in a school, the first two th observations will take place by December 15 . Observations required by the Educator st Plan should be completed by April 1 for non PTS educators and by May 15 for PTS educators. The Evaluator may conduct additional observations after this date. The Evaluator is not required nor expected to review all the indicators in a rubric during an observation.
a. Unannounced Observations i. Unannounced observations may be brief or extended. ii. The Educator will be provided with at least brief written feedback from the Evaluator within 3-5 school days of the observation. The written feedback shall be delivered to the Educator in person, placed in the Educator’s mailbox or mailed to the Educator’s home. iii. Any observation or series of observations resulting in one or more standards judged to be unsatisfactory or needs improvement for the first time must be followed by at least one observation of at least 30 minutes in duration within 30 school days.
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b. Announced Observations i. All non-PTS Educators and PTS Educators on Directed Growth Plans or Improvement Plans and other educators at the discretion of the evaluator shall have at least one Announced Observation. a) The Evaluator shall select the date and time of the lesson or activity to be observed and discuss with the Educator any specific goal(s) for the observation. b) Within 5 school days of the scheduled observation, upon request of either the Evaluator or Educator, the Evaluator and Educator shall meet for a pre-observation conference. In lieu of a meeting, the Educator may inform the Evaluator in writing of the nature of the lesson, the student population served, and any other information that will assist the Evaluator to assess performance st
1 ) The Educator shall provide the Evaluator a draft of the lesson, student conference, IEP plan or activity. If the actual plan is different, the Educator will provide the Evaluator with a copy prior to the observation. nd
2 ) The Educator will be notified as soon as possible if the Evaluator will not be able to attend the scheduled observation. The observation will be rescheduled with the Educator as soon as reasonably practical and at a time agreeable to both parties. c) Within 5 school days of the observation, the Evaluator and Educator shall meet for a post-observation conference. This timeframe may be extended due to unavailability on the part of either the Evaluator or the Educator, but shall be rescheduled within 24 hours if possible. d) The Evaluator shall provide the Educator with written feedback within 5 school days of the post-observation conference. For any standard where the Educator’s practice was found to be unsatisfactory or needs improvement, the feedback must: a. Describe the basis for the Evaluator’s judgment. b. Describe actions the Educator should take to improve his/her performance. c.
Identify support and/or resources the Educator may use in his/her improvement.
d. State that the Educator is responsible for addressing the need for improvement.
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12) Evaluation Cycle: Formative Assessment a. A specific purpose for evaluation is to promote student learning, growth and achievement by providing Educators with feedback for improvement. Evaluators are expected to make frequent unannounced visits to classrooms. Evaluators are expected to give targeted constructive feedback to Educators based on their observations of practice, examination of artifacts, and analysis of multiple measures of student learning, growth and achievement in relation to the Standards and Indicators of Effective Teaching Practice. b. Formative Assessment may be ongoing throughout the evaluation cycle but typically takes places mid-cycle when a Formative Assessment report is completed. For an Educator on a two-year Self-Directed Growth Plan, the midcycle Formative Assessment report is replaced by the Formative Evaluation report at the end of year one. See section 13, below. c.
The Formative Assessment report provides written feedback and ratings to the Educator about his/her progress towards attaining the goals set forth in the Educator Plan, performance on Performance Standards and overall, or both.
d. No less than two weeks before the due date for the Formative Assessment report, which due date shall be established by the Evaluator with written notice to the Educator, the Educator shall provide to the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals. The educator may be requested to provide to the evaluator additional evidence of the educator’s performances against the four Performance Standards. e. Upon the request of either the Evaluator or the Educator, the Evaluator and the Educator will meet either before or after completion of the Formative Assessment Report. f.
The Evaluator shall complete the Formative Assessment report and provide a copy to the Educator. All Formative Assessment reports must be signed by the Evaluator and delivered face-to-face, by email, or mailed to the Educator’s home.
g. The Educator may reply in writing to the Formative Assessment report within 5 school days of receiving the report. If so, the document will be attached to the formative assessment report. h. The Educator shall sign the Formative Assessment report by within 5 school days of receiving the report. The signature indicates that the Educator received the Formative Assessment report in a timely fashion. The signature does not indicate agreement or disagreement with its contents. i.
As a result of the Formative Assessment Report, the Evaluator may change the activities in the Educator Plan.
j.
If the rating in the Formative Assessment report differs from the last summative rating the Educator received, the Evaluator may place the Educator on a different Educator Plan, appropriate to the new rating.
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13) Evaluation Cycle: Formative Evaluation for Two Year Self-Directed Plans Only a. Educators on two year Self-Directed Growth Educator Plans receive a Formative Evaluation report near the end of the first year of the two year cycle. The Educator’s performance rating for that year shall be assumed to be the same as the previous summative rating unless evidence demonstrates a significant change in performance in which case the rating on the performance standards may change, and the Evaluator may place the Educator on a different Educator plan, appropriate to the new rating. b. The Formative Evaluation report provides written feedback and ratings to the Educator about his/her progress towards attaining the goals set forth in the Educator Plan, performance on each performance standard and overall, or both. c.
No less than two weeks before the due date for the Formative Evaluation report, which due date shall be established by the Evaluator with written notice provided to the Educator, the Educator shall provide to the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals. The educator may also be requested to provide to the evaluator additional evidence of the educator’s performance against the four Performance Standards.
d. The Evaluator shall complete the Formative Evaluation report and provide a copy to the Educator. All Formative Evaluation reports must be signed by the Evaluator and delivered face-to-face, by email or mailed to the Educator’s home. e. Upon the request of either the Evaluator or the Educator, the Evaluator and the Educator will meet either before or after completion of the Formative Evaluation Report. f.
The Educator may reply in writing to the Formative Evaluation report within 5 school days of receiving the report. If so, the document will be attached to the formative assessment report.
g. The Educator shall sign the Formative Evaluation report by within 5 school days of receiving the report. The signature indicates that the Educator received the Formative Evaluation report in a timely fashion. The signature does not indicate agreement or disagreement with its contents. h. As a result of the Formative Evaluation report, the Evaluator may change the activities in the Educator Plan. i.
If the rating in the Formative Evaluation report differs from the last summative rating the Educator received, the Evaluator may place the Educator on a different Educator Plan, appropriate to the new rating.
14) Evaluation Cycle: Summative Evaluation a. The evaluation cycle concludes with a summative evaluation report. For Educators on a one or two year Educator Plan, the summative report must be st written and provided to the educator by April 1 for non PTS educators and by June 1 for PTS educators.
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b. The Evaluator determines a rating on each standard and an overall rating based on the Evaluator’s professional judgment, an examination of evidence against the Performance Standards and evidence of the attainment of the Educator Plan goals. c.
The professional judgment of the primary evaluator shall determine the overall summative rating that the Educator receives.
d. For an educator whose overall performance rating is exemplary or proficient and whose impact on student learning is low, the evaluator’s supervisor shall discuss and review the rating with the evaluator and the supervisor shall confirm or revise the educator’s rating. In cases where the superintendent serves as the primary evaluator, the superintendent’s decision on the rating shall not be subject to review. e. The summative evaluation rating must be based on evidence from multiple categories of evidence. MCAS Growth scores shall not be the sole basis for a summative evaluation rating. f.
To be rated proficient overall, the Educator shall, at a minimum, have been rated proficient on the Curriculum, Planning and Assessment and the Teaching All Students Standards of Effective Teaching Practice.
g. No less than four weeks before the due date for the Summative Evaluation report, which due date shall be established by the Evaluator with written notice provided to the Educator, the Educator will provide to the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals. The educator may also be requested to provide to the evaluator additional evidence of the educator’s performance against the four Performance Standards. h. The Summative Evaluation report should recognize areas of strength as well as identify recommendations for professional growth. i.
The Evaluator shall deliver a signed copy of the Summative Evaluation report to the Educator face-to-face, by email or to the Educator’s school mailbox or home st no later than June 1 .
j.
The Evaluator shall meet with the Educator rated needs improvement or unsatisfactory to discuss the summative evaluation. The meeting shall occur by June 1st, with the summative report having been delivered at least 24 hours in advance.
k.
The Evaluator may meet with the Educator rated proficient or exemplary to discuss the summative evaluation, if either the Educator or the Evaluator requests such a meeting. The meeting shall occur by June 10th.
l.
Upon mutual agreement, the Educator and the Evaluator may develop the SelfDirected Growth Plan for the following two years during the meeting on the Summative Evaluation report.
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m. The Educator shall sign the final Summative Evaluation report by the last student day of the year. The signature indicates that the Educator received the Summative Evaluation report in a timely fashion. The signature does not indicate agreement or disagreement with its contents. n. The Educator shall have the right to respond in writing to the summative evaluation which shall become part of the final Summative Evaluation report. o. A copy of the signed final Summative Evaluation report shall be filed in the Educator’s personnel file.
15) Educator Plans – General a. Educator Plans shall be designed to provide Educators with feedback for improvement, professional growth, and leadership; and to ensure Educator effectiveness and overall system accountability. The Plan must be aligned to the standards and indicators and be consistent with district and school goals. b. The Educator Plan shall include, but is not limited to: i. At least one goal related to improvement of practice tied to one or more Performance Standards; ii. At least one goal for the improvement the learning, growth and achievement of the students under the Educator’s responsibility; iii. An outline of actions the Educator must take to attain the goals and benchmarks to assess progress. Actions must include specified professional development and learning activities that the Educator will participate in as a means of obtaining the goals, as well as other support that may be suggested by the Evaluator or provided by the school or district. Examples may include but are not limited to coursework, selfstudy, action research, curriculum development, study groups with peers, and implementing new programs. c.
It is the Educator’s responsibility to make progress towards the goals in the Plan and to participate in any trainings and professional development provided through the state, district, or other providers in accordance with the Educator Plan.
16) Educator Plans: Developing Educator Plan a. The Developing Educator Plan is for all Educators without PTS, and, at the discretion of the Evaluator, Educators with PTS in new assignments. b. The Educator shall be evaluated at least annually.
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17) Educator Plans: Self-Directed Growth Plan a. A Two-year Self-Directed Growth Plan is for those Educators with PTS who have an overall rating of proficient or exemplary, and after 2013-2014 whose impact on student learning is moderate or high. A formative evaluation report is completed at the end of year 1 and a summative evaluation report at the end of year 2. b. A One-year Self-Directed Growth Plan is for those Educators with PTS who have an overall rating of proficient or exemplary, and after 2013-2014 whose impact on student learning is low. In this case, the Evaluator and Educator shall analyze the discrepancy between the summative evaluation rating and the rating for impact on student learning to seek to determine the cause(s) of the discrepancy.
18) Educator Plans: Directed Growth Plan a. A Directed Growth Plan is for those Educators with PTS whose overall rating is needs improvement. b. The goals in the Plan must address areas identified as needing improvement as determined by the Evaluator. c.
The Evaluator shall complete a summative evaluation for the Educator at the end of the period determined by the Plan, but at least annually, and in no case st later than June 1 .
d. For an Educator on a Directed Growth Plan whose overall performance rating is at least proficient, the Evaluator will place the Educator on a Self-Directed Growth Plan for the next Evaluation Cycle. e. For an Educator on a Directed Growth Plan whose overall performance rating is not at least proficient, the Evaluator will rate the Educator as unsatisfactory and will place the Educator on an Improvement Plan for the next Evaluation Cycle.
19) Educator Plans: Improvement Plan a. An Improvement Plan is for those Educators with PTS whose overall rating is unsatisfactory. b. The parties agree that in order to provide students with the best instruction, it may be necessary from time to time to place an Educator whose practice has been rated as unsatisfactory on an Improvement Plan of no fewer than 30 school days and no more than one school year. In the case of an Educator receiving a rating of unsatisfactory near the close of one school year, the Improvement Plan may include activities that occur during the summer before the next school year begins. c.
The Evaluator must complete a summative evaluation for the Educator at the end of the period determined by the Evaluator for the Plan.
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d. The Evaluator is responsible for providing the Educator with guidance and assistance in accessing the resources and professional development outlined in the Improvement Plan. e. The Improvement Plan shall define the problem(s) of practice identified through the observations and evaluation and detail the improvement goals to be met, the activities the Educator must take to improve and the assistance to be provided to the Educator by the district. f.
The Improvement Plan process shall include: i. Within ten school days of notification to the Educator that the Educator is being placed on an Improvement Plan, the Evaluator shall schedule a meeting with the Educator to discuss the Improvement Plan. The Evaluator will develop the Improvement Plan, which will include the provision of specific assistance to the Educator. ii. The Educator may request that a representative of the PVUEA attend the meeting(s). iii. If the Educator consents, the PVUEA will be informed that an Educator has been placed on an Improvement Plan.
g. The Improvement Plan shall: i. Define the improvement goals directly related to the performance standard(s) and/or student learning outcomes that must be improved; ii. Describe the activities and work products the Educator must complete as a means of improving performance; iii. Describe the assistance that the district will make available to the Educator; iv. Articulate the measurable outcomes that will be accepted as evidence of improvement; v. Detail the timeline for completion of each component of the Plan, including at a minimum a mid-cycle formative assessment report of the relevant standard(s) and indicator(s); vi. Identify the individuals assigned to assist the Educator which must include minimally the Supervising Evaluator; and, vii. Include the signatures of the Educator and Supervising Evaluator.
h. A copy of the signed Plan shall be provided to the Educator. The Educator’s signature indicates that the Educator received the Improvement Plan in a timely fashion. The signature does not indicate agreement or disagreement with its contents.
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i.
Decision on the Educator’s status at the conclusion of the Improvement Plan. i. All determinations below must be made no later than June 1. One of the following decisions must be made at the conclusion of the Improvement Plan: a) If the Evaluator determines that the Educator has improved his/her practice to the level of proficiency, the Educator will be placed on a Self-Directed Growth Plan. b) In those cases where the Educator was placed on an Improvement Plan as a result of his/her summative rating at the end of his/her Directed Growth Plan, if the Evaluator determines that the Educator is making substantial progress toward proficiency, the Evaluator shall place the Educator on a Directed Growth Plan. c) In those cases where the Educator was placed on an Improvement Plan as a result of his/her Summative rating at the end of his/her Directed Growth Plan, if the Evaluator determines that the Educator is not making substantial progress toward proficiency, the Evaluator shall recommend to the superintendent that the Educator be dismissed. d) If the Evaluator determines that the Educator’s practice remains at the level of unsatisfactory, the Evaluator shall recommend to the superintendent that the Educator be dismissed.
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20.
Timelines A)
In 2012/2013
Educators on One Year Plans: Activity:
13/14 Forward
Completed By:
Competed By:
October 26
Superintendent, principal or designee meets with evaluators and educators to explain evaluation process
September 15
November 16
Evaluator meets with first-year educators to assist in selfassessment and goal setting process
October 1
Educator submits self-assessment and proposed goals December 7
Evaluator meets with Educators in teams or individually to establish Educator Plans (Educator Plan may be established at Summative Evaluation Report meeting in prior school year).
October 15
December 7
Proposed goals returned.
October 15
December 21
Educator completes Educator Plans
October 22
January 2
Educator Plans approved and returned
November
December 15
Evaluator should complete first observation of each Educator
December 15
* For Non PTS Educator, first two observations by Dec. 15 February 15
Educator submits evidence on parent outreach, professional growth, progress on goals (and other standards, if desired)
January 5**
** or four weeks before Formative Assessment Report date established by Evaluator March 1
Evaluator should complete mid-cycle Formative Assessment Reports for Educators on one-year Educator Plans
February 1
March 15
Evaluator holds Formative Assessment Meetings if requested by either Evaluator or Educator
February 15
April 12
Educator submits evidence on parent outreach, professional growth, progress on goals (and other standards, if requested)
4 weeks prior to summative report
May 30
Evaluator completes Summative Evaluation Report
April 1 or June 1
st
(April 1 for Developing Educator and Directed Growth; June 1 for Self Directed Growth Plans.) June 15
Evaluator meets with Educators whose overall Summative Evaluation ratings are Needs Improvement or Unsatisfactory
June 1
June 15
Evaluator meets with Educators whose ratings are proficient or exemplary at request of Evaluator or Educator
June 10
June 15 or last student day
Educator signs Summative Evaluation Report and adds response, if any within 5 school days of receipt
June 15 or last student day
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A)
Educators with PTS on Two Year Plans
Activity:
13/14 Forward Competed By:
Superintendent, principal or designee meets with evaluators and educators to explain evaluation process
September 15
Evaluator meets with first-year educators to assist in self-assessment and goal setting process
October 1
Educator submits self-assessment and proposed goals Evaluator meets with Educators in teams or individually to establish Educator Plans (Educator Plan may be established at Summative Evaluation Report meeting in prior school year).
October 15
Proposed goals returned.
October 15
Educator completes Educator Plans
October 22
Educator Plans approved and returned
November
Evaluator completes unannounced observation(s)
Any time during the 2year evaluation cycle
Submit all evidence
4 wks. prior to formative
Evaluator completes Formative Evaluation Report
June 1 of Year 1
Evaluator conducts Formative Evaluation Meeting, if any
June 1 of Year 1
Educator revises and resubmits goals and educator plan
October 15
Submit all evidence
4 weeks prior to summative report
Evaluator completes Summative Evaluation Report
June 1
Evaluator conducts Summative Evaluation Meeting
June 1 of Year 2
Evaluator and Educator sign Summative Evaluation Report
June 10
C)
Educators on Plans of Less than One Year i)
21.
The timeline for educators on Plans of less than one year will be established in the Educator Plan.
Career Advancement A)
In order to attain Professional Teacher Status, the Educator should achieve ratings of proficient or exemplary on each Performance Standard and overall. A principal considering making an employment decision that would lead to PTS for any Educator who has not been rated proficient or exemplary on each performance standard and overall on the most recent
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evaluation shall confer with the superintendent by May 1. The principal’s decision is subject to review and approval by the superintendent.
22.
B)
In order to qualify to apply for a teacher leader position, the Educator must have had a Summative Evaluation performance rating of proficient or exemplary for at least the previous two years.
C)
Educators with PTS whose summative performance rating is exemplary and, after 2013-14 whose impact on student learning is rated moderate or high, shall be recognized and rewarded with leadership roles, promotions, additional compensation, public commendation or other acknowledgement as determined by the district through collective bargaining where applicable.
Rating Impact on Student Learning Growth ESE will provide model contract language and guidance on rating educator impact on student learning growth based on state and district-determined measures of student learning. Upon receiving this model contract language and guidance, the parties agree to bargain with respect to this matter.
23.
Using Student feedback in Educator Evaluation ESE will provide model contract language, direction and guidance on using student feedback in Educator Evaluation by June 30, 2013. Upon receiving this model contract language, direction and guidance, the parties agree to bargain with respect to this matter.
24.
Transition from Existing Evaluation System A)
25.
All Educators will participate in the new evaluation system in 12/13 by being trained and engaging in Self Assessment, Goal Setting, and Educator Plan Development. All Administrators, Non Professional Status Educators (Developing Educator Plan), and Educators for whom there are concerns (Directed Growth Plan or Improvement Plan) will be on one year plans. All Professional Status Educators (comprising the other 50% of the district’s professional workforce) will be on two year plans, half of them to receive a summative evaluation in 13/14 and half of them to receive a summative evaluation in 14/15.
General Provisions A)
Only Administrators who are licensed or serving under a DESE waiver may serve as Evaluators of Educators.
B)
Evaluators shall not make negative comments about the Educator’s performance, or comments of a negative evaluative nature, in the presence of students, parents or other staff, except in the unusual circumstance where the Evaluator concludes that s/he must immediately and directly intervene. Nothing in this paragraph is intended to limit an administrator’s ability to investigate a complaint, or secure assistance to support an Educator.
C)
The superintendent shall insure that Evaluators have training in supervision and evaluation, including the regulations and standards and indicators of effective teaching practice
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promulgated by ESE (35.03), and the evaluation Standards and Procedures established in this Agreement. D)
Should there be a serious disagreement between the Educator and the Evaluator regarding an overall summative performance rating of unsatisfactory, the Educator may meet with the Evaluator’s supervisor to discuss the disagreement. Should the Educator request such a meeting, the Evaluator’s supervisor must meet with the Educator. The Evaluator may attend any such meeting at the discretion of the superintendent.
E)
The parties agree to establish a joint labor-management evaluation team which shall review the evaluation processes and procedures annually through the first three years of implementation and recommend adjustments to the parties.
F)
Violations of this article are subject to the grievance and arbitration procedures. The arbitrator shall determine whether there was substantial compliance with the totality of the evaluation process. When the evaluation process results in the termination or non-renewal of an Educator, then no financial remedy or reinstatement shall issue if there was substantial compliance.
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XXII.
NEW TEACHER INDUCTION AND MENTORING PROGRAM 6/19/03 PVRSDC Meeting Amended – 3/8/06
Pioneer Valley Regional School District New Teacher Induction Plan And Mentoring Program
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PIONEER VALLEY REGIONAL SCHOOL DISTRICT
MISSION STATEMENT
Our mission is to provide support for beginning educators. Various components include an orientation, a mentoring relationship, a support team, opportunities for classroom observation, and other mentoring activities. These components help beginning educators refine practice, understand professional roles and responsibilities, and positively affect student achievement.
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Roles and Responsibilities: A.
Mentee Teachera. Play an active role in the mentoring relationship. b. Seek out help. c. Observe experienced teachers at work. d. Participate regularly in programs organized for beginning teachers.
B.
Mentorsa. Provide instructional support. b. Provide professional support. c. Provide personal support. d. Maintain a confidential relationship with the beginning teacher. e. Serve as a liaison. f. Serve as a resource. g. Maintain a journal of mentoring activities. h. Participate in mentor training.
C.
Mentor Coordinatora. Liaison to Professional Development Committee b. Liaison to Administrative Council for the continued development and refinement of the plan. c. Maintain meeting schedules of new teachers and mentors. d. Facilitate the mentor and mentee group meetings to provide ongoing support. e. Suggest, seek and recommend professional development activities for mentors and mentees. f. Submit annual state report to the Superintendent.
D.
Principala. Establish a school culture that is built on collegiality and supports professional collaboration among new and veteran teachers. b. Ensure reasonable working conditions for the beginning teacher. c. Facilitate the relationship between the mentor and beginning teacher. d. Conduct an orientation program. e. Conduct the formal evaluation of the beginning teacher. f. Oversee the selection of mentors.
E.
Steering Committeea. Will consist of Administrative Council plus Mentor Coordinator(s). b. Conduct an annual evaluation of the program’s effectiveness.
F.
Othersa. Head teachers and specialists should be resources for providing subject-specific assistance and implementation of the curriculum. b. All other faculty and staff should be supportive of the needs of the beginning teacher and add to the overall collegial school culture.
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Components of the Induction Program: A.
Orientation Programa. Before the start of the school year, an orientation program provides basic information to new and beginning teachers about the school, community, policies and procedures, the induction program, and introductions to key personnel.
B.
Mentoringa. A beginning teacher will be assigned to a trained mentor. b. Core mentoring activities may include meeting frequently to plan and discuss curriculum and instructional strategies; observation of one another’s classroom; co-teaching; and analyzing and assessing the beginning teacher’s practice in relation to evaluation criteria. c. Experienced teachers may apply to serve as mentors or mentor coordinator. Recently retired teachers may also serve as mentors or mentor coordinator. d. The Mentor Coordinator(s) will arrange training for mentors. e. Selection and assignment will be done by the Principal and Mentor Coordinator(s). f. A Mentor Peer Support group will be established and facilitated by the Mentor Coordinator(s). g. Compensation for mentoring i. 2015/2016 - $1,109 ii. 2016/2017 - $1,109 iii. 2017/2018 - $1,109 h. The Elementary and PVRS Coordinators will assist in providing resources to beginning teachers and mentors. Compensation for Elementary and PVRS Mentor Coordinator i. 2015/2016 - $1,218 ii. 2016/2017 - $1,218 iii. 2017/2018 - $1,218
C.
Beginning Teacher Development and Traininga. Beginning and new teachers will meet with the Mentor Coordinator(s) as a cohort group.
D.
Beginning Teacher Evaluationa. The evaluation will be done by the principal or another qualified administrator, not the mentor.
E.
Induction Program Evaluationa. The Mentor Coordinator(s) in coordination with the Steering Committee will collect necessary data to evaluate the effectiveness of the induction program.
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Confidentiality Statement: Mentors will not discuss their new teacher’s classroom performances with anyone, including school and district administrators, except under the conditions listed below. Mentors, with the mentee’s knowledge, may discuss:
Any aspect of a mentee’s classroom performance with other mentors or the mentor coordinator. The mentee’s teaching performance with appropriate administrators if, in the mentor’s professional judgment, the safety of the students or others is at risk.
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XXIII.
XXIV.
COURSE APPLICATION AND REIMBURSEMENT: A.
Courses must Administration.
B.
For undergraduate courses, the standard of work must be "C" or better. The standard of work for graduate courses must be that which is acceptable for graduate credit. A pass grade is acceptable in the absence of a stated letter grade.
C.
The Committee shall reimburse one (1) course up to four (4) credits in a given fiscal year.
D.
Only teachers certified, certifiable, Massachusetts Law will be reimbursed.
E.
Prior approved course credits will be reimbursed at the rate paid per credit but not to exceed the University of Massachusetts rate per credit in effect September 1 of the current year.
F.
Course reimbursement will be effected within sixty (60) days of the date grade and course payment documentation is provided to the Superintendent of Schools. Reimbursement for courses will be made by separate check.
G.
Any teacher who seeks reimbursement for courses must be under contract with Pioneer Valley Regional School District at the time reimbursement is requested.
H.
Courses taken during a sabbatical year will not be reimbursed.
I.
Placement will be effected on September 30 and February 28 for courses completed and certified to the Superintendent of Schools prior to those dates.
J.
Teachers will be reimbursed up to $400 per course (one course per fiscal year) for fees, textbooks and/or related materials.
have
prior
approval
in
or
writing
licensed
by
the
under
RETIREMENT: A.
A member of the professional staff with twenty (20) or more consecutive years of employment within the Pioneer Valley Regional School District, fifteen (15) of which must be full time, may seek to resign or retire and be entitled to a onetime separation payment payable in total in the final month of employment, provided written notice shall be provided the School Committee eighteen (18) months in advance of the month in which retirement is effective, per the following conditions:
56
1.
The Committee will not consider RIF or an approved leave of absence as a break in consecutive years of employment if within a maximum of two (2) years.
2.
The Committee will consider retirement date to be effected at the conclusion of a full semester only, with eighteen (18) month advance notice.
3.
The Committee may, at its option, grant a divided lump sum payment of incentive monies, 1/2 in the final month of employment and 1/2 in January of the next fiscal year.
4.
A retirement application received by the Committee, eighteen (18) months in advance of the effective month of retirement may be withdrawn up to February 1, of the year prior to the fiscal year in which budget monies representing incentive payment would normally be provided (budgeted). Waiver of February 1 will be approved by the Committee in case(s) of death, disability or long-term illness of spouse.
5.
The Committee agrees to pay the remaining one-half (1/2) of prior two (2) payment sum, to a beneficiary named in the application, when the approved applicant expires between receipt of the first payment and final payment by the Committee.
6.
Annual Schedule: Up to 3 persons retiring - $30,000 to be split equally among them. 4 persons retiring - $35,000 to be split equally among them. 5 or more persons retiring - $40,000 to be split equally among them.
7.
The Committee agrees that computation of full time equivalency shall be applied, upon request, to the requirement of fifteen (15) full time years and twenty (20) consecutive years of employment within the Pioneer Valley Regional School District.
8.
The Association (Pioneer Valley Regional Education Association) agrees to indemnify and save harmless the Committee (Pioneer Valley Regional School District) from any suit, charge, grievance or arbitration arising from the implementation of the agreed terms as contained within the Retirement Plan, during the life of this contract.
57
XXV. GENERAL: A.
If any provision(s) of this Agreement is held to be contrary to Law, then such provision(s) will be deemed valid only to the extent permitted by law, but all other provisions of this Agreement will continue in full force and effect. The Committee and the Association will meet to negotiate any section affected by a change in the law as soon as reasonably possible.
B.
During the term of this Agreement and any extension thereof the parties hereto agree that there shall be no strikes of any kind whatsoever; work stoppages, slow-downs; withholding of service; interference or interruption with the operation of the School Department by any members of this Bargaining Unit. Nor shall there be any strike or interruption of work during the term of the Agreement, by any members of this Bargaining Unit because of any disputes or disagreements between any other persons (or other employers or Associations) who are not signatory parties to this Agreement. A member, or members, of this Bargaining Unit who violates this provision shall be subject to disciplinary action, including discharge; but the question of whether a member, or members of this Bargaining Unit has violated this provision will be subject to the grievance procedure and any claim by either party against the other of a violation of this article shall be subject to the grievance procedure. Should there be any strike or interruption of work, the Association, through its officials, shall notify the persons involved that the strike, stoppage, sitdown, or slow-down of work is a violation of the Agreement and is not authorized or condoned by the Pioneer Valley Regional Education Association or the Massachusetts Teachers Association and that the member or members of this Bargaining Unit shall return immediately to their respective jobs and cease any action which might adversely affect the Employer's operations. The Association agrees that it will exert its best efforts to end such activity, although it is understood that there may be circumstances over which the Association has no control. In such circumstances the Association will immediately notify the Employer in writing that such is the case. It is specifically understood and agreed that the Employer, during the first twenty-four (24) hour period of such unauthorized work stoppage in violation of this Agreement, shall have the sole and complete right of reasonable discipline, including suspension from employment, but short of discharge, and such member, or members of this Bargaining Unit shall not be entitled to or have any recourse to the grievance procedure, but the question of 58
whether a member or members of this Bargaining Unit has violated this provision will be subject to the grievance procedure. After the first twenty-four (24) hour period of an unauthorized stoppage in violation of this Agreement, and if such stoppage continues, the Employer shall have the sole and complete right of immediate further discipline or discharge of any member or members of this Bargaining Unit participating in any unauthorized strike, slowdown, walkout or any other cessation of work in violation of this Agreement, and such member or members of this Bargaining Unit shall not be entitled to have any recourse to the grievance procedure, but the question of whether a member of this Bargaining Unit has violated this provision will be subject to the grievance procedure. C.
The parties acknowledge that during the negotiations that resulted in this Agreement, each had the unlimited right and opportunity to make demands and proposals with respect to any subject or matter not removed by law from the area of collective bargaining, and the understandings and agreements arrived at by the parties after the exercise of that right and opportunity are set forth in this Agreement. Therefore, the Committee and the Association, for the life of this Agreement, each voluntarily and unqualifiedly waives the right, and each agrees that the other shall not be obligated to bargain collectively with respect to any subject or matter not specifically referred to or covered in this Agreement even though the subjects or matter may not have been within the knowledge or contemplation of either or both of the parties at the time that they negotiated or signed this Agreement. The Committee and the Association agree that no changes in hours, wages, or other conditions of employment, either enumerated herein or otherwise, shall be changed or instituted during the term of this Agreement unless the parties shall have collectively bargained on the subject matter as the law may require.
D.
Temporary contractual changes may be instituted by a letter of agreement reflecting the mutual consent of both parties. Such a letter is to be signed by the Chairperson of the District School Committee and the President of the Association. Such agreements to remain in effect as agreed or until negotiated.
E.
The Committee recognizes the value of suggestions and recommendations from teachers as to budgetary matters. All such suggestions and recommendations will be reviewed and if found appropriate in the Committee's sole discretion, will be included in such budgets as are submitted for approval under law.
F.
Athletic coaches salaries and working conditions are not to be negotiable or grievable under the terms of this Contract. 59
G.
Agendas for scheduled School Committee meetings will be sent to Association officer for posting in the faculty room in each building prior to the scheduled meeting.
H.
1.
Faculty members of the Pioneer Valley Regional School District are hereinafter provided no more than three (3) non-voting representatives at the District School Committee table. The representatives will receive appropriate background materials and are encouraged to participate in open-session discussion with the Committee.
2.
Faculty members of the Pioneer Valley Regional District are invited to attend subcommittee meetings and to observe at administrative interviews.
I.
Upon acceptance of employment newly hired teachers will be given a copy of the current contract by the Superintendent.
J.
Mileage reimbursement for teachers shall be determined and paid at the IRS rate per mile in effect September 1 of each contract year for prior authorized travel in one's personal vehicle. Mileage will be computed and documented from individual building site to/from approved site or to/from residence to approved site, whichever is less. Payment will be made on the next subsequent warrant following submission of expenses, and paid by separate check. Meal expenses will be reimbursed at a cost not to exceed $5.00 for breakfast, $7.00 for lunch and $15.00 for dinner, when such expenses are within a prior approved conference schedule. Authorized overnight lodging will be reimbursed for meetings and events located more than ninety (90) miles one way from the individual building site and involving two (2) or more days of attendance or requiring attendance to an unusual hour by their very special nature. 1.
K.
Shared/itinerant Staff and Pre-K and K Home Visits will be reimbursed at the same rate as state in J above.
Any member covered by this Agreement will be paid at a per diem basis 1/183rd of his/her annual compensation if asked to work beyond his/her normal school year, subject to prior approval of the Superintendent.
60
XXVI.
SALARIES: A.
The Employer reserves the right to initially place teaching personnel on the salary schedule level agreeable to the Employer and the individual applicant (employee). Progression thereafter on the contract salary schedule will proceed in accordance with the terms of the contract from the initial placement forward. It is understood that the Superintendent shall evaluate the appropriateness of a candidate's experience for placement on the salary scale.
XXVII.
B.
The (Payment) plan of twenty-six equally distributed payments shall be continued until such time as a change is negotiated: mutually accepted, and made part of the Agreement, except that teachers requesting their payments for July and August in a single payment on the last working day of the school year will request such in writing to the Superintendent of Schools on/before May 1. Payment will be issued by the District Treasurer following completion of professional duties as attested in notice by the Principal.
C.
Teachers who enter the system at other than the beginning of the school year will move the following year on the step schedule at the discretion of the Administration, providing that a teacher has taught for one hundred (100) days or more during the school year in this system.
D.
Checks will be distributed on or before the 15th and the 30th of each month and dated for the date of issue.
GUIDANCE: The work year of Guidance Counselor will be 190 days, scheduled between July 1 and June 30. The seven days scheduled beyond the 183 days/school year will be determined by mutual agreement of the Guidance Counselor and the Administration, s/he will be compensated on a per diem basis for that time worked at 1/183 of his/her annual compensation. Any work beyond 190 days will occur only by mutual agreement of the Guidance Counselor and Administration and will be compensated on a per diem basis.
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XXVIII. SALARY SCHEDULES: See following schedules for 2015/2016; 2016/2017; 2017/2018 A. Teacher Salary Schedule 2015/2016 Step
B
B+15
B+30
M
M+30
CAGS
EdD/PhD
1
39,941
40,578
41,204
41,625
42,461
42,887
43,641
2
41,140
41,795
42,439
42,873
43,735
44,173
44,950
3
42,375
43,048
43,713
44,160
45,047
45,498
46,298
4
43,645
44,340
45,024
45,484
46,398
46,863
47,687
5
44,955
45,670
46,375
46,849
47,790
48,269
49,118
6
46,303
47,041
47,766
48,255
49,224
49,717
50,592
7
47,925
48,687
49,438
49,943
50,946
51,457
52,363
8
49,601
50,391
51,169
51,692
52,730
53,258
54,195
9
51,337
52,154
52,959
53,501
54,575
55,123
56,091
10
53,134
53,980
54,813
55,373
56,485
57,052
58,055
11
54,995
55,869
56,732
57,311
58,463
59,049
60,087
12
56,919
57,825
58,717
59,317
60,509
61,115
62,190
13
58,911
59,849
60,772
61,394
62,627
63,254
64,366
14
60,973
61,943
62,899
63,542
64,819
65,468
66,620
15
63,107
64,112
65,101
65,766
67,087
67,760
68,951
62
B. Teacher Salary Schedule 2016/2017 Step
B
B+15
B+30
M
M+30
CAGS
EdD/PhD
1
40,440
41,085
41,719
42,145
42,992
43,423
44,187
2
41,654
42,317
42,696
43,409
44,282
44,725
45,512
3
42,905
43,586
44,259
44,712
45,610
46,067
46,877
4
44,191
44,894
45,587
46,053
46,978
47,449
48,283
5
45,517
46,241
46,955
47,435
48,387
48,872
49,732
6
46,882
47,629
48,363
48,858
49,839
50,338
51,224
7
48,524
49,296
50,056
50,567
51,583
52,100
53,018
8
50,221
51,021
51,809
52,338
53,389
53,924
54,872
9
51,979
52,806
53,621
54,170
55,257
55,812
56,792
10
53,798
54,655
55,498
56,065
57,191
57,765
58,781
11
55,682
56,567
57,441
58,027
59,194
59,787
60,838
12
57,630
58,548
59,451
60,058
61,265
61,879
62,967
13
59,647
60,597
61,532
62,161
63,410
64,045
65,171
14
61,735
62,717
63,685
64,336
65,629
66,286
67,453
15
63,896
64,913
65,915
66,588
67,926
68,607
69,813
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C. Teacher Salary Schedule 2017/2018 Step
B
B+15
B+30
M
M+30
CAGS
EdD/PhD
1
41,047
41,701
42,345
42,777
43,637
44,074
44,850
2
42,279
42,952
43,615
44,060
44,946
45,396
46,195
3
43,549
44,240
44,923
45,383
46,294
46,758
47,580
4
44,854
45,567
46,271
46,744
47,683
48,161
49,007
5
46,200
46,935
47,659
48,147
49,113
49,605
50,478
6
47,585
48,343
49,088
49,591
50,587
51,093
51,992
7
49,252
50,035
50,807
51,326
52,357
52,882
53,812
8
50,974
51,786
52,586
53,123
54,190
54,733
55,695
9
52,759
53,598
54,425
54,983
56,086
56,649
57,644
10
54,605
55,475
56,330
56,906
58,049
58,631
59,663
11
56,517
57,416
58,303
58,897
60,082
60,684
61,751
12
58,494
59,426
60,343
60,959
62,184
62,807
63,912
13
60,542
61,506
62,455
63,093
64,361
65,006
66,149
14
62,661
63,658
64,640
65,301
66,613
67,280
68,465
15
64,854
65,887
66,904
67,587
68,945
69,636
70,860
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XXIX.
LONGEVITY: A. Teachers with twenty (20) years or more, but less than twenty-five (25) years, of teaching service, in the Pioneer Valley Regional School District will receive an annual longevity payment of $2,250, beginning the twenty-first (21st) year of employment. B. Teachers with twenty-five (25) years or more, but less than thirty (30) years, of teaching service in the Pioneer Valley Regional School District will receive an annual longevity payment of $2,750, beginning in the twenty-sixth (26th) year of employment. C. Teachers with thirty (30) years or more, of teaching service in the Pioneer Valley Regional School District will receive an annual longevity payment of $3,250, beginning in the thirty-first (31st) year of employment.
65
XXX.
EXTRA SALARY FOR EXTRA DUTIES:
Pioneer Valley Regional School
2015-2016
2016-2017
2017-2018
1,693
1,710
1,727
820
828
837
1,693
1,710
1,727
559
565
570
1,461
1,476
1,491
425
429
434
Band Director
3,500
3,535
3,570
Blacksmithing
549
554
560
Envirothon
559
565
570
French Club Advisor
559
565
570
Grade 7
448
453
457
Grade 8
448
453
457
Grade 9
609
615
621
Grade 10
761
768
776
Grade 11
1,126
1,137
1,149
Grade 12
1,126
1,137
1,149
High School Advisory Rep.
448
453
457
Jr. National Honor Society
448
453
457
Middle School Advisory Rep.
448
453
457
Mock Trial Team Advisor
854
863
872
Model Congress
559
565
570
National Honor Society
559
565
570
Student Publications
975
984
994
Peer Mediation Advisor
854
863
872
Public Relations
578
584
589
PVRS Choral Director
615
621
627
Student Council
854
863
872
Ultimate Frisbee
559
565
570
2,071
2,091
2,112
All School Musical All School Musical Asst. Director All School Play Anime As School Match Wits Asst. As Schools Match Wits
Yearbook
3 Club Advisors to be added at PVRSD Committee discretion, creation of the position and compensation to be determined by Memorandum of Agreement with the Pioneer Valley Regional Education Association. 66
Elementary
2015-2016
2016-2017
2017-2018
Band Director
408
412
416
Elementary Chorus
408
412
416
Mediation Advisor
122
123
125
3,500
3,535
3,570
75
76
77
StemRays Over-night field trips (per night)
The parties agree that guidelines concerning a chart detailing the minimum number of participants advisable for each co-curricular activity will be developed with input from the current activity advisors. The chart will be attached to the contact for reference and administrative direction, not subject to nor part of the Grievance Procedure.
67
AGREEMENT BETWEEN THE PIONEER VALLEY REGIONAL SCHOOL DISTRICT COMMITTEE AND THE PIONEER VALLEY ASSOCIATION OF SUPPORT PROFESSIONALS
Period: 7/1/15 - 6/30/18
TABLE OF CONTENTS Preamble .................................................................................................. 1 Scope (Article A & B) ................................................................................. 1 Grievance Procedure (Article C) ................................................................. 2 Article I
-
Article II
Unpaid Maternity/Paternity/Adoption Leave ................... 4 -
Child Rearing Leave ....................................................... 5
Article III -
Leaves of Absence Without Pay ....................................... 5
Article IV
-
Temporary Leave With Pay .............................................. 6
Article V
-
Health Insurance ............................................................ 7
Article VI
-
Deductions .................................................................... 7
Article VII -
Agency Fee .................................................................... 8
Article VIII -
Sick Leave ..................................................................... 8
Article IX
-
Sick Leave Bank ............................................................. 9
Article X
-
Work Year ..................................................................... 10
Article XI
-
Work Day ...................................................................... 10
Article XII -
Vacations & Holidays ..................................................... 11
Article XIII -
Employment Procedures ................................................ 12
Article XIV -
Layoffs, Reduction in Hours, Recall ................................ 12
Article XV
Vacancies and Promotions ............................................. 14
-
Article XVI -
Staff Evaluations (See Appendix A pg.22) ........................ 14
Article XVII -
Course, Conference & License Reimbursement ................ 14
Article XVIII -
Motor Vehicle Use ......................................................... 15
Article XIX -
Duration ....................................................................... 15
Article XX -
Personal Injury ............................................................. 15
Article XXI -
General ......................................................................... 15
Article XXII -
Salary Schedules: 2015/2016......................................... 16 2016/2017 ........................................ 17 2017/2018 ......................................... 18 Substitute Coordinator Salary Schedule .......................... 19
Article XX
-
Longevity ..................................................................... 20
Article XXI -
Retirement Incentive .................................................... 20
Appendix A ....................................................................................... 22 - 36 Signatures ............................................................................................... 37
-1AGREEMENT BETWEEN THE PIONEER VALLEY REGIONAL SCHOOL DISTRICT COMMITTEE AND THE PIONEER VALLEY ASSOCIATION OF SUPPORT PROFESSIONALS Period: 7/1/15 - 6/30/18 PREAMBLE Pursuant to the provisions of Chapter 150 - E of the General Laws of the Commonwealth of Massachusetts, THIS CONTRACT IS MADE by the SCHOOL COMMITTEE OF THE PIONEER VALLEY REGIONAL SCHOOL DISTRICT (hereinafter sometimes referred to as the Committee) and the PIONEER VALLEY ASSOCIATION OF SUPPORT PROFESSIONALS. ARTICLE A: SCOPE For the purposes of collective bargaining with respect to wages, hours, other conditions of employment, the negotiation of collective bargaining agreements, and questions arising there under, the Committee recognizes the Pioneer Valley Association of Support Professionals as the exclusive bargaining agent and representative of the Non-teaching Employees Group defined as follows: All full time and regular part time Administrative Assistants, instructional assistants, cafeteria workers and custodians, who work a minimum of twenty (20) hours per week, and excluding all temporary, seasonal, and casual employees, the Secretary to the Superintendent, Maintenance Supervisor, Bookkeeper, Special Education Secretary and all other employees of the Pioneer Valley Regional School District. ARTICLE B: Recognizing the need for flexibility in scheduling of hours and other conditions of employment, the parties hereto agree that during the lifetime of this agreement proposals may be exchanged from time to time which, if mutually acceptable, would be implemented on a temporary basis until formal negotiations would deal with such matters on a permanent basis. Failure of such temporary adjustments to be accepted by either party shall not be cause for any grievance or other complaint proceeding. Such temporary arrangements will be reduced to writing and shall constitute temporary modifications to the existing agreement. It is mutually understood that such proposals should only be made when deemed to be in the best interest of the educational process, all other matters to be treated in formal fashion during the regular negotiations.
-2ARTICLE C: GRIEVANCE PROCEDURE The purpose of this Article is to provide an orderly method for the settlement of a dispute between the parties over the interpretation, application, or claimed violation of any of the provisions of this Agreement. Such disputes shall be defined as a grievance under this Agreement and must be presented within ten (10) working days after the alleged violation arises or the employee had knowledge of the violation and be processed in accordance with the following steps, time limits, and conditions herein set forth. A working day will be defined as a week day exclusive of Saturdays, Sundays, holidays, and regular school year vacations. The summer vacation period will not be excluded from the above working day exclusions. Level One: The employee shall first take up the grievance with the immediate supervisor, and the Association Representative shall be given an opportunity to be present at a time to be fixed by mutual agreement of the parties. If the grievance is not settled, it shall, within five (5) working days thereafter, be set forth in writing, signed by the employee, and given to the immediate supervisor, who shall, within five (5) working days after receipt thereof, give a written answer to the grievance to the Association and the Grievant. Level Two: If the grievance is not settled in LEVEL ONE, the Association may appeal it by giving a written notice of such appeal within five (5) working days after receipt of the immediate supervisor's written answer to the Superintendent of Schools, who shall discuss it with the Association Representative at a time to be fixed by the Superintendent of Schools, subject to mutual agreement by the Association. The Superintendent of Schools shall give a written answer to the grievance within seven (7) working days after the close of the discussion. Level Three:If the dispute or grievance is not settled in the foregoing steps and it involves the interpretation, application, or claimed violation of any provision of this Agreement, then the Association may, upon written demand to the Superintendent of Schools, within five (5) working days after receipt of the Superintendent's answer to the grievance submit said dispute or grievance to binding arbitration as follows:
-3A.
Arbitration shall be invoked by filing a Demand for Arbitration with the American Arbitration Association, a copy of which shall be simultaneously provided to the Superintendent of Schools. The arbitrator shall be selected in accordance with the procedures of the American Arbitration Association and will be under the rules of the American Arbitration Association and be bound by the provisions of the Grievance Procedure contained in this Article.
B.
The arbitration proceedings will be conducted under the rules of the American Arbitration Association. The arbitrator shall not have the authority to add to, subtract from, modify, change, or alter any of the provisions of this Agreement. The award shall be final and binding on the School Committee, the Association, and the Grievant. Each party shall bear the expenses of its representatives and witnesses, and the fees and expenses of the Arbitrator shall be borne equally by the parties. The Arbitrator shall rule solely on the question or questions presented. 1. The Committee acknowledges the right of the Association to participate in the processing of a grievance at any level. 2. If, in the judgment of the Association, a grievance affects a group or class of employees, the Association may submit such grievance directly to Level Two. 3. No reprisals of any kind will be taken by either party because of participation in this Grievance Procedure. 4. All documents, Communications, and records dealing with the processing of a grievance will be filed separately from the personnel files of the participants. 5. Any grievance shall be deemed to have been waived if the action required to present it to the next level in the procedure shall not have been taken within the time specified.
-4ARTICLE I. - UNPAID MATERNITY/PATERNITY/ADOPTION LEAVE: Unpaid maternity leave will be granted only to an employee who has entered upon contractual service and has completed ninety (90) calendar days of contractual service. Unpaid paternity and adoption leave shall be granted only to an employee who has completed one year of employment. A. A request for a maternity/paternity or adoption leave should be processed through the office of the Superintendent of Schools at least forty-five (45) calendar days before anticipated date of departure. Date of intention to return shall also be indicated at this time. B. Employee requests for leave under this Article shall receive a reply within fifteen (15) working days of receipt of the request by the Superintendent of Schools. C. An employee who becomes pregnant may continue to work until the employee deems it necessary to be relieved of her duties or the Administration determines that the employee's condition interferes with her carrying out her duties. Such a decision requires the recommendation of the employee's attending medical professional. D. The leave may be terminated prior to its expiration upon prior notification by the employee to the Superintendent of Schools with at least one week's notice subject to the provisions of the F.M.L.A of 1993 and M.M.L.A. Written approval of the attending medical professional may be required. E. An employee eligible for a maternity/paternity or adoption leave shall be on automatic leave for up to twelve (12) work weeks after the birth or arrival of the child. F. An employee will be returned to his/her regular assignment or an assignment for which s/he is qualified, upon completion of a maternity/paternity or adoption leave providing such position or positions continue to exist within the system. G. At the expiration of the leave, the employee is expected to return to duty, request leave under other provisions of this contract, or submit a letter of resignation. The absence of any of the above actions will result in termination of employment.
-5H. Disabilities caused or contributed to by pregnancy, miscarriage, abortion, childbirth, and recovery there-from are, for all job-related purposes, temporary disabilities and should be treated as such under any health or temporary disability insurance or sick leave plan available in connection with employment. Upon submission of an attending medical professional's letter stating a period of temporary disability, the employee will be able to draw on her accumulated sick leave. I. Employees on maternity/paternity or adoption leave who wish to extend that leave to an unpaid leave of absence must make the request of the Administration four (4) weeks prior to the end of the leave. J. An employee may be granted an unpaid extended maternity/paternity or adoption leave for up to one school year. It is further understood that all accumulation, related rights, and benefits shall remain dormant during the leave period, and that schedule movement to the next subsequent step shall occur only when said employee has con1pleted one hundred twenty (120) days or more during the school year and all other conditions for movement and re-employment are satisfied. K. The employee at his/her expense, will be able to continue in the group insurance plan up to one (1) year, upon the approval of a leave period, and if within the insurance policy limitations currently in force. ARTICLE II. - CHILD REARING LEAVE: A. Child rearing leave of up to one (1) year, without pay, will be granted upon request in writing to the Superintendent of Schools and the approval of the School Committee. B. An employee on child rearing leave must notify the Superintendent of Schools, in writing, thirty (30) days prior to, or April 30th of the previous school year, whichever occurs sooner, of the intended expiration of the leave. Such notification must include the intention to return from said leave, or the intention to resign from the school system. ARTICLE III. - LEAVES OF ABSENCE WITHOUT PAY: A. Military leave shall be granted to any employee who is inducted or recalled to active duty in any branch of the Armed Forces of the United States. B. The Committee shall grant a leave of absence without pay to any employee to serve in an elected full-time public office for one (1) term.
-6C. A leave of absence without pay up to one (1) year shall be granted for the purpose of caring for a sick member of the employee's immediate family; such is understood to be father, mother, sister, brother, child, or spouse. Additional leave may be granted at the discretion of the Committee. D. All benefits to which an employee was entitled at the time the leave of absence commenced, including unused sick leave, shall be restored upon the employee's return. The employee shall be assigned to the same or similar position which the employee held at the time said leave commenced. Leave shall be without pay. However, the employee may maintain insurance benefits, as permitted by the District carrier, upon full premium payment to the District. ARTICLE IV. - TEMPORARY LEAVE WITH PAY: A. Each employee shall be granted up to ten (10) working days paid bereavement provided such days are days the employee would not have been absent for any other reason. The stated days are applicable to the death of the employees' spouse, child, or parents. Up to four (4) paid working days shall be granted for grandchildren, brothers, sisters, mother-in-law or father-in-law, brother-in-law and sister-inlaw. Up to three (3) paid working days for dependents related to the employee if living in the same household; up to two (2) paid working days for grandparents; and up to one (1) paid working day for others, subject to advance approval of the Superintendent, the last to be nonarbitrable. All bereavement days are non-accumulative and nontransferable. B. Two (2) days off with pay will be granted for personal reasons for employees, non-cumulative subject to approval of principal. Requests must be made at least 24 hours in advance, except under emergency conditions. These days are intended for personal business that cannot be conducted outside of the school day. Employees may carry over (1) unused personal day to the next school year, to a maximum of three (3) available in any given fiscal year. C. Required jury duty to be a paid work day. Pay for jury duty to be deducted from the employee's gross pay, exclusive of any travel allowance paid to the employee. D. Emergency leave up to a maximum of three (3) days will be provided for those times that immediate, critical response is necessary, such leave and its reason will be evaluated by the Superintendent of Schools and the decision rendered is non-accumulative, nontransferable and non-arbitrable in nature.
-7ARTICLE V. - HEALTH INSURANCE: A. Adoption of Chapter 32B by the Committee (Hospital and Medical Insurance). B. The Committee will provide Health Insurance substantially equal in coverage to the existing insurance provider. Employees are eligible to participate in Blue Cross/Blue Shield, or in any of the following plans: Blue Cross/Blue Shield HMO, or blue Cross/Blue Shield PPO. The employers with the consent of the Association may substitute any comparable or better plan (s) and/or carriers for the current plan or carrier. 1. The Committee will pay 75% of the cost of existing health insurance coverage. Members will pay 25%. 2. HMO Contributions: The Committee will pay 75% of the cost of the HMO plans referenced in B. Members will pay 25%. 3. The District will contribute fifty percent (50%) of the Dental Guard Core Plan premium cost. The members will pay fifty percent (50%.) 4. The Committee will provide the Membership with the IRS Code 125 Pre-Tax Premium Payment Plan. C. Staff will be granted the option to purchase extended levels of Optional Life and Accidental Death and Dismemberment Insurance, such to be paid by the member within the regulations and restrictions of the Company. All staff participation must be effected by September 10th of the applicable year with the central administration office. D. Retiring members of the P.V.A.S.P. are eligible for health and dental insurance benefits equivalent to, and at the same rates as those offered to active employees. E. The District will offer to members Flexible Spending Accounts for the purposes of medical and dependent care expenses. The committee will pay 100% of the set up costs of these two accounts and will contribute 50% of the ongoing administrative costs with the employee contributing the other 50%. ARTICLE VI. - DEDUCTIONS: A. All persons covered by this Contract may, upon signing the appropriate authorization card, have the following payroll deductions: 1. 2. 3. 4. 5. 6.
Tax Sheltered Annuity Premiums Savings Deposits to selected financial institutions Medical, Dental and Life Insurance premiums Foundation for Educational Excellence Disability Insurance PVRS Scholarships
-8B. Each employee's paycheck will display itemized deductions. C. The Committee hereby accepts the provisions of Section 17 of Chapter 180 of the General Laws of Massachusetts and, in accordance therewith shall certify to the Treasurer of Pioneer Valley Regional School all payroll deductions for the payment of dues to the Association duly authorized by the employees covered by this Contract. ARTICLE VII. - AGENCY FEE: The Committee agrees to require, subject to an annual vote of the employees covered by this Agreement, during the term of this Agreement, as a condition of continued employment, that every employee covered by this Agreement, except those employees who are certified to the Committee by the Association as being members of the Association, as of the thirtieth (30) day of such employment or the thirtieth (30) day after the effective date of this Agreement provision, whichever is later, pay to the Pioneer Valley Association of Support Professionals an agency service fee or authorize in accordance with General Laws, c. 150E, Section 12, the payroll deduction in equal installments of an agency service fee which shall be commensurate with the costs of collective bargaining and contract administration as determined by the Association and which amount shall be certified annually to the Committee by the Association. The Committee further agrees to certify to the District Treasurer the amount of such agency service fee, the employee authorization of the deduction of same in accordance w1th General Laws, c. 180, Section 176. It is specifically understood and agreed that the Pioneer Valley Regional School Committee shall be saved harmless for such deductions under those circumstances as provided by General Laws, Chapter 180, Section 176. ARTICLE VIII. - SICK LEAVE: A. An employee shall earn one and one half (1.5) days of sick leave per month worked during the first year of employment to a total of eighteen (18) days for calendar year employees and fifteen (15) days for school year employees. As of the second year of employment, the employee shall receive the following total amount of sick leave at the start of the second year of employment: eighteen (18) days for calendar year employees and fifteen (15) days for school year employees.
-9B. Unused sick leave will accumulate from year to year to a maximum of one hundred ninety (190) days for calendar year employees and one hundred sixty (160) days for school year employees. C. Sick Leave may be used for family illness. Family member to be defined as spouse, parents, spouse’s parents, children, siblings, or other dependents living within the employee’s household, or for whom s/he provides daily care and responsibility. Exceptions may be made by the Superintendent. D. During the last year of employment prior to an employee's retirement, each employee with fifteen or more years service to the Pioneer Valley Regional School District shall be paid an amount equal to the employee's full per diem pay at a rate of 1/10th of the employee's accumulated unused sick days, not to exceed a total of 19 days. Such payments shall be made by separate check as part of the final payment to the employee or the employee's estate. E. All sick leave accumulated by current employees will be retained. Current employees who have accumulated unused sick leave in excess of the 190/160 maximum as of the signing date of this contract, will retain it. However, they will not accumulate additional days until their accumulated leave falls below the 190/160 maximum. Should that happen, the maximum of 190/160 will then apply. ARTICLE IX. - SICK LEAVE BANK: A Sick Leave Bank is hereby established to be maintained under the following conditions: A. Each employee shall donate three (3) days of his/her sick leave to the bank within fifteen (15) days of the beginning of the school year. An employee may not join or access the sick leave bank during his/her first year of employment. B. Members will contribute an additional one (1) day per year until such time as a maximum of four times the number of employees on September 15 of each respective contract year is reached. Once a maximum of five (5) days has been deducted, no member will have additional days deducted until such time as the bank needs replenishing. C. Days contributed by personnel leaving the system will be deducted from the bank in number equal to their contribution on their last working day. D. The revolving status of the Bank may exceed staff times four at various times but days of use cannot exceed the designated limit in any single instance or combination of instances during a contract year.
-10E. If the Sick Leave Bank is exhausted, that is sick days contributed to the bank have been used, ( it) shall be replenished by contribution of an additional day of sick leave from each member participating in the bank, such additional day to be deducted from the employee's accumulated sick leave. F. Sick Leave Bank Committee will be established composed of: 1. Three (3) employees appointed by the President of the Association. 2. The Superintendent of Schools or his/her designee. 3. Two members of the School Committee appointed by the Chairperson of the School Committee. G. The Sick Leave Bank Committee shall establish rules and regulations of procedures to govern operation of the "Bank". H. No payment from Sick Leave Bank days shall be made unless an employee has exhausted all sick days accumulated by the employee. I. Decisions of the Sick Leave Bank Committee shall not be subject to the grievance procedure. J. No payment from the Sick Leave Bank shall be made except on a regular warrant approved by the School Committee. Such payments will be made as part of the final payment to the employee or the employee’s estate. ARTICLE X. - WORK YEAR: A. The work year of all support personnel defined in Article A, Scope, (p.1) of this contract may be extended by up to three (3) days by mutual agreement between the employee and his/her supervisor. Compensation will be at the employee's established daily or hourly rate. B. The work year for administrative assistants shall be at least 185 days. ARTICLE XI. - WORK DAY: A. Employees, whose regular work week is forty (40) hours, who work in excess of forty (40) hours, will be paid at the rate of one and one half times their hourly rate or earn compensatory time at that rate. B. Employees, whose regular work week is less than forty (40) Hours, who work in excess of their regular hours, up to forty (40) hours, shall be paid at their hourly rate or earn compensatory time at that rate. Hours worked beyond forty (40) will be paid at one and one half times their hourly rate or earn compensatory time at that rate. C. 1. All overtime must be approved in advance by the employee's supervisor. 2. The accumulation of compensatory time rather than pay must be mutually agreed upon by the employee and his/her supervisor.
-11D. When a custodian is called and responds to an off hours emergency, the custodian will be paid at the rate of one and one half times his/her hourly rate or earn compensatory time at that rate. There will be a minimum of two hours pay and custodians will be reimbursed for round trip mileage. E. Full-time cooks and custodians will be given the right of first refusal for after hour functions that involve the kitchen/cafeteria and/or building maintenance and security. F. Any support personnel who is asked to substitute for a teacher shall be paid ten ($10.00) dollars per hour extra in addition to their regular pay. G. Any cafeteria worker who substitutes for the cafeteria manager or assistant manager shall be paid the appropriate step equivalent of that pay schedule column. H. Employees who work more than six consecutive hours are entitled to a duty-free 30 minute meal break. I. Instructional Assistants shall have 15 minutes within their work day for administrative/planning purposes. J. A custodian who substitutes for the head custodian shall be paid the appropriate step equivalent of the head custodian column. ARTICLE XII. - VACATIONS & HOLIDAYS: A. Vacations: The following is the vacation schedule for twelve month (year round) employees: 1 year = 1 week 2-5 years = 2 weeks 6-10 years = 3 weeks After 10 years = 4 weeks Requests must be made one week in advance, except under emergency conditions. B. Holidays: The following will be paid holidays for twelve month (year round) employees: Labor Day Veteran's Day Day after Thanksgiving Christmas Day Martin Luther King Day Patriot's Day Independence Day
Columbus Day Thanksgiving Day Day before Christmas New Year's Day Washington's Birthday Memorial Day
-12ARTICLE XIII. - EMPLOYMENT PROCEDURES: A.
Probationary Period: All newly hired employees in the bargaining unit shall serve a probationary period of ninety (90) calendar days. During the employee's probationary period the School District reserves the right to terminate the employee at any time. The termination shall not be subject to the grievance or the arbitration procedures contained in this agreement.
B.
Discipline, Dismissal and Demotions: A principal/supervisor may discipline, dismiss or demote any member of the bargaining unit subject to the review and approval of the superintendent. The Superintendent may discipline, dismiss, or demote any member of the bargaining unit. An employee who has been working for the School District for at least ninety (90) calendar days shall not be disciplined, dismissed or demoted unless he/she has been furnished with written notice of intent to discipline, dismiss or demote with an explanation of the grounds of the action in sufficient detail to permit the employee to respond and submit documents relating to the action, and, if he/she so requests within ten (10) school days after receiving the written notice to review the decision with the Superintendent, and to present information to the Superintendent. After this meeting the Superintendent shall issue his/her decision in writing to the employee and to the union representative, if so requested by the employee. Discipline, dismissal, and demotion determinations during the first ninety (90) calendar days of employment are not subject to the grievance or arbitration provisions of the Agreement. After ninety (90) calendar days of employment discipline, dismissal and demotion determinations are subject to a just cause standard. Reappointment determinations are not considered to be discipline, dismissal, or demotions and therefore are not subject to the grievance or arbitration procedures of the Agreement as provided above.
ARTICLE XIV. – LAYOFFS, REDUCTION IN HOURS, AND RECALL: A. In the event of the necessity for reducing the number of employees within this bargaining unit during a general layoff, individuals with the least seniority within the job category will be laid off first, provided, however, the employee retained possesses the necessary ability and qualifications to perform the available work. Notification of intent to layoff an employee will be given by June 30th.
-13B. Individuals laid off will have, from the effective date of layoff, a one (1) year right of recall for any openings within this bargaining unit. The effective date of layoff will be defined as the first employee work day that the laid off employee would have normally been scheduled to work but for the layoff action or the first day for which the laid off employee receives unemployment compensation, whichever occurs sooner. The Committee will notify the laid off individual within the recall periods of all openings for which the employee may be qualified. Recalled employees shall be given credit for all full-time service provided they return to work within the recall period. C. All benefits to which the employee was entitled at the time of layoff shall be restored in full upon re-employment within the recall period, unless a benefit has been altered by contract agreement. D. Laid off employees may continue group health and life insurance coverage during the recall period by contributing 100% of the premium cost. E. Recall will be in inverse order of layoff. The last reduced in force will be the first rehired, provided the individual possesses the necessary ability and qualifications to perform the available work. F. Any declination of a position offered under this section will terminate the employment of the individual and satisfy the School Committee's obligation under this section. G. The employee shall, within fourteen (14) calendar days after receipt of notice of recall by certified mail, file acceptance through the return, by certified mail, of a signed slip, provided by the Committee of the intention to return or not to return. If such acceptance is not received by the Superintendent of Schools at the end of fourteen (14) calendar days, it shall be considered a declination on the part of the employee, unless there are unusual extenuating circumstances approved by the Committee or its designee. H. In the case of layoff and recall when two or more employees have the same seniority and possess the necessary ability and qualifications to perform the available work, the decision for layoff or recall will be made by the Superintendent of Schools. I. In the case of layoff, part-time employees will not be allowed to "bump" fulltime employees; nor will school year employees be allowed to "bump" calendar year employees. J. Natural attrition, retirements, a reduction in pupils, or the absence of a pupil from a designated program shall not cause the invoking of the provisions of this Article.
-14ARTICLE XV. - VACANCIES AND PROMOTIONS: Whenever a vacancy or pending retirement occurs, except in cases of emergencies, a notice of such vacancy shall be posted in each school building in the district for not less than ten (10) days. The posting shall contain a description of duties and a listing of necessary or desirable qualifications. No permanent appointment shall be effective until fourteen (14) days following the date the notice was posted to permit reasonable consideration of all applicants. Any qualified person covered by this agreement who desires to fill any such vacancy shall file an application with the Superintendent of Schools. In filling any vacancy or promotion, the Superintendent shall give consideration to applications from qualified, senior candidates already employed in the Pioneer Valley Regional School District. In the event that such vacancies occur when school is not in session, notification of such vacancies shall be sent to the President of the Association to inform possible candidates. All full-time employees shall be considered for, and guaranteed an interview for, vacancies in other buildings. Any vacancies filled on a temporary basis shall be limited to ninety days. After ninety days, the position shall be filled on a permanent basis or re-advertised. This article does not apply to an appointment to fill in for an approved leave (e.g. Workers’ Compensation). ARTICLE XVI. – STAFF EVALUATIONS – see Appendix A: ARTICLE XVII. - COURSE. CONFERENCE AND LICENSE REIMBURSEMENT: A. Courses must relate to current or future assignment and have prior approval in writing by the Administration. B. For undergraduate courses, the standard of work must be "C" or better. The standard of work for graduate courses must be that which is acceptable for graduate credit. A pass grade is acceptable in the absence of a stated letter grade. C. The Committee shall reimburse one (1) course up to four (4) credits in a given fiscal year. D. Prior approved course credits will be reimbursed at the rate paid per credit but not to exceed the Greenfield Community College rate per credit in effect September 1 of the current year. E. Course reimbursement will be effected within sixty (60) days of the date grade and course payment documentation is provided to the Superintendent of Schools. Reimbursement for courses will be made by separate check. F. Support personnel who seek reimbursement for courses, Conferences, or licenses must have completed one full year of employment in the Pioneer Valley Regional School District and be under contract with the Pioneer Valley Regional School District at the time reimbursement is requested.
-15G. Placement will be effected on September 30 and February 28 for courses completed and certified to the Superintendent of Schools prior to that date. H. Support personnel will be reimbursed up to $100 annually for course textbooks and/or related materials. I. Each support professional will be encouraged to take at least one (1) professional day per year. The school and program to be visited and the date shall be approved in advance by the Principal and will be determined by the availability of substitutes and other activities of the school. Programs witnessed and knowledge secured will be provided and shared upon request with pertinent personnel. ARTICLE XVIII. – MOTOR VEHICLE USE: A. An employee assigned to more than one school in a single school day shall be compensated for the mileage at the prevailing Internal Revenue Service mileage rate. B. An employee who is required to use his/her personal vehicle on school business shall be compensated for the mileage at the prevailing Internal Revenue Service mileage rate. C. Employees in the bargaining unit are covered under the provisions of Chapter 258 of the Generals Laws of the Commonwealth. ARTICLE XIX. - DURATION: This Contract shall be in effect from July 1, 2015 to June 30, 2018. ARTICLE XX – PERSONAL INJURY: A. Employees shall report any injury to the Administration in writing within twenty-four (24) hours of its occurrence. The Administration will make every effort to employees in handling children who lose control and are violent. Emergency procedures for handling such incidents will be set up in the school district for the protection of employees and children involved. B. Whenever an employee is absent from school as a result of an accident or injury arising out of, and in the course of employment, the employee will receive full worker’s compensation, as eligible. ARTICLE XXI. - GENERAL: A. Upon acceptance of employment, newly hired support personnel, at the time the W4 and payroll forms are provided, will be given a copy of the current contract by the Superintendent of Schools.
-16A.
ARTICLE XXII - SALARY SCHEDULES: 2015/2016 SALARY SCHEDULES ADMINISTRATIVE ASSISTANTS STEP
RATE
1
INSTRUCTIONAL ASSISTANTS
CUSTODIANS
RATE
STEP
RATE
HEAD
13.38
STEP 1
13.20
1
14.05
15.13
2
13.76
2
13.59
2
14.56
15.62
3
14.16
3
14.00
3
14.95
16.05
4
14.58
4
14.42
4
15.39
16.45
5
14.98
5
14.85
5
15.84
16.93
6
15.47
6
15.30
6
16.25
17.35
7
15.94
7
15.76
7
16.73
17.77
16.72
8
16.23
8
17.43
18.53
17.26
9
16.72
9
17.86
18.99
10
17.81
10
17.22
10
18.31
19.45
11
18.30
11
17.73
11
18.80
19.94
12
18.81
12
13
19.37
13
18.26 18.81
12 13
19.26 19.83
20.42 21.03
8 9
STEP
CASHIER
HELPER
CAFETERIA ASS'T. MGR.
MANAGER
PVRS MANAGER
1
10.77
11.48
13.17
14.28
14.98
2
11.13
11.92
13.62
14.72
15.41
3
11.57
12.30
14.02
15.11
15.82
4
11.96
12.38
14.38
15.50
16.18
5
12.36
13.11
14.77
15.89
16.57
6
12.77
13.49
15.16
16.29
16.98
7
13.17
13.90
15.60
16.73
17.40
8
13.77
14.58
16.26
17.41
18.15
9
14.22
14.97
16.71
17.84
18.53
10
14.64
15.39
17.12
18.28
18.97
11
15.07
15.83
17.56
18.71
19.40
12 13
15.50 15.96
16.28 16.77
17.99 18.53
19.15 19.73
19.83 20.43
-172016/2017 SALARY SCHEDULES ADMINISTRATIVE ASSISTANTS STEP
RATE
1 2
INSTRUCTIONAL ASSISTANTS
CUSTODIANS
RATE
STEP
RATE
HEAD
13.54
STEP 1
13.37
1
14.22
15.32
13.94
2
13.76
2
14.74
15.82
14.34
3
14.18
3
15.14
16.25
14.76
4
14.60
4
15.58
16.66
15.17
5
15.04
5
16.04
17.14
6
15.66
6
15.49
6
16.45
17.56
7
16.13
7
15.96
7
16.94
17.99
8
16.93
8
16.43
8
17.65
18.77
9
17.47
9
16.93
9
18.09
19.23
10
18.04
10
17.44
10
18.54
19.69
18.53
11
17.95
11
19.03
20.19
19.04
12
19.61
13
18.49 19.05
12 13
19.51 20.08
20.68 21.29
3 4 5
11 12 13
STEP
CASHIER
HELPER
CAFETERIA ASS'T. MGR.
MANAGER
PVRS MANAGER
1
10.90
11.62
13.34
14.46
15.17
2
11.27
12.07
13.79
14.90
15.60
3
11.72
12.46
14.19
15.30
16.02
4
12.11
12.54
14.56
15.69
16.38
5
12.52
13.28
14.95
16.09
16.78
6
12.93
13.66
15.35
16.49
17.19
7
13.34
14.07
15.80
16.94
17.61
8
13.95
14.76
16.46
17.62
18.38
9
14.40
15.16
16.92
18.07
18.77
10
14.82
15.58
17.34
18.51
19.21
11
15.26
16.03
17.78
18.94
19.64
12 13
15.69 16.16
16.48 16.98
18.21 18.77
19.39 19.98
20.08 20.69
-182017/2018 SALARY SCHEDULES ADMINISTRATIVE ASSISTANTS STEP
RATE
1 2
INSTRUCTIONAL ASSISTANTS
CUSTODIANS
RATE
STEP
RATE
HEAD
13.68
STEP 1
13.50
1
14.37
15.48
14.07
2
13.90
2
14.88
15.97
14.48
3
14.32
3
15.29
16.41
14.91
4
14.75
4
15.74
16.83
15.32
5
15.19
5
16.20
17.31
6
15.82
6
15.65
6
16.62
17.74
7
16.30
7
16.12
7
17.11
18.17
8
17.10
8
16.60
8
17.82
18.95
9
17.65
9
17.10
9
18.27
19.42
10
18.22
10
17.61
10
18.72
19.89
18.71
11
18.13
11
19.22
20.40
19.23
12
19.80
13
18.67 19.24
12 13
19.70 20.28
20.88 21.51
3 4 5
11 12 13
STEP
CASHIER
HELPER
CAFETERIA ASS'T. MGR.
MANAGER
PVRS MANAGER
1
11.01
11.74
13.47
14.60
15.32
2
11.39
12.19
13.93
15.05
15.76
3
11.83
12.58
14.33
15.46
16.18
4
12.23
12.66
14.71
15.85
16.55
5
12.64
13.41
15.10
16.25
16.95
6
13.06
13.79
15.51
16.66
17.37
7
13.47
14.21
15.95
17.11
17.79
8
14.09
14.91
16.63
17.80
18.56
9
14.54
15.31
17.08
18.25
18.95
10
14.97
15.74
17.51
18.69
19.40
11
15.41
16.19
17.96
19.13
19.84
12 13
15.85 16.32
16.65 17.15
18.39 18.95
19.59 20.18
20.28 20.89
-19B.
SUBSTITUTE COORDINATOR(S) SALARY SCHEDULE: Substitute coordinator stipend as follows: Pioneer Valley Regional $900 Bernardston/Northfield $450 Pearl Rhodes/Warwick $300
-20ARTICLE XXIII. - LONGEVITY: The following schedule applies only to calendar and school year employees who work at least twenty (20) hours per week. An average of hours worked per week will be calculated. If thirty (30) hours per week or more, the employee will receive the full benefit. If between twenty and twenty-nine (20 and 29) hours per week, the employee will receive two-thirds (2/3) of the benefit detailed below. A. Employees with fifteen (15) years or more, but less than twenty (20) years of continuous service in the Pioneer Valley Regional School District will receive an annual longevity payment of $785, beginning in the sixteenth (16th) year of employment. B. Employees with twenty (20) years or more, but less than twenty-five (25) years, of continuous service in the Pioneer Valley Regional School District will receive an annual longevity payment of $910, beginning in the twentyfirst (21st) year of employment. C. Employees with twenty-five (25) years or more of continuous service in the Pioneer Valley Regional School District will receive an annual longevity payment of $1,035, beginning in the twenty-sixth (26th) year of employment. ARTICLE XXIV. RETIREMENT INCENTIVE: A. A member of the support staff with twenty (20) or more consecutive years of employment within the Pioneer Valley Regional School District, fifteen (15) of which must be a minimum average of 20 hours per week, an average of hours worked per week will be calculated. If thirty (30) hours per week or more, the employee will receive the full benefit. If between twenty and twenty-nine (20 and 29) hours per week, the employee will receive two-thirds of the benefit detailed below. The employee may seek to resign or retire and be entitled to a one-time separation payment payable in total in the final month of employment, provided written notice shall be provided the School Committee eighteen (18) months in advance of the month in which retirement is effective, per the following conditions: 1. The Committee will not consider RIF or an approved leave of absence as a break in consecutive years of employment if within a maximum of two (2) years. 2. The Committee may at its option grant divided lump sum payment of incentive monies in the final month of employment (1/2) and the first month of a new fiscal year (1/2).
-213. A retirement application received by the Committee, eighteen (18) months in advance of the effective month of retirement may be withdrawn up to February 1, of the year prior to the fiscal year in which budget monies representing incentive payment would normally be provided (budgeted). Waiver of the February 1 date will be approved by the Committee in case(s) of death, disability, or long-term illness of spouse. 4. The Committee agrees to pay the remaining one-half (1/2) of prior two (2) payment sum, to a beneficiary named in the application, when the approved applicant expires between the receipt of the first payment and the final payment by the Committee. 5. Incentive Schedule: Years of Service 20 years - $5,000 6. The Committee will approve no more than $10,000 retirement incentive per year. The amount will be divided among the eligible employee(s). No employee will receive more than $5,000. 7. The Committee agrees that computation of full time equivalency shall be applied, upon request, to the, requirement of fifteen (15) years of a minimum of thirty (30) hours per week and twenty (20) consecutive years of employment within the Pioneer Valley Regional School District. 8.
The Association (Pioneer Valley Association of Support Professionals) agrees to indemnify and save harmless the Committee (Pioneer Valley Regional School District) from any suit, charge, grievance, or arbitration arising from the implementation of the agreed terms as contained within the Retirement Incentive Plan, during the life of this contract.
-22APPENDIX A STAFF EVALUATION THE PURPOSE OF SUPPORT PERSONNEL EVALUATION IN THE PIONEER VALLEY REGIONAL SCHOOL DISTRICT This evaluation process has been designed to assist support personnel and evaluators in their continuing efforts to sustain and improve a positive learning environment for students. Our values are clear. We believe the entire PVRSD community is an integral part of the educational process. It takes many people to create an atmosphere conducive to student learning. Aspects of cleanliness, safety, nutrition management, and student support are all facets of this atmosphere and all are important to the successful education of students. Evaluation procedures are intended to: 1. Assist the individual staff member in providing high quality service for students; 2. Provide a means of assessing individual performance of a staff member over a period of time; 3. Detail staff members’ current performance level, areas of improvement, and suggestions that will lead to further improvement; 4. Identify and document exceptional practices and superior job performance of a staff member. The support personnel evaluation also provides data for personnel practices relating to renewal, promotion, assignment, and dismissal.
-23Pioneer Valley Regional School District SUPPORT STAFF OBSERVATION AND EVALUATION PROCESS The district is committed to making supervision and evaluation work. This commitment includes formal training and assessing the evaluators on their ability to evaluate. I.
THE OBSERVATION PROCESS A.
The supervision instruments and procedure will be distributed to all staff members as part of the Collective Bargaining Agreement, either incorporated in the Agreement or as a separate handout .
B.
Data-Gathering While formal observation is an important source of information regarding the performance of a staff member, evaluators are expected to gather information in as many different ways as possible to produce the most complete and accurate picture of the staff member’s overall performance. These may include a formal observation, “walk through” visits, conferences with the staff member or with those who direct their work, review of materials produced and/or provided by the staff member, materials produced by students where applicable, letters of commendation, communications from other staff members, parents and other persons who can provide firsthand information appropriate for consideration in the evaluation process, consistent with the provisions of the Support Professional’s Contract. All documentation and its source considered during the evaluation process will be shared with the staff member being evaluated no later than upon receipt of the evaluation report.
C. Pre-Evaluation Conference (Optional) A pre-evaluation conference may take place between the evaluator and the staff member when requested by either party. Such requests should be made at the time of notice of a scheduled formal observation. D.
Formal Observation For formal observations, the evaluator will give the staff member prior notice of date and time of the observation. Observations will last up to thirty (30) minutes, with the exact length of time at the discretion of the evaluator. The date and time of formal observations will be recorded on the Employee Evaluation Report.
-24E.
Evaluation Conference Upon completion of the written evaluation, the evaluator will submit to the staff member a copy of his/her Employee Evaluation Report (Form A1, A2, A3 or A4). At the request of either party, the evaluator and the staff member will meet to discuss the overall performance of the staff member and review the completed Employee Evaluation Report.
F.
Staff member Response A staff member may attach a response to his/her Employee Evaluation Report. Copies of the response must be submitted by the staff member to the evaluator and the Superintendent of Schools within two school weeks of receipt of the Employee Evaluation Report.
II.
EVALUATION PROCEDURE AND TIMETABLE A.
Probationary Staff members A probationary staff member will have a minimum of one (1) Employee Evaluation Report prepared by the building administrator within the first ninety (90) days of employment.
B.
Staff Members with One (1) to Three (3) Years Employment All staff members will have at least one (1) Employee Evaluation Report prepared by the building administrator during each of the first three (3) years of employment.
C.
Staff Members with More Than Three (3) Years Employment All staff members with more than three (3) years employment will have at least one (1) Employee Evaluation Report prepared by the building administrator every other year except for those staff members who are considered “At Risk.” Staff members who are considered “At Risk” must be evaluated annually.
D.
Staff Members for Who Are Considered “Of Concern” or “At Risk” These procedures pertain to a very small number of people. They must be (and be seen as) prompt, fair, sensitive and courageous. Prompt in that problems are not allowed to slide as the entire PVRSD community suffers when staff members are doing a poor job; Fair in that staff members subject to these procedures have every chance to improve and significant effort goes into helping them do so; Sensitive in that staff members’ feelings are recognized and support is offered; Courageous in that administrators really write evaluation reports that provide evidence of inadequate job performance and give specific suggestions and help for improvement.
-251. Staff Members Who Are Considered “Of Concern” In the event that a staff member receives a rating of “Below Average” in any category, the staff member will be considered “of concern.” S/he and the evaluator must meet and discuss his/her Employee Evaluation Report. At that time, the evaluator and staff member will establish a plan for improvement. At the meeting, the parties will determine a reasonable amount of time for the staff member to achieve the agreed-upon goals. The evaluator will produce a followup report focusing only on the area(s) of concern, and a follow-up meeting between the evaluator and the staff member must occur. 2. Staff Members Who Are Considered “At Risk” Staff members who continue to receive one or more ratings of “Below Average” in the same area(s) after being provided the appropriate support for improvement will be considered “At Risk.” The “At Risk” Support Form (Form B) will be used in this process. The evaluator and staff member will meet to review the process and address the staff member’s “At Risk” status, using the “At Risk” Support Form (Form B) to guide the parties throughout the process. There will be a reasonable amount of time for the staff member to achieve the agreed-upon goals. Follow-up evaluations, as set out on the “At Risk” Support Form, must occur. E.
The evaluation of non-probationary staff members will be completed by the following dates within the year during which the evaluation is required: Custodians: Administrative Assistants: Instructional Assistants: Cafeteria workers:
November 1 (Form A1) January 1 (Form A2) March 1 (Form A3) May 1 (Form A4)
-26-
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EMPLOYEE EVALUATION REPORT – Custodians Form A-1
Employee________________________
Evaluator________________________
Department______________________
Observation Date (if applicable) __________
Last Evaluation Date_____________ □ Probationary Evaluation
□ Annual Evaluation
□ Bi-annual Evaluation
The value of this evaluation depends solely on the person making the rating, his/her impartiality and sound judgment. The rating should be made with great care and fairness in the interests of the employee and the school. Think carefully of the employee’s work and make an honest judgment of the qualities of the employee. Base your judgment on the entire period covered and not upon an isolated incident alone. Base your ratings on accepted standards for that type of work. Dependability
Consider amount of supervision required.
Is a self-starter who is resourceful and self-reliant. Requires little or no supervision. Follows instruction with great accuracy.
Works well and steadily with minimum supervision. Follows instructions and shows initiative.
Works steadily and requires only normal supervision. Follows instructions well.
Requires more than normal supervision. Lacks initiative. Is easily distracted.
Requires constant supervision. Lacks follow through. Can not be depended upon.
__________________
__________________
__________________
__________________
__________________
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: Attendance
Consider attendance and punctuality
Excellent attendance and punctuality
Has very good attendance record; rarely absent or tardy.
Usually on time, not often absent, only when necessary.
Absent or tardy frequently. Sometimes fails to notify supervisor of absence.
Absent often, frequently tardy. Seldom notifies supervisor of absence.
__________________
__________________
__________________
__________________
__________________
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: Quality of Work Consider the ability and accuracy to produce accepted work which meets school standards, neatness, confidentiality, and judgment. Cleanliness and appearance of assigned areas is excellent. Excellent judgment with students and visitors to the school. Observes confidentiality consistently.
Cleanliness and appearance of assigned areas is very good. Very good judgment with students and visitors to the school. Observes confidentiality consistently.
Cleanliness and appearance of assigned areas is good. Good judgment with students and visitors to the school. Observes confidentiality.
Cleanliness and appearance of assigned areas is less than satisfactory. Judgment with students and visitors to the school and/or confidentiality questionable.
Cleanliness and appearance of assigned areas is unacceptable. Can not be relied upon to exercise good judgment with students and visitors to the school or maintain confidentiality.
__________________
__________________
__________________
__________________
__________________
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: Knowledge of Job Consider basic knowledge of methods, materials equipment, and proper safety integral to assignment. Thoroughly knows and follows correct procedures. Executes responsibilities in a manner that demonstrates comprehensive understanding of methods, materials, and proper safety. Eager to learn new methods.
Thorough knowledge of job and procedures. Executes responsibilities in manner that demonstrates good understanding of methods, materials, and proper safety. Willing to learn new methods.
Good knowledge of job and procedures. Needs normal amount of instructions and direction around methods, materials, and proper safety. Agreeable to learning new methods.
Fair knowledge of job and procedures. At times, executes responsibilities in a manner that demonstrates a deficit In understanding materials, methods, and proper safety. Reluctant to learn new methods.
After sufficient instructions has limited knowledge of job and procedures. Fails to grasp anything but most elementary concepts of job. Resistant to learning new methods.
__________________
__________________
__________________
__________________
__________________
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: Working Relations Consider willingness to work with and help colleagues; ability to accept direction; attitude and cooperativeness with fellow employees and supervisors.
-27Very cooperative and courteous. Very effective in dealing with co-workers. Exceeds expectations in interactions with supervisor and school personnel.
Is responsive to assignments and cooperates well with all school personnel. Always ready to do his/her share willingly. Positive interactions with co workers.
Assumes share of work. Usually good team worker. Cooperates with colleagues & supervisor.
Lacks interest in assignments. Shows reluctance to cooperate with colleagues and supervisor.
Does not cooperate. Resents supervision. Gets along poorly with colleagues and supervisor.
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: Quantity of Work Consider the quantity of work turned out and the promptness with which it is completed. Consistently high level of production. Works with speed and efficiency. Consistently does more than expected.
Production above average. A thorough and careful worker.
Demonstrates average productivity. Works steadily.
Production below average. Needs to work more efficiently.
Seldom completes an acceptable amount of work. Generally slow. Wastes time. Production inadequate.
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments:
Evaluator’s comments on overall performance:
I recommend that the employment be continued
_____
I recommend that the employee be identified as “Of Concern” (see Attachment A)
_____
I recommend that the employee be identified “At Risk” and subject to the conditions as outlined on “At Risk” Support Form (see Attachment B)
_____
I do not recommend that employment be continued (see Attachment C)
_____
Employee comments:
______________________________________ Signature of Staff Member
___________________________________ Signature of Evaluator
______________________________________ Date
___________________________________ Date
The employee’s signature on this form indicates that s/he has seen all comments in the report. The employee’s signature does not necessarily indicate agreement with the evaluation report.
Date reviewed with employee: _________________________________ Copy to the Superintendent’s Office for review and file
-28-
PIONEER VALLEY REGIONAL SCHOOL DISTRICT
EMPLOYEE EVALUATION REPORT – Administrative Assistant/Clerical Form A-2 Employee________________________
Evaluator________________________
Department______________________
Observation Date (if applicable) __________
Last Evaluation Date_____________ □ Probationary Evaluation
□ Annual Evaluation
□ Bi-annual Evaluation
The value of this evaluation depends solely on the person making the rating, his/her impartiality and sound judgment. The rating should be made with great care and fairness in the interests of the employee and the school. Think carefully of the employee’s work and make an honest judgment of the qualities of the employee. Base your judgment on the entire period covered and not upon an isolated incident alone. Base your ratings on accepted standards for that type of work. Dependability
Consider amount of supervision required.
Is a self-starter who is resourceful and self-reliant. Requires little or no supervision. Follows instruction with great accuracy.
Works well and steadily with minimum supervision. Follows instructions and shows initiative.
Works steadily and requires only normal supervision. Follows instructions well.
Requires more than normal supervision. Lacks initiative. Is easily distracted.
Requires constant supervision. Lacks follow through. Can not be depended upon.
__________________
__________________
__________________
__________________
__________________
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: Attendance
Consider attendance and punctuality
Excellent attendance and punctuality
Has very good attendance record; rarely absent or tardy.
Usually on time, not often absent, only when necessary.
Absent or tardy frequently. Sometimes fails to notify supervisor of absence.
Absent often, frequently tardy. Seldom notifies supervisor of absence.
__________________
__________________
__________________
__________________
__________________
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: Quality of Work Consider the ability and accuracy to produce accepted work which meets school standards, neatness, confidentiality, and judgment. Errors are very few. Does excellent work. Excellent judgment with students and visitors to the school. Observes confidentiality consistently.
Seldom makes errors. Does good work. Very good judgment with students and visitors to the school. Observes confidentiality consistently.
Makes few errors. Quality is above minimum standards. Good judgment with students and visitors to the school. Observes confidentiality.
Work often needs excessive inspection. Makes more errors than should. Judgment with students and visitors to the school and/or confidentiality questionable.
Makes excessive and repetitive Mistakes. Lacks accuracy. Can not be relied upon to exercise good judgment with students and visitors to the school or maintain confidentiality.
__________________
__________________
__________________
__________________
__________________
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: Knowledge of Job Consider basic knowledge of present job, or other work closely related to it, and of the equipment necessary to do it. Thoroughly knows and follows correct procedures. Has comprehensive understanding of all phases of job. Eager to learn new methods.
Thorough knowledge of job and procedures. Has good understanding of both job and detail required. Willing to learn new methods.
Good knowledge of job and procedures. Needs normal amount of instructions. Working knowledge of job. Agreeable to learning new methods.
Work not accurate at times. Sometimes slow to grasp details required. Has acquired limited knowledge of job. Reluctant to learn new methods.
After sufficient instructions has limited knowledge of job and procedures. Fails to grasp anything but most elementary concepts of job. Resistant to learning new methods.
__________________
__________________
__________________
__________________
__________________
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: Working Relations Consider willingness to work with and help others; ability to accept direction; attitude and cooperativeness with fellow employees, supervisors, students, parents, and visitors.
-29Tactful and courteous. Very effective in dealing with co-workers and cooperating with supervisor. Does full share of work and is loyal.
Is responsive to assignments and cooperates well with all school personnel. Always ready to do his/her share willingly. Positive interactions with co workers.
Assumes share of work. Usually good team worker. Cooperates with colleagues & supervisor.
Lacks interest in assignments. Shows reluctance to cooperate with colleagues and supervisor.
Does not cooperate. Resents supervision. Gets along poorly with colleagues and/or supervisor.
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: Quantity of Work Consider the quantity of work turned out and the promptness with which it is completed. Consistently high level of production and efficiency. Consistently does more than expected.
Production above average. A thorough and careful worker.
Demonstrates average productivity. Works steadily.
Production below average. Needs to work more efficiently.
Seldom completes an acceptable amount of work. Generally slow. Wastes time. Production inadequate.
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments:
Evaluator’s comments on overall performance:
I recommend that the employment be continued
_____
I recommend that the employee be identified as “Of Concern” (see Attachment A)
_____
I recommend that the employee be identified “At Risk” and subject to the conditions as outlined on “At Risk” Support Form (see Attachment B)
_____
I do not recommend that employment be continued (see Attachment C)
_____
Employee comments:
______________________________________ Signature of Staff Member
___________________________________ Signature of Evaluator
______________________________________ Date
___________________________________ Date
The employee’s signature on this form indicates that s/he has seen all comments in the report. The employee’s signature does not necessarily indicate agreement with the evaluation report.
Date reviewed with employee: _________________________________ Copy to the Superintendent’s Office for review and file
-30-
PIONEER VALLEY REGIONAL SCHOOL DISTRICT
EMPLOYEE EVALUATION REPORT – Instructional Assistants Form A-3 Employee________________________
Evaluator________________________
Department______________________
Observation Date (if applicable) __________
Last Evaluation Date_____________ □ Probationary Evaluation
□ Annual Evaluation
□ Bi-annual Evaluation
The value of this evaluation depends solely on the person making the rating, his/her impartiality and sound judgment. The rating should be made with great care and fairness in the interests of the employee and the school. Think carefully of the employee’s work and make an honest judgment of the qualities of the employee. Base your judgment on the entire period covered and not upon an isolated incident alone. Base your ratings on accepted standards for that type of work. Dependability
Consider amount of supervision required.
Is a self-starter who is resourceful and self-reliant. Requires little or no supervision. Follows instruction with great accuracy.
Works well and steadily with minimum supervision. Follows instructions and shows initiative.
Works steadily and requires only normal supervision. Follows instructions well.
Requires more than normal supervision. Lacks initiative. Is easily distracted.
Requires constant supervision. Lacks follow through. Can not be depended upon.
__________________
__________________
__________________
__________________
__________________
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: Attendance
Consider attendance and punctuality
Excellent attendance and punctuality
Has very good attendance record; rarely absent or tardy.
Usually on time, not often absent, only when necessary.
Absent or tardy frequently. Sometimes fails to notify supervisor of absence.
Absent often or frequently tardy. Seldom notifies supervisor of absence.
__________________
__________________
__________________
__________________
__________________
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: Quality of Work Consider the ability and accuracy to produce accepted work which meets school standards, neatness, confidentiality, and judgment. Errors are very few. Does excellent work. Excellent judgment with students. Observes confidentiality consistently.
Seldom makes errors. Does good work; is accurate. Very good judgment with students. Observes confidentiality consistently.
Makes few errors. Quality is above minimum standards. Good judgment with students. Observes confidentiality.
Work often needs excessive inspection. Makes more errors than should. Judgment with students and/or confidentiality questionable.
Makes excessive and repetitive mistakes. Can not be relied upon to exercise good judgment with students or maintain confidentiality.
__________________
__________________
__________________
__________________
__________________
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: Knowledge of Job Consider basic knowledge of present job, or other work closely related to it, and of the equipment necessary to do it. Thoroughly knows curriculum, content, current materials, and best practices in working with students. Exceeds expectations implementing responsibilities in education of students. Eager to learn new methods.
Good knowledge of curriculum content and techniques in working with students. Implements direction as requested to support education of students. Willing to learn new methods.
Good knowledge of job but without depth and breadth necessary to work independently. Supports teacher and principal as requested in work. Agreeable to learning new methods.
Work with students lacks sufficient understanding of curriculum content and learning processes. Has only limited knowledge of job. Reluctant to learn new methods.
After sufficient instructions has inadequate knowledge of job and procedures. Fails to grasp anything but most elementary concepts of job. Resistant to learning new methods.
__________________
__________________
__________________
__________________
__________________
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: Working Relations Consider willingness to work with and help others; ability to accept direction; attitude and cooperativeness with fellow employees, supervisors, students, and parents.
-31Tactful and courteous. Very effective in dealing with co-workers and cooperating with supervisor. Does full share of work and is loyal.
Is responsive to assignments and cooperates well with all school personnel. Always ready to do his/her share willingly. Positive interactions with co workers.
Assumes share of work. Usually good team worker. Cooperates with colleagues & supervisor.
Lacks interest in assignments. Shows reluctance to cooperate with colleagues and supervisor.
Does not cooperate. Resents supervision. Gets along poorly with colleagues and/or supervisor.
__________________
__________________
__________________
__________________
__________________
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: Overall Performance Rating Represents outstanding overall performance. Employee consistently performs responsibilities at high level of competency.
Represents a high level of achievement. Employee clearly demonstrates ability to excel in job-related tasks.
Represents an acceptable level of performance. Employee generally meets supervisor’s Expectations.
Represents the minimum level of acceptable performance.
Represents an unsatisfactory level of performance. Employee should be designated at risk.
__________________
__________________
__________________
__________________
__________________
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: ******************************************************************************************************* Evaluator’s comments on overall performance:
I recommend that the employment be continued
_____
I recommend that the employee be identified as “Of Concern” (see Attachment A)
_____
I recommend that the employee be identified “At Risk” and subject to the conditions as outlined on “At Risk” Support Form (see Attachment B)
_____
I do not recommend that employment be continued (see Attachment C)
_____
Employee comments:
______________________________________ Signature of Staff Member
___________________________________ Signature of Evaluator
______________________________________ Date
___________________________________ Date
The employee’s signature on this form indicates that s/he has seen all comments in the report. The employee’s signature does not necessarily indicate agreement with the evaluation report.
Date reviewed with employee: _________________________________ Copy to the Superintendent’s Office for review and file
-32-
PIONEER VALLEY REGIONAL SCHOOL DISTRICT
EMPLOYEE EVALUATION REPORT – Cafeteria Workers Form A-4 Employee________________________
Evaluator________________________
Department______________________
Observation Date (if applicable) __________
Last Evaluation Date_____________ □ Probationary Evaluation
□ Annual Evaluation
□ Bi-annual Evaluation
The value of this evaluation depends solely on the person making the rating, his/her impartiality and sound judgment. The rating should be made with great care and fairness in the interests of the employee and the school. Think carefully of the employee’s work and make an honest judgment of the qualities of the employee. Base your judgment on the entire period covered and not upon an isolated incident alone. Base your ratings on accepted standards for that type of work. Dependability
Consider amount of supervision required.
Is a self-starter who is resourceful and self-reliant. Requires little or no supervision. Follows instruction with great accuracy.
Works well and steadily with minimum supervision. Follows instructions and shows initiative.
Works steadily and requires only normal supervision. Follows instructions well.
Requires more than normal supervision. Lacks initiative. Is easily distracted.
Requires constant supervision. Lacks follow through. Can not be depended upon.
__________________
__________________
__________________
__________________
__________________
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: Attendance
Consider attendance and punctuality
Excellent attendance and punctuality
Has very good attendance record; rarely absent or tardy.
Usually on time, not often absent, only when necessary.
Absent or tardy frequently. Sometimes fails to notify supervisor of absence.
Absent often or frequently tardy. Seldom notifies supervisor of absence.
__________________
__________________
__________________
__________________
__________________
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: Quality of Work Consider the ability and accuracy to produce accepted work which meets school standards, neatness, confidentiality, and judgment. Errors are very few. Does excellent work. Excellent judgment with students. Observes confidentiality consistently.
Seldom makes errors. Does good work; is accurate. Very good judgment with students. Observes confidentiality consistently.
Makes few errors. Quality is above minimum standards. Good judgment with students. Observes confidentiality.
Work often needs excessive inspection. Makes more errors than should. Judgment with students and/or confidentiality questionable.
Makes excessive and repetitive mistakes. Can not be relied upon to exercise good judgment with students or maintain confidentiality.
__________________
__________________
__________________
__________________
__________________
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: Knowledge of Job Consider basic knowledge of present job and of the equipment necessary to do it. Thoroughly knows and follows correct procedures, including those relevant to health and safety. Has comprehensive understanding of all phases of the job. Eager to learn new methods.
Good knowledge of correct procedures, including those relevant to health and safety. Has good understanding of both job & detail required. Willing to learn new methods.
Good knowledge of job and procedures. Needs normal amount of instructions and direction around methods, materials, and proper safety. Agreeable to learning new methods.
Fair knowledge of job and procedures. At times, executes responsibilities in a manner that demonstrates a deficit in understanding materials, methods, and proper safety. Reluctant to learn new methods.
After sufficient instructions has inadequate knowledge of job and procedures. Fails to grasp anything but most elementary concepts of job. Resistant to learning new methods.
__________________
__________________
__________________
__________________
__________________
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments:
Working Relations Consider willingness to work with and help others; ability to accept direction; attitude and cooperativeness with fellow employees, supervisors, students, and parents.
-33Tactful and courteous. Very effective in dealing with co-workers and cooperating with supervisor. Does full share of work and is loyal.
Is responsive to assignments and cooperates well with all school personnel. Always ready to do his/her share willingly. Positive interactions with co workers.
Assumes share of work. Usually good team worker. Cooperates with colleagues & supervisor.
Lacks interest in assignments. Shows reluctance to cooperate with colleagues and supervisor.
Does not cooperate. Resents supervision. Gets along poorly with colleagues and/or supervisor.
__________________
__________________
__________________
__________________
__________________
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: Quantity of Work Consider the quantity of work turned out and the promptness with which it is completed. Consistently high level of production. Works with speed and efficiency. Consistently does more than expected.
Production above average. A thorough and careful worker.
Demonstrates average productivity. Works steadily.
Production below average. Needs to work more efficiently.
Seldom completes an acceptable amount of work. Generally slow. Wastes time. Productivity inadequate.
__________________
__________________
__________________
__________________
__________________
Outstanding ___
Above Average ___
Average ___
Below Average ___
Unsatisfactory ___
Evaluator’s comments: ******************************************************************************************************* Evaluator’s comments on overall performance:
I recommend that the employment be continued
_____
I recommend that the employee be identified as “Of Concern” (see Attachment A)
_____
I recommend that the employee be identified “At Risk” and subject to the conditions as outlined on “At Risk” Support Form (see Attachment B)
_____
I do not recommend that employment be continued (see Attachment C)
_____
Employee
comments:
______________________________________ Signature of Staff Member
___________________________________ Signature of Evaluator
______________________________________ Date
___________________________________ Date
The employee’s signature on this form indicates that s/he has seen all comments in the report. The employee’s signature does not necessarily indicate agreement with the evaluation report.
Date reviewed with employee: _________________________________ Copy to the Superintendent’s Office for review and file
-34-
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EMPLOYEE EVALUATION REPORT Attachment A
“OF CONCERN” SUPPORT FORM The following is a brief review of why the employee is identified as “Of Concern,” and the plan of improvement established between the evaluator and the employee:
Evaluator’s signature ________________________________________________ Employee’s signature _________________________________________________
-35-
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EMPLOYEE EVALUATION REPORT Attachment B
“AT RISK” SUPPORT FORM (Use a separate Form B for each Performance Area at risk)
A. AT RISK PERFORMANCE AREA:
B. CONCERN:
C. DESIRED OUTCOME:
D. SPECIFIC SUGGESTIONS FOR IMPROVEMENT:
E. SUPPORT TO BE OFFERED BY ADMINISTRATION:
F. TIME LINE FOR IMPROVEMENT (WITH DATES):
___________________________________________ Employee’s Signature
_____________________ Date
__________________________________________ Evaluator’s Signature
_____________________ Date
-36-
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EMPLOYEE EVALUATION REPORT ATTACHMENT C The following is a brief review of why the employee is not recommended for continued employment:
Evaluator’s signature ________________________________________________ Employee’s signature ________________________________________________
Approved at 6/18/15 PVRSD Committee Mtg.
AGREEMENT BETWEEN THE PIONEER VALLEY REGIONAL SCHOOL DISTRICT COMMITTEE AND THE COACHES COMMITTEE
Period: 7/1/15 – 6/30/18
PIONEER VALLEY REGIONAL SCHOOL DISTRICT COACHES CONTRACT GENERAL COACHING A.
A coach is employed by the season for a specific sport and level assignment annually. At the conclusion of the season, the decision to rehire for the following year will be made by the principal based on the needs of the school, the performance of the coach, and the recommendation of the Athletic Director, consistent with the following process. 1. An end of season meeting with each coach will be scheduled by the Athletic Director to review and discuss the evaluation, if applicable; to gauge the coach’s interest in returning the following year; and to present the Athletic Director’s recommendation within 14 days of the last game of the season coached. 2. The Athletic Director makes a recommendation concerning rehire for the following year to the Principal within 30 days of the last game of the season coached. 3. The Principal makes a decision about rehire for the following year and communicates it to the coach within 45 days of the last game of the season coached. If the decision is to not re-hire, notification will be in writing.
B.
Vacancies in a coaching position will be provided by the superintendent to a designated member of the coaches unit, who will assume responsibility for member postings and dissemination to building staff. Vacancies will also be posted on the district website. At the conclusion of five (5) days notice of said vacancies, the Administration will advertise positions in the best interest of the Committee.
C.
The School Committee retains all rights and powers granted its operation by law, unless modified by this Agreement, inclusive of the right to determine the number and composition of co-curricular activities, the number of advisors or coaches deemed necessary, with such exercise not made the subject of grievance and arbitration provisions of this Agreement.
D.
At the beginning of each season coaches will sign for all equipment and uniforms with the Athletic Director. All equipment and uniforms will be returned to the Athletic Director within five (5) student contact days after the final game. The payment of the last third of the coaches’ salary will be contingent upon the Athletic Director’s confirmation that uniforms and equipment have been returned, or otherwise accounted for.
2
E.
Coaches Handbook Acknowledgement: Within five (5) days of receiving the Pioneer Valley Athletic Handbook, coaches will acknowledge its receipt and their review of its contents in writing.
F.
Field Maintenance: The Athletic Director will develop with the coach a plan to maintain his/her team’s playing surface during the season. At the beginning of each season, coaches will cooperate with the Athletic Director to ensure proper initial field set up and marking. If a coach chooses to do his/her own field maintenance, a maintenance plan will be presented to and approved by the Athletic Director.
G.
Coaches will not be required to drive student athletes to competitions. Willingness to drive a school van or bus shall not be a condition of employment or hiring.
H.
Any new duties in addition to normal coaching duties will be mutually agreed upon by the Administration and the coaching staff.
I.
Subject to the approval of the Athletic Director and Principal and sufficient appropriation, varsity coaches may attend professional conferences. There is an expectation that coaches stay current in their field.
J.
Coaches Evaluation The following evaluation schedule will be followed: For the first three years - One evaluation per year per coach After three years - Every other year
K.
Although hiring decisions will be made by the Athletic Director and Principal, the Varsity Coach of a sport may be invited to participate during the interview process of any new sub-varsity coaches of said sport.
L.
Coaches will have the opportunity to complete a program survey at season’s end, to be turned in to the principal.
3
Assignment Basketball Head JV MS
PVRS Salary Schedule – Coaching Effective 7/1/15 – 6/30/16 I II III
IV
V
VI
2,405 1,717 1,398
2,818 1,972 1,611
3,188 2,233 1,822
3,594 2,517 2,054
4,004 2,803 2,291
4,431 3,103 2,531
Wrestling
2,329
2,683
3,036
3,422
3,814
4,220
Baseball Head JV MS
2,329 1,635 1,398
2,683 1,877 1,611
3,036 2,127 1,822
3,422 2,399 2,054
3,814 2,671 2,291
4,220 2,954 2,531
Softball Head JV MS
2,329 1,635 1,398
2,683 1,877 1,611
3,036 2,127 1,822
3,422 2,399 2,054
3,814 2,671 2,291
4,220 2,954 2,531
Soccer Head JV MS
2,329 1,635 1,398
2,683 1,877 1,611
3,036 2,127 1,822
3,422 2,399 2,054
3,814 2,671 2,291
4,220 2,954 2,531
Volleyball Head JV MS
2,329 1,635 1,398
2,683 1,877 1,611
3,036 2,127 1,822
3,422 2,399 2,054
3,814 2,671 2,291
4,220 2,954 2,531
Track Head JV
2,329 1,635
2,683 1,877
3,036 2,127
3,422 2,399
3,814 2,671
4,220 2,954
X-Country Track Winter Track
2,329 1,635
2,683 1,877
3,036 2,127
3,422 2,399
3,814 2,671
4,220 2,954
Golf Head JV
2,163 1,513
2,464 1,723
2,778 1,945
3,097 2,165
3,428 2,402
3,776 2,644
Field Hockey Head JV/Asst.
2,329 1,635
2,683 1,877
3,036 2,127
3,422 2,399
3,814 2,671
4,220 2,954
Football Head JV
2,445 1,717
2,818 1,972
3,188 2,233
3,594 2,517
4,004 2,803
4,431 3,103
Assignment Basketball Head JV MS
PVRS Salary Schedule – Coaching Effective 7/1/16 – 6/30/17 I II III
IV
V
VI
2,435 1,738 1,415
2,853 1,996 1,631
3,227 2,261 1,845
3,638 2,548 2,080
4,054 2,838 2,319
4,486 3,142 2,563
Wrestling
2,358
2,716
3,074
3,465
3,861
4,273
Baseball Head JV MS
2,358 1,656 1,415
2,716 1,900 1,631
3,074 2,154 1,845
3,465 2,429 2,080
3,861 2,705 2,319
4,273 2,991 2,563
Softball Head JV MS
2,358 1,656 1,415
2,716 1,900 1,631
3,074 2,154 1,845
3,465 2,429 2,080
3,861 2,705 2,319
4,273 2,991 2,563
Soccer Head JV MS
2,358 1,656 1,415
2,716 1,900 1,631
3,074 2,154 1,845
3,465 2,429 2,080
3,861 2,705 2,319
4,273 2,991 2,563
Volleyball Head JV MS
2,358 1,656 1,415
2,716 1,900 1,631
3,074 2,154 1,845
3,465 2,429 2,080
3,861 2,705 2,319
4,273 2,991 2,563
Track Head JV
2,358 1,656
2,716 1,900
3,074 2,154
3,465 2,429
3,861 2,705
4,273 2,991
X-Country Track Winter Track
2,358 1,656
2,716 1,900
3,074 2,154
3,465 2,429
3,861 2,705
4,273 2,991
Golf Head JV
2,190 1,532
2,495 1,745
2,812 1,970
3,135 2,193
3,471 2,432
3,824 2,677
Field Hockey Head JV/Asst.
2,358 1,656
2,716 1,900
3,074 2,154
3,465 2,429
3,861 2,705
4,273 2,991
Football Head JV
2,476 1,738
2,853 1,996
3,227 2,261
3,638 2,548
4,054 2,838
4,486 3,142
Assignment Basketball Head JV MS
PVRS Salary Schedule – Coaching Effective 7/1/17 – 6/30/18 I II III
IV
V
VI
2,471 1,765 1,437
2,896 2,026 1,656
3,276 2,295 1,872
3,693 2,587 2,111
4,114 2,880 2,354
4,554 3,189 2,601
Wrestling
2,394
2,757
3,120
3,517
3,919
4,337
Baseball Head JV MS
2,394 1,680 1,437
2,757 1,929 1,656
3,120 2,186 1,872
3,517 2,465 2,111
3,919 2,745 2,354
4,337 3,036 2,601
Softball Head JV MS
2,394 1,680 1,437
2,757 1,929 1,656
3,120 2,186 1,872
3,517 2,465 2,111
3,919 2,745 2,354
4,337 3,036 2,601
Soccer Head JV MS
2,394 1,680 1,437
2,757 1,929 1,656
3,120 2,186 1,872
3,517 2,465 2,111
3,919 2,745 2,354
4,337 3,036 2,601
Volleyball Head JV MS
2,394 1,680 1,437
2,757 1,929 1,656
3,120 2,186 1,872
3,517 2,465 2,111
3,919 2,745 2,354
4,337 3,036 2,601
Track Head JV
2,394 1,680
2,757 1,929
3,120 2,186
3,517 2,465
3,919 2,745
4,337 3,036
X-Country Track Winter Track
2,394 1,680
2,757 1,929
3,120 2,186
3,517 2,465
3,919 2,745
4,337 3,036
JV
1,555
1,771
1,999
2,225
2,468
2,717
Field Hockey Head JV/Asst.
2,394 1,680
2,757 1,929
3,120 2,186
3,517 2,465
3,919 2,745
4,337 3,036
Football Head JV
2,513 1,765
2,896 2,026
3,276 2,295
3,693 2,587
4,114 2,880
4,554 3,189
Longevity: A. 2012-2015 Coaches will receive $150 in addition to schedule payment, following five (5) years of continuous service in the same sport at P.V.R.S., $250 following ten (10) years of continuous service in the same sport at P.V.R.S., $350 following fifteen (15) years of continuous service in the same sport at P.V.R.S. and $450 following twenty (20) years of continuous in the same sport at P.V.R.S., such to be effected in the first (1st), sixth (6th), eleventh (11th) and sixteenth (16th) year following placement on Step VI of the agreed, active schedule. Payment is not to become part of present or future salary computation and will be paid in a one-time payment at the end of the season. It is further agreed that a one (1) year interruption of continuous service (consecutive) service due to Committee cancellation of team activity will not affect a coach’s ability to achieve longevity pay, although the year of interruption shall not count as service year in computing such eligibility. A. Coaching experience in the same sport at the grade 7-12 level will determine initial full placement on the above schedule, as agreed between Committee and candidate; B. Coaching experience in another sport at the grade 7-12 level, will receive 50% value in determining initial placement on the above schedule as agreed between Committee and candidate; C. Horizontal movement on the above schedule will be determined following evaluation by the Athletic Director acting in concert with the Administration; D. A coaching candidate holding a National Athletic Trainer or EMT Certificate will receive one (1) year experience equivalent in determining their placement on the above salary schedule; E. A coaching staff member who voluntarily accepts assignment at a second coaching level same sport, will receive 50% of said salary at their coaching step, prorated to service time in the secondary assignment; F. Any coach who coaches after the season is completed (tournaments) will receive an additional $100 per week. Prior approval of the Athletic Director is required and payment will occur via a bill submitted to the Athletic Director and Principal.
7
Participation numbers and their application to minimum/maximum guidelines will be considered firm by the end of the fifth (5th) practice session, with the understanding that fall sports will adhere to the fifth practice session following the first day of school. A. Varsity teams below the established minimum may draw sufficient numbers from sub-varsity levels with the resultant expectation that a sub-varsity team may not possess sufficient members to operate within the existing season. B. Conversely, sub-varsity teams above the maximum may promote the most capable members to a team level above, in an effort to affect positive teaching and coaching models. C. Duplicate use of students at varsity and sub-varsity levels may be affected within MIAA Regulations but cannot assume a duplicate count status – they must be assigned a single, original activity for guideline evaluation. D. The Athletic director will report all teams to the Administration who fall below the established minimum at the end of the fourth (4th) day of practice. Coaches of said teams will be conferenced by the Athletic Director and will be released from assignment; stipend to be prorated by dividing the number of active days by total days of activity, the resultant percentage multiplied by the effected schedule dollars. E. The athletic director will report all teams to the Administration who exceed the established maximum at the end of the fourth (4th) day of practice and if deemed practical will post an applicable position, screen candidates and recommend a candidate to the Principal. If the number of participants merit the addition of an assistant coach, the stipend of said coach will be 2/3 of the coach’s stipend, prorated to the service time. F. A varsity team with members above the maximum may assign said students to a sub-varsity level inasmuch as a second varsity team would be inappropriate to school size and league schedule. Students who fail to accept a sub-varsity assignment face elimination from said team or activity. G. If the number of participants is below the minimum, a committee consisting of the Superintendent of Schools, PVRS Principal, and Athletic Director can, upon appeal, grant a waiver that allows the sport to be offered. H. A coach may elect to exceed the maximum number of participants following consultation with the Athletic Director and may utilize rotation of players at games where uniforms available dictate participants. I. Guidelines effecting player assignment and utilization are to be in accord with MIAA Regulations and league rules. *Guidelines Minimum/Maximum Participation (Athletics) can be found for reference and Administrative direction on page 8 and are not subject to nor part of the Grievance Procedure.
8
Guidelines Minimum/Maximum Participation (Athletics) Assignment
Minimum
Maximum
Varsity Basketball JV Basketball MS Basketball
9 9 9
12 14 20
Wrestling
13
25
Varsity Baseball JV Baseball MS Baseball
12 12 14
15 20 20
Varsity Softball JV Softball MS Softball
12 12 14
15 20 20
Varsity Soccer JV Soccer MS Soccer
14 14 14
22 24 30
Varsity Volleyball JV Volleyball MS Volleyball
8 8 8
12 14 14
Varsity Track JV Track MS Track
12 20 30
X-Country Track
7
20
Indoor Track
8
30
Varsity Golf JV Golf
8 8
14 14
Football
18
45
Field Hockey
14
22
9
Unlimited
Grievance Procedure – Coaches The purpose of the procedure set forth hereinafter is to produce prompt and equitable solutions to those problems which, from time to time may arise, which are within the definition of a grievance as hereinafter set forth. The committee and the coaches desire that such procedure shall always be as informal and confidential as may be appropriate for the grievance involved at the procedural level involved; and nothing in this contract shall prevent any such employee from individually presenting any grievance. A. A “grievance is a claim based upon an event or condition which involves the interpretation, meaning or application of any of the provisions of the Agreement. B. An “aggrieved person” is the person or persons making the claim. C. A “party in interest” is the person or persons making the claim and any person who might be required to take action or against whom the action might be taken in order to resolve the claim. Level One:
The aggrieved employee shall discuss the grievance with the Athletic Director.
Level Two:
If not disposed of to the employee’s satisfaction by such discussion, the grievance shall be presented orally by the employee and a member of the coaches committee to the Principal.
Level Three:
If at the end of the fourteen (14) days next following such presentation to the principal, the grievance shall not have been disposed to the satisfaction of the employee, the employee may, within seven (7) days thereafter (up to 21 days from meeting with principal), file with the Coaches Committee, a written statement of the grievance. Within seven (7) days thereafter (up to 29 days since meeting with the principal), such statement of grievance shall be reviewed with the coach by the Coaches Committee. And if after such review the coach shall so desire, within seven (7) days (up to 35 days since meeting with principal) the grievance shall forthwith be presented in writing by the coach and the said Coaches Committee to the Superintendent, who shall, within fourteen (14) days thereafter, meet with the coach and the said Representative of the Coaches committee in an effort to settle the grievance.
Level Four:
If at the end of the twenty-eight (28) days next following such presentation to the Superintendent the grievance shall not have been disposed of to the employee’s satisfaction, the employee may, within seven (7) days thereafter, notify the Coaches Committee and Superintendent in writing of the Coach’s desire to have the grievance presented to the School Committee, and, within seven (7) days following receipt of any
10
such notice, the Coaches Committee shall meet with the Superintendent and the Coach to decide whether or not the Coaches Committee shall present the grievance to the School Committee, and within fourteen (14) days thereafter, exclusive of July, the School committee shall meet with the Coaches Committee, Superintendent, and the employee in an effort to settle the grievance. The decision of the School Committee shall be final and binding upon the parties to this agreement, and upon the aggrieved person or persons. A. If at the end of the fourteen (14) days next following the occurrence of any grievance, or the date of first knowledge of its occurrence by any employee affected by it, the grievance shall not have been presented at Level Two of the procedure set forth above, the grievance shall be deemed to have been waived; and any grievance in course under such procedure shall also be deemed to have been waived if the action required to present it to the next level in the procedure shall not have been taken within the time specified by the said paragraph above. B. If any employee covered by this contract shall present any grievance without presentation by the Coaches, the disposition, if any, of the grievance shall be consistent with the provisions of the Contract; and if the Coaches shall so desire, it shall be permitted to be heard at each level of the procedure under which the grievance shall be considered. C. No written communications, other document, or record relating to any grievance shall be filed in the personnel file maintained by the School Committee of the Pioneer Valley Regional School District for any employee involved in presenting such grievance. D. If a grievance affects a group of Coaches, and appears to be associated with a school-wide policy, it may be submitted directly by the Coaches at Level Two. E. It is understood that any grievant shall, during and notwithstanding the pendancy of any grievance, continue to observe all applicable rules and regulations of the Committee until such grievance and any effect thereof shall have been duly determined. F. *The above Grievance Procedure shall apply to all conditions of the salary schedule inclusive of statements, 1-7 herein, and effective 7/1/00. **The above Grievance Procedure shall also apply to conditions published in the Athletic Handbook, Section III Coaching.
11
PIONEER VALLEY REGIONAL SCHOOL COACHING EVALUATION
Appendix A
NAME: ____________________________________________ DATE: _____________ SPORT COACHED: ______________________________________ LEVEL: ____________ Athletic Philosophy 1. Upholds the Athletic Philosophy of Pioneer Valley Regional School. 2. Upholds the Philosophy of Pioneer Valley Regional School. 3. Stresses the importance of academic excellence with the members of the team. 4. Stresses the importance of athletic excellence with the members of the team. 5. Promotes all sports in the athletic program to foster school spirit. Outstanding
Above Average
Average
Below Average
Unsatisfactory
Comment:
Communications and Relationships 1. Conducts self in highly professional manner on and off the field of play. 2. Maintains excellent relationships with students, parents and coaching staff. 3. Effectively works with assistant coaches, co-workers and volunteers. 4. Promotes the student athlete, program and team accomplishments to the media. 5. Implements the MIAA and PVIAC rules fairly and consistently. 6. Cooperates and effectively communicates with the Athletic Director on all aspects of the program (including fundraising, game, practices, injuries, etc.) 7. Serves the student athletes as an excellent role model. Outstanding
Above Average
Average
Below Average
Unsatisfactory
Comment:
Professional Responsibilities 1. Meets all deadlines for lists, awards and sundry items. 2. Performs all necessary administrative tasks (e.g. collects applicable game officials forms (W-9’s), checks and enforces eligibility rosters, collects any obligations owed. 3. Completes an end of the year report.
13
4. Completes a current inventory of all supplies, equipment and uniforms. 5. Collects or accounts for uniforms and equipment within the last five days of final contest. 6. Attends all PVRS coaches’ meetings. 7. Uses school fundraising system and accounting for money raised and obtains Athletic Directors approval to purchase items. 8. Maintains a working knowledge of the MIAA and PVIAC rules and regulations. 9. Arrives before students and leaves after last student departs, per contract. 10. Exercises proper care of and effectively maintains all equipment, kits and training facilities. 11. Regularly attends workshops, clinics and meetings that involve the sport, when funding is available. Outstanding
Above Average
Average
Below Average
Unsatisfactory
Comment:
Coaching Performance 1. Develops and implements a safe environment for playing and conditioning. 2. Promotes and develops a strong sense of team unity. 3. Utilizes current and effective instructional strategies with student athletes. 4. Displays knowledge of the sport and teaches fundamental skills and strategies. 5. Creates a positive learning climate at all practices and games. 6. Displays and ability to recognize analyze and correct individual and team errors. 7. Demonstrates enthusiasm. 8. Provides clear expectations for athletes and parents. 9. Promotes sportsmanship. Outstanding
Above Average
Average
Below Average
Unsatisfactory
Comment:
RECOMMENDED TO: REHIRE
REHIRED WITH RESERVATIONS
NOT TO REHIRE
Athletic Director ____________________________________ _______ Date ___________ Coach ______________________________________________________ Date ___________ Principal ___________________________________________________ Date ___________
14
Appendix B PIONEER VALLEY REGIONAL SCHOOL PROGRAM EVALUATION NAME: __________________________________________________ DATE: _____________ SPORT COACHED: ______________________________________ LEVEL: ____________ Please place an “x” in the appropriate column according to the following chart: 4-excellent 3-good 2-poor 1-unsatisfactory or no opinion/not observed 4
3
Administration 1. Expectations were clear and reasonable 2. Communication was timely and constructive 3. Procedures and equipment, and supplies were available 4. The school was supportive of athletes, coaching staff and programs 5. Availability of athletic director for assistance 6. The principal was supportive of athletics Facilities and Equipment 1. Playing facility was available, safe and satisfactory 2. Equipment was available, sufficient and in good condition 3. Uniforms were available, sufficient and in good condition 4. Fields or courts were well marked and maintained 5. Locker rooms were available and well maintained 6. Storage for equipment was sufficient 7. Coaching binders were helpful and informative 8. Game Day preparations were satisfactory Schedule 1. Transportation arrangements were satisfactory 2. Games or matches schedule was satisfactory 3. Officials were on time and professional 4. Practice times and locations were satisfactory 5. Team size and configuration was satisfactory Coaching Responsibilty 1. Parents were supportive and cooperative 2. Student Athletes were cooperative and supportive
For any response of 1 or 2, please provide suggestions for improvement
15
2
1
N/O
Please fill in the following: List 3 things that went well
List 3 things that could be improved
Other comments or suggestions:
Coaches Signature ________________________________________ Date ___________ Administration Signature ____________________________________ Date ___________
16
Appendix C PIONEER VALLEY REGIONAL SCHOOL ATHLETE SURVEY Thank you for all your effort this season and for representing our school in athletics. Please take a few minutes to fill out this survey. The purpose of this survey is to gather information on how we can make Pioneer athletics the best it can be. Sport: _________________________ Circle the level: MS
JV V Circle your gender: F M
Please place an “x” in the appropriate column according to the following chart: 4-excellent 3-good 2-poor 1-unsatisfactory or no opinion/not observed 4
3
2
1
N/O
The coach treated me with fairness and respect The coach prepared me physically The coach prepared me mentally I understood the game or sport I played I felt safe at practice and in games/meets The coach maintained discipline by being consistently fair and firm The coach provided me with opportunities to improve my skills The coach provided feedback about my performance in a constructive manner The coach provided feedback about the team’s performance in a constructive manner The coach instilled team spirit and unity The coach was approachable The equipment used was safe and up to date I felt supported by my school I felt supported by my coach Please rate your overall experience this season Please feel free to write anything else we did not ask that you would like us to know about the program you participated in.
Thank you for your time and input. Please return to your captain or Athletic Director.
17
Approved at 10/23/14 PVRSDC Mtg.
DOMESTIC VIOLENCE LEAVE POLICY I.
Administrative Policy
It is the Administrative Policy of the Pioneer Valley Regional School District to implement and administer the provisions of An Act Relative to Domestic Violence. This law is intended to reduce domestic violence, and to provide victims and family members of victims of domestic violence protected work leave for qualifying reasons associated with domestic violence. II.
Definitions
Eligible Employees: All employees who are employed by an Employer of fifty (50) or more employees and have exhausted all vacation, personal, or sick leave. Qualifying events: “Domestic Violence” against an Eligible Employee or “Family Member” (unless the employee is the perpetrator of violence against the family member) for qualifying reasons. Domestic violence: Abuse against an employee or the employee’s family member, a person with whom the employee or the employee’s family member shares a child in common, a person who is cohabitating with or has cohabitated with the employee or the employee’s family member, a person who is related by blood or marriage to the employee, or a person with whom the employee or employee’s family member has or had a dating or engagement relationship. Family Member: Persons who are married to one another, persons in a substantive dating or engagement relationship and who reside together, persons having a child in common regardless of whether they have ever married or resided together, a parent, step-parent, child, step-child, sibling, grandparent or grandchild, or persons in a guardianship relationship. Length of Leave: The leave entitlement under An Act Relative to Domestic Leave is up to fifteen (15) unpaid days of Domestic Violence Leave in a twelve (12) month period to employees who qualify to seek or obtain medical attention, counseling, victim services or legal assistance, secure housing, obtain a protective order from a court, appear in court or before a grand jury, meet with a district attorney or other law enforcement official, attend child custody proceedings or address other issues directly related to the abusive behavior against the employee or family member of the employee. III. Procedure Notice Requirement: An employee submitting for Domestic Violence Leave is required to inform the employer prior to taking such leave, unless there is an imminent danger to the health or safety of an employee or the employee’s family member. However, in the case of imminent danger, the employee shall notify the employer within three (3) workdays that the leave was taken.
VIII-I- 1
Domestic Violence Leave Policy
IV. Effect of Benefits A. An employee granted a leave under this policy will continue to be covered under the employer’s group health insurance plans and life insurance plans under the same conditions as coverage would have been provided if he/she had been continuously employed during the leave period. B. If the employee fails to return from domestic violence leave, the employer may seek reimbursement from the employee for the portion of the premiums it paid on behalf of that employee (also known as the employer contribution) during the employee’s leave. C. An employee shall be in an unpaid leave status for the duration of the leave. V.
Job Protection
A. If the employee returns to work within the time permitted, a maximum of fifteen (15) days in a twelve (12) month period, he/she will be reinstated to his/her former position or an equivalent position with equivalent pay, benefits, status and authority. B. The employee’s restoration rights are the same as they would have been had the employee not been on leave. Thus, the employee will be subject to any pay or benefit reductions or other adverse actions, including layoff, which he/she would have experienced if he or she had not taken leave under this policy. 1. If the employee fails to return after qualifying leave under this section, the employee may
be terminated, unless reinstated to his/her same or similar position, in accordance with applicable laws, other leave-related policies, and/or appropriate bargaining unit contract language.
VIII-I- 2
Domestic Violence Leave Policy
TABLE OF CONTENTS SECTION IX NEGOTIATIONS
P.V.U.E.A./P.V.R.S.D Negotiations Ground Rules……….…………… IX – A - (1-2) Duration…………………………………………………………………………
IX – B - 1
Negotiations Subcommittee Duties and Responsibilities…………
IX – C - (1-3)
THE PIONEER VALLEY UNION EDUCATION ASOCIATION AND THE PIONEER VALLEY REGIONAL SCHOOL DISTRICT COMMITTEE NEGOTIATIONS GROUND RULES The following ground rules, which seek to establish and maintain basic understandings, format and process to be adhered to by both parties during the negotiation process, are in addition to Chapter 150E of the General Laws. 1. Negotiation sessions will be attended by the negotiations subcommittee of the parties involved, a municipal representative and the Superintendent of Schools. There will be no professional consultants. The sessions will be closed to all others, unless waived by mutual consent. Members of the respective parent bodies (PVUEA and School Committee only) may attend, but not participate, in the sessions. 2. Should a tentative agreement not be reached within six (6) sessions plus one (1) working and proof reading session, all proposals will be cleared from the table, including agreed upon items, unless waived by mutual consent. Both parties may then integrate professional consultants and new proposals into a new process. 3. The parties will attempt to meet at intervals of not more than two (2) weeks, unless waived by mutual agreement. 4. All negotiations items (proposals) will be exchanged seven (7) days prior to the first bargaining session. No new items will thereafter be introduced into the negotiation process.
IX-A- 1
PVUEA/PVASP NEGOTIATIONS GROUND RULES
5. Negotiation sessions will begin promptly at 7:00 p.m. and will end at approximately 9:30 p.m. Said sessions to convene in mutuallyagreed area. 6. Cancellations due to inclement weather or travel conditions will be processed through the Central Office by 2:00 p.m. on the day of the scheduled session. 7. Each party will make a concerted effort to have written proposals available for distribution at scheduled sessions. Agreement reached on any proposal will be initialed/dated. 8. Changes or additions to these ground rules may be made by mutual consent. 9. Every effort will be made to conclude negotiations by March 1.
____________________________ P.V.U.E.A. Chair, Negotiations
_____ ____________________ P.V.R.S.D. Chair, Negotiations
______________ Date
______________ Date
DAD:pl
IX-A- 2
PVUEA/PVASP NEGOTIATIONS GROUND RULES
PROCEDURE TO RE-ENTER NEGOTIATIONS
I.
DURATION: This Agreement shall be in full force and effective for a term of three (3) years, from September 1, 2012 until August 31, 2015 and shall thereafter automatically renew itself for successive terms of one year each unless by January 15, 2015, prior to the expiration of the Contract year in which the Agreement expires, either party gives written notice to the other that it desires to terminate or modify this Agreement and upon receipt of such written notice the parties agree to meet and confer for the purpose of negotiating a new Agreement. The parties agree to meet no later than December 1, 2014 and confer for the purpose of negotiating a new Agreement.
IX-B- 1
NEGOTIATIONS DURATION
PIONEER VALLEY REGIONAL SCHOOL DISTRICT COMMITTEE SUBCOMMITTEE DUTIES AND RESPONSIBILITIES NEGOTIATING SUBCOMMITTEE Has full authority from the school committee to negotiate all matters in good faith with district personnel, either individually or as collective bargaining representatives as permitted by contract and law, subject to directives and final acceptance by the full committee. This subcommittee has the responsibility to protect the committee against possible infringement of the rights, privileges and responsibilities invested in school committee by law, and to protect the taxpayers against unnecessary increases in the financial burden of school operation through inefficient negotiation.
IX-C- 1
Negot. Subc. Duties & Responsibilities
603 CMR: DEPARTMENT OF EDUCATION 41 03•
Department of Education Approval (1) After the Reorganization Needs Conference the Department will either give written notification to proceed or make a written request for additional information or modifications. In the case of an approved proposal to establish a new region, the Department shall direct the Regional School District Planning Board to draft a District Agreement in accordance with M.G.L. c. 71. § 14B. In the case of an approved proposal to expand or enlarge a regional school district, the Department will direct the regional school committee to draft an amendment to the existing District Agreement. (2) When a proposed Regional School District Agreement or Amended Agreement has been accepted by all of the participating towns, the Regional School District Planning Board or Regional School Committee shall submit to the proposed Agreement or Amended Agreement, together with the certified votes of the participating municipalities, to the Commissioner for approval. (3) The Commissioner shall approve or disapprove a Regional District Agreement, and any subsequent amendments to the Agreement, based on review and recommendation by the Department that the Agreement meets the standards in 603 CMR 41.00 and applicable law. The decision of the Commissioner shall be final.
41 04• Municipal representatives in Regional School District Collective Bargaining (1) Selection of Municipal Representative. No less than 21 days before collective bargaining negotiations commence or resume in a regional school district, the superintendent of the district shall send a notice to all chief executive officers of the member cities and towns of the district, or, if there is no town manager or town administrator in a member town, to the chairman of the board of selectmen in that town, indicating the time, place and date of a meeting to be held by the regional school district at which the chief executive officers or chairmen of boards of selectmen shall elect one of their number to represent them pursuant to M.G.L. c. 150E, § 1. (a) The meeting shall be held no later than seven days before commencement of collective bargaining negotiations in the regional school district, and shall comply with the open meeting law. In regional school districts where regional agreements provide for weighted voting in accordance with law, such weighted voting shall be employed. (b) A chief executive officer or chairman of a board of selectmen may designate a representative to attend the meeting and to vote in his or her place. (c) If the meeting of chief executive officers or chairmen of boards of selectmen does not result in the designation of a representative, the superintendent shall notify the commissioner of education, who shall randomly select one representative from among the chief executive officers or chairmen of boards of selectmen. Failure of the meeting of chief executive officers or chairmen of boards of selectmen to elect a representative shall not delay or otherwise impede the collective bargaining process.
IX-C- 2
Negot. Subc. Duties & Responsibilities
2/7/97
603 CMR - 384
603 CMR: DEPARTMENT OF EDUCATION 41 04 continued
(d) The chief executive officer or chairman of the board of selectmen chosen to represent member municipalities may serve either personally or through a designee, and must serve through a designee if such officer or selectman is barred from service under the provisions of M.G.L c. 268A. In such cases, the city council or board of selectmen shall designate an alternate. (2) Role of Municipal Representative. The municipal representative shall serve as a member of the school committee on all matters related to collective bargaining by the regional school district. The municipal representative may serve on the school district bargaining team, if any, if selected by the school committee to be a member of such a sub-committee. (3) Vote of Municipal Representative. The municipal representative shall have one vote in all school committee deliberations on collective bargaining matters. In regional school districts which employ weighted voting, the municipal representative's vote shall be added to the vote total of the elected members and shall not cause a reapportioning of voting weight among the elected school committee members. (4) Term of Municipal Representative. The municipal representative's term as a participant in the regional school district's collective bargaining shall be the same length as the term of office of an elected member of the school committee unless a shorter term is agreed to by the chief executive officers of the member cities and towns at the time of the municipal representative's selection. REGULATORY AUTHORITY
603 CMR 41.00: M.G.L. c. 69, § 1B; c. 71, § 14B and § 16D; c. 130E, §1.
2/7/97
603 CMR - 385
IX-C- 3
Negot. Subc. Duties & Responsibilities
TABLE OF CONTENTS SECTION X INSTRUCTION
Guiding Philosophy………….…………………………………….X-A-1 Communications……….………………………………………… X-B-1 Middle School Students/High School Credit…..………… X-C-1
Northfield Elementary School PARENT REQUESTS FOR TEACHERS Philosophical Statement: The Northfield Elementary School is committed to the concept of heterogeneous grouping of students at all levels. While encouraging parentschool communication, and favoring parent input into the process of placing students in specific class groups, the Northfield Elementary School believes that the ultimate responsibility for determining the make -up of a particular teacher's class falls upon the school personnel. Guidelines: 1. The Northfield Elementary School: a. Initial letter to all parents b. Follow-up reminder 2. The Parent: a. Submit written request to Administration Process: The Northfield Elementary School shall notify all parents of the teacher request procedure by March 15, with a reminder of the date for requests on the calendar or by notice no later than May 15. Parents are welcome to come into the school and observe each of the teachers of the team their child will be with the next year. Parents are also welcome to conference with their child's current teacher. The parent is expected to submit, in writing, any request for a specific home-room teacher for their child to the Principal by the deadline set by the Northfield Elementary School. After initial class lists have been drawn up by sending teachers, the Principal will share any requests not honored in those lists with the sending teachers. The teacher teams will make up the class lists honoring the parents' requests wherever possible. The teacher teams are responsible for finalizing the class lists.
X-A-1
N.E.S. Request for Teachers
Approved @ 12/17/98 P.V.R.S.D. Committee Meeting
Home Education Policy The Superintendent of Schools has authority to approve Home Education Plans. The Superintendent will, on an annual basis provide the Committee with the total number of students with Home Education Plans, identified by town of residence only.
X-B-1 Home Education Policy
Approved @ 3-17-94 P.V.R.S.D.Committee
PIONEER VALLEY REGIONAL SCHOOL DISTRICT
MIDDLE SCHOOL STUDENTS/HIGH SCHOOL CREDIT
Any Middle School student (Gr. 7-8) successfully completing a High School course (Gr. 9-12) shall receive the graduation credits indicated in the Program of Studies. (Retroactive to 9/1/93)
X-C- 1 Middle School Students/High School Credit
TABLE OF CONTENTS - SECTION XI STUDENTS Parental Appeal Process………………………………….
XI-A-1
Enrollment Procedures…………………………………...
XI-B-1
Absence Notification Policy…………………………
XI-C-1
Elementary Attendance Policy…………………………
XI-D-(1&2)
Student Discipline………………………………………….
XI-E-1
Liability for Books, Equipment & Supplies…………
XI-F-1
Scholarships, Honors & Awards………………………..
XI-G-1
Field Trip Policy…………………………………………….
XI-H-1
Field Trip Permission Slip……………………………….
XI-H-2
Field Trip Request Form(Pg 1)…………………………… XI-H-3 (Pg 2)…………………………… XI-H-4 Personal Expenses of Students…………………………. XI-I-1 Athletic and Extracurricular Policy…………………… XI-J-1 1. Academic Eligibility Policy…………………….. XI-J-2 2. Placement on Athletic Teams Policy……….. XI-J-3 3. Home Educated Students/Athletic Policy..
XI-J-4
Concussion Policy………………………………………….
XI-K-(1-4)
Publication Policy………………………………………….
XI-L-(1-3)
Yearbook Publication Policy…………………………….
XI-M-1
Senior Privileges Amendment………………………….
XI-N-1
Dual Enrollment……………………………………………
XI-O-(1-4)
Title I Supplement, Not Supplant Policy……………… XI-P-1 Pregnancy Policy……………………………………………… XI-Q-1 Handbooks (ADDENDUM D) 1. P.V.R.S. Handbook 2. B.E.S. Handbook 3. P.R.E.S. Handbook 4. N.E.S. Handbook 5. W.C.S. Handbook 6. Athletic Handbook 7. Early Education Parent Handbook 8. Early Education Policies & Procedures
A.
PARENTAL APPEAL PROCESS A parent/Guardian who wishes to resolve a problem regarding their child is encouraged to follow the order below whenever possible. Parents should: 1.
Talk to a Guidance Counselor for clarification of problem:
2.
Meet with Teacher and Guidance counselor or Department Head if appropriate and, if no satisfactory solution is found then meet with: a. Principal and/or Asst. Principal b. Superintendent c. Curriculum/Personnel sub-committee d. Full School Committee
Following the above order will help to expedite the procedure in that the individual(s) closest to the situation can most likely be those expected to help with the resolution. A child's Guidance Counselor acting as the student's advocate can help with guiding a parent through the process.
XI-A-1
Parental Appeal Process
B. ENROLLMENT PROCEDURES Prior to enrollment the following documents must be presented by the parent or guardian of the student: 1.
Transcript A transcript or other official record of previous grade level assignment, including marks and courses taken.
2.
Medical Records
Massachusetts Law, Chapter 76, Section 15, does not allow student enrollment until the following records are provided: a. Immunization Record signed by physician with exact dates for the following diseases: 1) Diptheria Tetanus and Pertussis (DPT) - 3 or more doses 2) Diptheria Tetanus Booster (DT) - every ten (10) years 3) Oral Polio Vaccine - three (3) or more doses 4) Measles, Mumps and Rubella (MMR) - given on or after 12 months of age b.
3.
A copy of physical examination that has been given within the last six (6) months must be provided or student must have a new physical examination. If a new physical examination is required, we will accept in writing from the doctor's office the date and time that the examination has been scheduled.
Guardianship If a student under the age of 18 is not living with a parent, court documented guardianship papers must be obtained prior to enrollment.
4.
Residence Requirement A student must reside within the town of Bernardston, Leyden, Northfield, or Warwick. Non-resident students are assessed tuition for the cost of their education. Arrangements for payment should be made through the Office of the Superintendent of Schools.
XI-B- 1
Enrollment Procedures
Approved at 6/18/15 PVRSD Comm. Mtg.
Pioneer Valley Regional School District Absence Notification Policy The Principal or his/her designee shall notify parent(s) or guardian(s) of any student absence if the school has not received notification of the absence from the parent(s) or guardian(s) within two (2) days. Parent(s) or guardian(s) shall also be notified by the Principal or his/her designee of a student who has missed two or more periods unexcused in a school day for at least five days, or who has missed five (5) or more school days unexcused within a school year. The Principal or his/her designee shall make a reasonable effort to meet with the parent(s) or guardian(s) of a student who has five (5) or more unexcused absences to develop an action plan to improve student attendance which includes action steps jointly developed and agreed upon by the Principal or his/her designee, the student, and the student’s parent(s) or guardian(s), with input from other relevant school personnel and officials from relevant public safety, health and human service, housing and nonprofit agencies.
XI-C- 1
Absence Notification Policy
Approved at 4/15/10 PVRSDC Meeting Elementary Attendance Policy We cannot stress too greatly the importance of your child being in school everyday, on time, if he/she is to achieve the greatest success in his/her work. Regular attendance is expected of all students. It is impossible to completely make up everything that is missed. A typical school day is filled with learning that is not limited to books, i.e. group projects, discussions, and activities. Paper work can be made up, but the valuable learning opportunities cannot. However, when children are sick, they should stay home from school. If your child will be absent or tardy, please call the school between 8:30-9:30 A.M. Please make every attempt to have your child at school on time. This means your child should be in their classroom before the school day start time--not just entering the building. Our day is scheduled and when a child is late, something is missed. Each absence or tardy is recorded. Parents and students are reminded that the number of school absences is reported on the Report Card at the end of each marking period. In addition to this, every effort will be made to notify parents by letter when absences begin to be excessive. Parents are strongly urged to assist the school by supporting its attendance policy. ABSENCE PROCEDURE On the day a student is absent, parent(s)/guardian(s) are expected to call the school before 9:30 a.m. On the day the student returns to school, a written excuse note from the parent stating the date and reason for absence is required and must be turned in to the office upon arrival. EXCUSED ABSENCES From time to time, absence from school is unavoidable and legitimate. The following are the only acceptable excuses for absences: 1. Personal illness and/or hospitalization (after 3 consecutive days, a doctor’s note and/or school nurse examination may be required); 2. Serious illness or death in the family; 3. A religious obligation; 4. Medical appointments that cannot be made at a time other than during school hours; 5. Severe storm or impassable roads; 6. Approved school activities; 7. Court appearance; Any other reason for absence is unexcused. PLANNED ABSENCES By June the School Committee establishes the specific dates for school to be in session for the following academic year in order to allow parents and students adequate time to schedule trips and family vacations to coincide with periods in which school is not in session. By doing so, the Committee recognizes the importance of students’ consistent and prompt attendance to school.
XI-D- 1 Elementary Attendance Policy
Under unique or unusual circumstances, a parent may request for his student(s) to leave school prior to the completion of the marking period or for a period of time during the marking period for reasons not covered under acceptable reasons for school absence. Parents/students must make such requests to the Principal, with reasons stated, at least two weeks prior to the departure date. The Principal will respond to all such requests. If a parent/student fails to notify and receive approval by the school, the absence will be treated as truancy. If the request is approved: 1. Parent should meet with their student(s) teachers to discuss how they will complete the work covered during their absence. 2. Homework will be given in advance if possible. DISMISSALS 1. Students being excused must present a written note from their parents before school begins. These notes should have time leaving, return, and reason for dismissal. The only legitimate excuses for dismissal are the same as the reasons for excused absence. (See Excused Absence). Frequent dismissals for appointments may require a note from the doctor or dentist. Parent(s)/Guardian(s) should make every attempt to avoid scheduling appointments during the school day. 2. In the event of an emergency, a student may be excused from school via a telephone call from a parent, or a parent may come to the school office and directly request dismissal. RESPONSE TO EXCESSIVE ABSENCES OR TARDINESS Following 5 incidences of absence or tardiness – letter home from principal reminding parents/guardians of the attendance policy and their responsibility in supporting it. Following 10 incidences of absence or tardiness – certified letter home from principal requesting meeting to develop plan to improve attendance. Following 15 incidences of absence or tardiness – certified letter home from principal requesting meeting to revisit plan to improve attendance; possible referral to Department of Children and Families
XI-D- 2 Elementary Attendance Policy
Approved at 9/25/14 PVRSDC Mtg.
STUDENT DISCIPLINE The School Committee believes that all students deserve every opportunity to achieve academic success in a safe, secure learning environment. Good citizenship in schools is based on respect and consideration for the rights of others. Students will be expected to conduct themselves in a way that the rights and privileges of others are not violated. They will be required to respect constituted authority, to conform to school rules and to those provisions of law that apply to their conduct. East Principal (hereafter defined as Principal or Administrator acting in his or her stead) shall include prohibited actions in the student handbook or other publication and made available to students and parents. Principals and staff shall not use academic punishment of any form as a consequence to inappropriate behaviors/actions by students. The Principal may, as a disciplinary measure, remove a student from privileges, such as extracurricular activities and attendance at school-sponsored events, based on the student’s misconduct. Such a removal is not subject to the remainder of this policy, law, or regulation. Suspension In every case of student misconduct for which suspension may be imposed, a Principal shall consider ways to re-engage the student in learning; and avoid using long-term suspension from school as a consequence until alternatives have been tried. Alternatives may include the use of evidence-based strategies and programs such as mediation, conflict resolution, restorative justice, and positive behavioral interventions and supports. Notice of Suspension Except for emergency removal or an in-school suspension of less than 10 days, a Principal must provide the student and the parent oral and written notice, and provide the student an opportunity for a hearing and the parent an opportunity to participate in such hearing before imposing suspension as a consequence for misconduct. The Principal shall provide both oral and written notice to the student and parent(s) in English and in the primary language of the home if other than English. The notice shall include the rights enumerated in law and regulation. To conduct a hearing without a parent present, the Principal must be able to document reasonable efforts to include the parent. Emergency Removal A Principal may remove a student from school temporarily when a student is charged with a disciplinary offense and the continued presence of the student poses a danger to persons or property, or materially and substantially disrupts the order of the school, and, in the Principal’s judgment, there is no alternative available to alleviate the danger or disruption. The Principal shall immediately notify the Superintendent in writing of the removal including a description of the danger presented by the student. The temporary removal shall not exceed two (2) school days following the day of the emergency removal, during which time the Principal shall: Make immediate and reasonable efforts to orally notify the student and the student’s parent of the emergency removal, the reason for the need for emergency removal, and
XI-E-
1
Student Discipline
the other matters required in the notice; Provide written notice to the student and parent as required above; Provide the student an opportunity for a hearing with the Principal that complies with applicable regulations, and the parent an opportunity to attend the hearing, before the expiration of the two (2) school days, unless an extension of time for hearing is otherwise agreed to by the Principal, student, and parent; Render a decision orally on the same day as the hearing, and in writing no later than the following school day, which meets the requirements of applicable law and regulation. A Principal shall also ensure adequate provisions have been made for the student’s safety and transportation prior to removal. In School Suspension – Not More Than 10 Days Consecutively or Cumulatively The Principal may use in-school suspension as an alternative to short-term suspension for disciplinary offenses. The Principal may impose an in-school suspension for a disciplinary offence under this provision, provided that the Principal follows the process set forth in regulation and the student has the opportunity to make academic progress as required by law and regulation. Principal’s Hearing – Short Term Suspension of up to 10 Days The hearing with the Principal shall be to hear and consider information regarding the alleged incident for which the student may be suspended, provide the student an opportunity to dispute the charges and explain the circumstances surrounding the alleged incident, determine if the student committed the disciplinary offense, and if so, the consequences for the infraction. At a minimum, the Principal shall discuss the disciplinary offense, the basis for the charge, and any other pertinent information. The student also shall have an opportunity to present information, including mitigating facts, that the Principal should consider in determining whether other remedies and consequences may be appropriate as set forth in law and regulation. The Principal shall provide the parent, if present, an opportunity to discuss the student’s conduct and offer information, including mitigating circumstances, that the Principal should consider in determining consequences for the student. The Principal shall, based on the available information, including mitigating circumstances, determine whether the student committed the disciplinary offense, and, if so, what remedy or consequence will be imposed. The Principal shall notify the student and parent of the determination and the reasons for it, and, if the student is suspended, the type and duration of suspension and the opportunity to make up assignments and such other school work as needed to make academic progress during the period of removal, as required by law and regulation. The determination shall be in writing and may be in the form of an update to the original written notice. If the student is in a public preschool program or in grades K through 3, the Principal shall send a copy of the written determination to the Superintendent and explain the reasons for imposing an out-of-school suspension, before the short-term suspension takes effect.
XI-E-
2
Student Discipline
Principal’s Hearing – Long Term Suspension of more than 10 days but less than 90 days (consecutive or cumulative) The hearing with the Principal shall be to hear and consider information regarding the alleged incident for which the student may be suspended, provide the student an opportunity to dispute the charges and explain the circumstances surrounding the alleged incident, determine if the student committed the disciplinary offense, and if so, the consequences for the infraction. At a minimum, in addition to the rights afforded a student in a short-term suspension hearing, the student shall have the following rights: In advance of the hearing, the opportunity to review the student’s record and the documents upon which the Principal may rely in making a determination to suspend the student or not; The right to be represented by counsel or a lay person of the student’s choice, at the student’s/parent’s expense; The right to produce witnesses on his or her behalf and to present the student’s explanation of the alleged incident, but the student may not be compelled to do so; The right to cross-examine witnesses presented by the school district; The right to request that the hearing be recorded by the Principal, and to receive a copy of the audio recording upon request. If the student or parent requests an audio recording, the Principal shall inform all participants before the hearing that an audio record will be made and a copy will be provided to the student and parent upon request. The Principal shall provide the parent, if present, an opportunity to discuss the student’s conduct and offer information, including mitigating circumstances, that the Principal should consider in determining consequences for the student. The Principal shall, based on the evidence, determine whether the student committed the disciplinary offense, and if so, after considering mitigating circumstances and alternatives to suspension as required by law and regulation, what remedy or consequence will be imposed, in place of or in addition to a long-term suspension. The Principal shall send the written determination to the student and parent by hand-delivery, certified mail, first-class mail, email to an address provided by the parent for school communications, or any other method of delivery agreed to by the Principal and the parent. If the Principal decides to suspend the student, the written determination shall: Identify the disciplinary offense, the date on which the hearing took place, and the participants at the hearing; Set out the key facts and conclusions reached by the Principal; Identify the length and effective date of the suspension, as well as a date of return to school; Include notice of the student’s opportunity to receive education services to make academic progress during the period of removal from school as required by law and regulation; Inform the student of the right to appeal the Principal’s decision to the Superintendent or designee, but only if the Principal has imposed a long-term suspension. Notice of the right of appeal shall be in English and the primary language of the home if other than English, and shall include the following information: The process for appealing the decision, including that the student or parent must file a written notice of appeal with the Superintendent within five (5) calendar days of the effective date of the long-term suspension; provided that within the five (5) calendar days, the student or parent may request and receive from the Superintendent an extension of time for filing the written notice for up to seven (7) additional calendar days; and that the long-term suspension will remain in effect unless and until the Superintendent decides to reverse the Principal’s determination on appeal. If the student is in a public preschool program or in grades K through 3, the Principal shall send a copy of the written determination to the Superintendent and explain the reasons for imposing an out-of-school suspension before the suspension takes effect.
XI-E-
3
Student Discipline
Superintendent’s Hearing A student who is placed on long-term suspension following a hearing with the Principal shall have the right to appeal the Principal’s decision to the Superintendent. The student or parent shall file a notice of appeal with the Superintendent within the time period noted above (see Principal’s hearing – Suspension of more than 10 days.) If the appeal is not timely filed, the Superintendent may deny the appeal, or may allow the appeal in his or her discretion, for good cause. The Superintendent shall hold the hearing within three (3) school days of the student’s request, unless the student or parent requests an extension of up to seven (7) additional calendar days, in which case the Superintendent shall grant the extension. The Superintendent shall make a good faith effort to include the parent in the hearing. The Superintendent shall be presumed to have made a good faith effort if he or she has made efforts to find a day and time for the hearing that would allow the parent and Superintendent to participate. The Superintendent shall send written notice to the parent of the date, time, and location of the hearing. The Superintendent shall conduct a hearing to determine whether the student committed the disciplinary offense of which the student is accused, and if so, what the consequences shall be. The Superintendent shall arrange for an audio recording of the hearing, a copy of which shall be provided to the student or parent upon request. The Superintendent shall inform all participants before the hearing that an audio record will be made of the hearing and a copy will be provided to the student and parent upon request. The student shall have all the rights afforded the student at the Principal’s hearing for long-term suspension. The Superintendent shall issue a written decision within five (5) calendar days of the hearing which meets the requirements of law and regulation. If the Superintendent determines that the student committed the disciplinary offense the Superintendent may impose the same or a lesser consequence than the Principal, but shall not impose a suspension greater than that imposed by the Principal’s decision. The decision of the Superintendent shall be the final decision of the school district with regard to the suspension. Expulsion Expulsion is defined as the removal of a student from school for more than ninety (90) school days, indefinitely, or permanently as allowed by law for possession of a dangerous weapon; possession of a controlled substance; assault on a member of the educational staff; or a felony charge or felony delinquency complaint or conviction, or adjudication or admission of guilt with respect to such felony, if a Principal determines that the student’s continued presence in school would have a substantial detrimental effect on the general welfare of the school. Any student alleged to have committed one of these acts shall be afforded the same due process rights as for a long term suspension. Any student expelled from school for such an offense shall be afforded an opportunity to receive educational services and make academic progress. Academic Progress Any student who is suspended or expelled shall have the opportunity to earn credits, make up assignments, tests, papers, and other school work as needed to make academic progress during the period of his or her removal from the classroom or school. The Principal shall inform the student and parent of this opportunity in writing, in English and in the primary language of the home, when such suspension or expulsion is imposed.
XI-E-
4
Student Discipline
Any student who is expelled or suspended from school for more than ten (10) consecutive days, whether in school or out of school, shall have the opportunity to receive education services and make academic progress toward meeting state and local requirements, through the school-wide education service plan. The Principal shall develop a school-wide education service plan describing the education services that the school district will make available to students who are expelled or suspended from school for more than ten (10) consecutive days. The plan shall include the process for notifying such students and their parents of the services and arranging such services. Education services shall be based on, and be provided in a manner consistent with, the academic standards and curriculum frameworks established for all students under the law. The Principal shall notify the parent and student of the opportunity to receive education services at the time the student is expelled or placed on long-term suspension. Notice shall be provided in English and in the primary language spoken in the student’s home if other than English, or other means of communication where appropriate. The notice shall include a list of the specific education services that are available to the student and contact information for a school district staff member who can provide more detailed information. For each student expelled or suspended from school for more than ten (10) consecutive days, whether inschool or out-of school, the school district shall document the student’s enrollment in education services. For data reporting purposes, the school shall track and report attendance, academic progress, and such other data as directed by the Department of Elementary and Secondary Education. Reporting The school district shall collect and annually report data to the DESE regarding in-school suspensions, short- and long-term suspensions, expulsions, emergency removals, access to education services, and such other information as may be required by the DESE. The Principal of each school shall periodically review discipline data by selected student populations, including but not limited to race and ethnicity, gender, socioeconomic status, English language learner status, and student with a disability status in accordance with law and regulation. SOURCE: MASC LEGAL REF: M.G.L. 71:37H; 71:37H ½; 71:37H3/4; 76:17; 603 CMR 53.00
XI-E-
5
Student Discipline
C. Liability For Books Equipment & Supplies l. Recommendation of Head Teacher 6/7/88 Hard-cover, Flexibind & Permabind books will be charged replacement cost unless their condition is recorded as poor in Text Inventory. Paperbacks will be charged by condition at teacher’s discretion (or dept. head discretion). 2. Rationale - Supplementary books, used by a student for three (3) weeks approximately, should not fall under same guidelines as a textbook used for a full year. Books are maintained in good condition by re-binding, as needed. A five year (5) old rebind or a three-year-old (3) text costs the same to replace. A damaged book may cost $5.00 or more to rebind. A lost book is charged a depreciated cost. The student may throw away a damaged book and be charged less than if he were to turn it in. The school pays the replacement cost, regardless.
XI-F- 1
Liability for Books, Equip., Supplies
D.
Scholarships, Honors & Awards Groups and individual awarding scholarships are solely responsible for making all appropriate administrative arrangements with award recipients. The school administration will assist in the selection and notification of the recipients but assumes no responsibility for failure of a scholarship recipient to fulfill the conditions or obligations of the award. List of current scholarships:
Bernardston Community Club Scholarship - Bernardston student Theodore Cronyn Award Jefferson P. Davis Memorial Scholarship - Boy and Girl athlete Leonard Eastman Award (Bernardston) Student with highest scholastic average Evelyn M. Grover/Prudence Barnes Award John A. Hogan Memorial Scholarship of the PVUEA Lois Humphrey Memorial Award - Female athlete Ethel F. Jackson Memorial Scholarship Evelyn G. Lawley Award - Most improved in math Thaddeus M. Ostrowski Memorial Award - academic & athletic excellence, school service Pioneer Valley Regional School National Honor Society Scholarships Pioneer Valley Regional School Scholarships Pioneer Valley Regional School Student Council Scholarships Tyler Family Memorial Award - Excellence in mathematics George A. Warner Fund Scholarship - Bernardston student George A. Warner Fund Award - Bernardston student; love of fellow man, birds, animals Silver P. Award (NHS award to students who have participated in various activities during grades 9-12. Point system.) Athletic Letters - Given for first time participation in Varsity sport Sweater Awards - Given on point system for participation in sports Principal's Award - Given for service to school Principal's Award - Most improved senior student Gifts given for Highest and High Honor Roll for three consecutive quarters Certificates given for Honor Roll for three consecutive quarters Certificates given by extracurricular clubs and sports teams for participation Certificates and gifts given by each department for excellence, most improved, etc. Scholarships and awards are also given by outside organizations at graduation.
XI-G- 1
Scholarship, Honors & Awards
Approved at April 26, 2001 PVRSD Meeting Revisions approved @ 9/23/10 PVRSD Meeting
Pioneer Valley Regional School District E.
Field Trip Policy
The School Committee recognizes that firsthand learning experiences provided by field trips are a most effective and worthwhile means of learning. Any excursion away from the classroom during the school day will be related to the total school program and curriculum and subject to the following procedures/information so that each staff member may be fully aware of the proper process to follow when planning, and requesting field trip approval. 1.
A Field Trip Request Form (see attached) must be completely filled out, approved by the Head Teacher (PVRS only), the Principal and Superintendent of Schools AT LEAST TWO WEEKS PRIOR TO THE DATE OF THE INTENDED TRIP. Under extenuating circumstances, the two weeks notice can be waived by the Principal or Superintendent.
2.
Field Trips outside of the country and/or overnight require permission from the School Committee.
3.
Questions concerning transportation/bus needs, estimated transportation costs, etc. should be directed to the Principal or designee.
4.
Use of Personal Vehicles -Use of Personal Vehicles Policy- See back side of Field Trip Request Form.
5.
Student Drivers- Student drivers shall not drive other students, but may drive "selves" following proper execution of a Parent Permission Slip for Field Trips (see attached.)
6.
Parent Permission- The form must be completely filled out/signed by a parent and/or guardian and returned to school prior to allowing a student to take part in a special field trip experience.
7.
Any school activity sponsored or approved by the School Committee, and/or the Administration, in which PVRSD students participate, whether held on campus or offcampus, is considered an official school event, and students attending or participating in such an event are considered to be under committee jurisdiction and subject to known and publicized rules and regulations.
8.
Middle School (grades 7 & 8) and High School (grades 9-12) should have separate field trips. However, if a course or a club includes Middle School and High School students, a related field trip may also include Middle School and High School students.
9.
School sanctioned field trips that occur during the school day must be connected to the curriculum and therefore do not include activities whose primary purpose is entertainment. Trips such as skiing, skating or hiking should ordinarily be scheduled outside of the school day/week. In order to be sanctioned by the school, a trip must be approved by the Principal and Superintendent, on the Field Trip Request Form.
10. The use of tobacco in any form in school buildings or on school grounds at any time, including after school hours at school events or field trips is prohibited.
XI-H- 1
Field Trip Policy, etc.
PERMISSION SLIP FOR FIELD TRIP On ______________________ the ______________________ plans to conduct a trip to ______________________________ The Group will leave at _________ and should arrive back at approximately ____________. It is our desire that parents be informed of our plans for such a trip and that they give approval for their children to participate. We feel that such trips are of considerable educational value as supplementary to classroom instruction. For this trip, your child, ___________________________ , will ride with / on _______________________ Please indicate your approval of the above arrangements by signing the slip below. Sincerely, ___________________
Faculty Member Understanding: Class trips scheduled to be taken via private vehicle (volunteer parents) reflect insurance coverage levels of the individual drivers (vehicles) only. Accidents/Injuries incurred are not currently covered under any school policy at this time. Trips taken on school buses (yellow) reflect coverage levels of $500,000/1,000,000 while children are on the bus and coverage of $100,000/300,000 if on school approved school bus van or station wagons. ----------------------------------------------------------------------------------------------------------------------I hereby grant approval for ________________ to participate in the above described field trip and confirm the fact that my child is physically able to participate in his scheduled trip. It is also agreed that I will not hold the school responsible for accidents or injuries to the above named child in situations not normally considered as being within the boundaries of the professional supervision of their activity. Parent's Signature _____________________________Date __________________
Field trip to _________________________________ on ____________________
XI-H- 2
Field Trip Policy, etc.
FIELD TRIP REQUEST School: ________________ Requested by: _____________________ Approved: _________________________ Date: __________________ Grade(s): _________________________ # Students: ____________ # Teachers: ____________________ # Chaperones: _____________
*Existing Budget: Bal. as of ( ) $ _______ Unpaid Obligated Totals $ _______ Encumbered This Request $ _______ New Budget Balance As of ( ) $ _______
Date Requested: ________________ Trip Date: ________________ Destination: _____________________________________________________________________________ _____________________________________________________________________________ Purpose/Objective: ____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ #Buses Needed: _______________________ Departure Time: ______________________ Est. Cost (Bus): _____________________ Return Time: _________________________ Est. Pupil Cost: _____________________ Hours at Site: _______________________ (Admission) Other Costs: __________________________ Cost Paid by: _______________________ (If other than budget) Total Costs ___________________________ Source of Estimate: _________________ Name(s) of chaperones accompanying students, inclusive of staff: _____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Approved: ___________________________ Reasons Disapproved: __________________ (Sup’t./Ass’t. to the Sup’t.) Date _________________ _____________________________________________________________________________ _____________________________________________________________________________ *This request must be submitted two (2) weeks prior to date of trip. ***PLEASE SEE BACK OF FORM*** XI-H- 3
Field Trip Policy, etc.
12/04/98 PIONEER VALLEY REGIONAL SCHOOL DISTRICT STAFF/VOLUNTEER DRIVER AGREEMENT The driver(s) understand the insurance coverage in effect in the use of his/her personal vehicle and while serving as driver, and do hereby save harmless the Pioneer Valley Regional School Committee, Administration, and/or personnel from charges brought against the driver personally and/or his/her insurance carrier while engaged in such service. Likewise, the Pioneer Valley Regional School Committee, Administration, and/or personnel do hereby save harmless the driver and/or his/her insurance carrier from charges brought against the Pioneer Valley Regional School Committee, Administration, and/or personnel. This agreement is not in effect until signed by all parties.
________________________________ P.V.R.S.D. Representative _______________ Date ________________________________ Driver _______________ Date ________________________________ Driver _______________ Date
Description of Coverage: (Non-owned/hired vehicle) Provides liability coverage against suit by parent or student when such student or employee is injured in vehicles not owned by the District. First call is made on individual drivers/owner coverage with amounts above such coverage up to 1M reverting to School Committee Policy. (Defense and Award).
XI-H- 4
Field Trip Policy, etc.
F. PERSONAL EXPENSES OF STUDENTS 1. 2. 3.
Class dues are voluntary. Certain supplies in industrial arts, home economics, and art courses must be paid for by the student. Collections, for whatever purpose, must be approved by the principal, and conducted under the auspices of the administration.
XI-I- 1
PERSONAL EXPENSES OF STUDENTS
P.V.R.S.D. POLICY BOOK SECTION XI STUDENTS I-1 ATHLETIC & EXTRACURRICULAR POLICY Approved @ 4/25/02 P.V.R.S.D. Meeting PIONEER VALLEY REGIONAL SCHOOL DISTRICT ATHLETIC & EXTRACURRICULAR ELIGIBILITY POLICY To be eligible to participate in sports or co-curricular activities, the student must be enrolled full-time and have passed five (5) major subjects and received no failures in the marking period prior to the sport season or time of the co-curricular activity. Major subjects are courses that meet five (5) days a week. Second quarter marks and not semester grades determine third quarter eligibility. Eligibility is determined by quarter grades except for fall activities which are based on the final grade for the previous year's courses. These requirements are consistent with those of the MIAA for academic eligibility.
(Please see 6/19/03 Amendment)
XI-J- 1
Athletic & Extracurricular Policy
P.V.R.S.D. POLICY BOOK SECTION XI - STUDENTS I-2 Approved at 6/19/03 PVRSD Committee Meeting
PIONEER VALLEY REGIONAL SCHOOL DISTRICT ACADEMIC ELIGIBILITY POLICY (AMENDMENT) A waiver because of a failing grade will be allowed only once in Middle School and once in High School.
XI-J- 2
Athletic & Extracurricular Policy
P.V.R.S.D. POLICY BOOK SECTION XI - STUDENTS I-3
Approved at 3/27/03 PVRSD Committee Meeting
PIONEER VALLEY REGIONAL SCHOOL DISTRICT PLACEMENT ON ATHLETIC TEAMS POLICY (AMENDMENT) An eighth grade student may be allowed to play on a varsity level team or a seventh grade student on a junior varsity team if s/he is academically, emotionally, and physically capable, is recommended by the coach, is not displacing a varsity player, and has parents/guardians who support the placement. A three-member committee consisting of the Athletic Director, the PVRS Principal, and the Superintendent of Schools will make the decision.
XI-J- 3
Athletic & Extracurricular Policy
P.V.R.S.D. POLICY BOOK SECTION XI - STUDENTS I-4
(Approved at the 10/26/95 P.V.R.S.D. Committee Meeting) 11/8/95 PIONEER VALLEY REGIONAL SCHOOL DISTRICT HOME EDUCATED STUDENTS POLICY FOR PARTICIPATION IN INTERSCHOLASTIC ATHLETIC PROGRAMS 1.
The Pioneer Valley Regional School Principal has completed the annual MIAA membership form and included all home schoolers in the annual MIAA enrollment report.
2.
The Educational Plan for the home educated student has been approved by the Superintendent or his/her designee.
3.
The Pioneer Valley Regional School Principal has determined appropriate high school grade level placement (9-12) for each home educated student in conjunction with chronological age and educational plan.
4.
The student resides in the school district that serves the high school and must be living with his/her parents or legal guardians in the family residence. In multiple school districts, a home educated student must be assigned to the school of record in the same manner as other students.
5.
The Pioneer Valley Regional School Principal is satisfied that the student meets the guidelines for athletic participation required for all other students as defined in the current MIAA Blue Book. This should include, but not be limited to, those rules governing transfers, academic eligibility, age requirements, and the number of consecutive seasons of athletic eligibility beyond grade eight.
6.
MIAA requirements relative to academic eligibility must be reviewed by the Pioneer Valley Regional School Principal at the same times that all other student athletes are to be certified as academically eligible.
7. If the Pioneer Valley Regional School Principal determines that all eligibility standards detailed above have been met, the Principal may declare the student immediately eligible to participate in interscholastic competition. The rights, privileges, and responsibilities associated with all other student athletes atte nding MIAA member schools will apply to home educated students who have satisfied the requirements above.
XI-J- 4
Athletic & Extracurricular Policy
Approved at PVRSD 3/24/11 meeting
Pioneer Valley Regional School Concussion Policy
The Massachusetts interscholastic Athletic Association (MIAA) Board of Directors has adopted a policy consistent with M.G.L. 105 CMR 201.000 concerning concussions. The policy reads “Any athlete who exhibits signs, symptoms or behaviors consistent with a concussion (such as loss of consciousness, headache, confusion, or balance problems) shall be immediately removed from the contest and shall not return to play until cleared by an appropriate health care professional.” This law also requires annual training with proof of completion. Opportunities to receive this training may be offered throughout the year or online at www.nfhslearn.com. Any head injury can be a serious life threatening condition. It is important that the athlete, coach and parent/guardian pay careful attention to these symptoms: Signs (observed by others): Athlete appears dazed or stunned Confusion Forgets Plays Unsure about game, score, opponent Moves clumsily (altered coordination) Balance problems Personality changes Responds slowly to questions Forgets events prior to hit Forgets events after the hit Loss of consciousness (any duration) Symptoms (reported by athlete): Headache Fatigue Nausea or vomiting Double vision, blurry vision Sensitive to light or noise Feels sluggish Feels “foggy” Problems concentrating Problems remembering These signs and symptoms following a witnessed or suspected blow to the head or body are indicative of probable concussion. Any athlete who exhibits signs, symptoms, or behaviors consistent with a concussion shall be immediately removed from the contest or practice and shall not return to play until cleared by an appropriate health care professional (MD, PA or NP). Guidelines and Procedure for Coaches: All coaches should become familiar with the signs and symptoms of concussion. All coaches will have annual training and must take the online free course at www.nfhslearn.com.
XI-K- 1
Concussion Policy
Any athlete who exhibits signs, symptoms, or behaviors consistent with a concussion shall be immediately removed from the contest and shall not return to play until cleared by an appropriate health care provider. “When in doubt, sit them out” Refer the athlete for medical evaluation. The coach is responsible for notifying the athletes’ parent/guardian. In the event the athletes’ parent/guardian cannot be reached and is not transported by an emergency vehicle the coach shall insure the athlete is with a responsible individual (the athletes should not drive). The coach should continue to reach the parent/guardian. A medical evaluation is required to begin the process of “Return to Play.” Coaches are required to notify the Director of Athletics who will notify the School Nurse. Return to play protocol: Return to play will occur only after the following steps have been completed: 1. Parent/Guardian reads and signs the Concussion Policy and Physical Post Concussion Test. 2. Athlete reads and signs the Concussion Policy and Physical Post Concussion Test. 3. Written clearance for return to play by an appropriate health care professional (medical doctor, physicians’ assistant, or nurse practitioner). 4. All forms are returned to the Athletic Department and School Nurse. Failure to follow the outlined policy and procedure may result in immediate dismissal or suspension from a team. Concussion Resources: National Federation www.nfhslearn.com Center for Disease Control www.cdc.gov/concussion Brain Injury Association of Massachusetts www.biama.org
XI-K- 2
Concussion Policy
Addendum A Physical Post Concussion Tests: The following is a five day physical post concussion test. Only one test a day. The next test can only be administered when the previous test is passed. These tests will take a minimum of five days. The test should be administered by a certified athletic trainer or equivalent. Test 1: (to increase heart rate): Low levels of physical activity. This includes walking, light jogging, light stationary bike, and light weight lifting (low weight, moderate reps, no bench, no squats). Test 2: (to increase heart rate with movement): Moderate levels of physical activity with body/head movement. This includes moderate jogging, brief running, moderate intensity on the stationary cycle, moderate intensity weight lifting (reduce time and or reduced weight from the athlete’s typical routine ). Test 3: Heavy non-contact physical activity. This includes sprinting/running, high intensity stationary cycling, completing the regular lifting routine, non-contact sport specific drills (agility with 3 planes of movement). Test 4: Sports specific practice. Test 5: Full contact in controlled drill or practice.
XI-K- 3
Concussion Policy
Pioneer Valley Regional School Department of Athletics Concussion and Return to Play Protocol Athlete’s name:_______________________________________ Date of Injury: ______________
Age:________
Sport: _________________________________
Parent/Guardian Signature: I have read the Concussion Policy, and I understand the seriousness of a concussion, its symptoms and Physical Post Concussion Test. Questions? Call the school nurse or athletic office. Parent/Guardian Signature:______________________________ _____ Date:____________
Athlete Signature: I have read and understand the Concussion Policy and Physical Post Concussion Test. I understand the signs, symptoms and seriousness of concussions. Athlete Signature:_______________________________________ Date:___________________
Health Care Professional Clearance: I have seen __________________________ (Athlete’s Name) on ________________(date) and I o Will allow him/her to return to full sports activity. o Will allow him/her to return to full sports activity with the following restrictions:
o
Will NOT allow him/her to return to full sport activity until:
Health Care Professional:___________________________________ Date:_______________
XI-K- 4
Concussion Policy
Approved @ 9/26/96 P.V.R.S.D. Comm. Mtg. P.V.R.S.D. POLICY SUBCOMMITTEE MEETING 9/26/96
Editorial Policy for the Pioneer Valley Regional School District I.
INTRODUCTION: School sponsored publications ("publications") are any student publication under the direction and/or supervision of a staff advisor or teacher. Student publications have the right, as well as the responsibility, to inform and entertain their readers and to serve as the medium for both interpretation of, and commentary on, events affecting its readers. At the same time, however, the publication's function is to serve as a learning experience for the staff members. Therefore, staff members of a publication come under the jurisdiction of the educational code, which requires the publication to practice only objective, responsible journalism.
II.
LEGAL STATUS OF PUBLICATIONS: A.
Student publications have the right of freedom of the press as granted under the First Amendment [Tinker v. Des Moines Independent Community School District, 393 U.S. 503, 19691 and [Hazelwood School District v. Kuhlmeier, 1988).
B.
Neither the administration nor the board of education has the right of prior restraint [Shanley v. Northeast Independent School District, 462 F. 2d 960 5th Cir., 19721 unless the material in question is obscene, libelous, or disruptive [Vail v. Board of Education, 354 F. Supp. 592; D.H.H. 19731. In cases where administrative concern exists, discussion with the editorial staff may resolve that concern. In cases where prior restraint is exercised, the burden of proof rests upon the administrators involved [New York Times Co. v. United States, 403 U.S. 713, 19711. 1.
Material is obscene if it meets the following three tests: a. it must appeal to the average reader's prurient interest in sex; b. it must portray, in a patently offensive manner, sexual conduct specifically defined in the applicable state law; c. it must lack serious literary, political, or scientific value. [Miller v. California, 413 U.S. 15, 1973].
2.
Material is libelous, according to the Student Press Law Center, if it meets the following conditions: a. it must be communicated to a third party; b. it must be false, or be printed with a reckless disregard of whether it was false or not [New York Times co. (I) v. Sullivan, 376 U.S. 254, 19641 and [Gertz v. Robert Welch, Inc., 94 S. Ct. 2997, 1974]; c. it must be regarded as referring to and reflecting on a specific individual, business, or product. This criterion is not at issue if the allegedly libelous communication specifically mentions the plaintiff [New York Times Co. (I)]; XI-L- 1
Publication Policy
d. it must be defamatory; i.e., destroy or harm the plaintiff's good reputation either in the eyes of the general reader or, if his/her professional reputation is involved, in the eyes of the other members of his/her profession; e. it must be published with actual malice when referring to a public official [New York Times co. (I)]. 3.
III.
Material is disruptive, i.e., administrators can show that it would cause material and substantial interference with school operations [Quarterman v. Byrd, 453 F. 2e 54 4th Cir., 1971].
RESPONSIBILITIES: It is the responsibility of the student publication not to incite questions of legality of content. Toward this end the school student publications will: A.
strive for accuracy in reporting and writing;
B.
present views on controversial issues fairly, openly, and clearly;
C.
review material to improve sentence structure, grammar, spelling, and punctuation;
D.
publish no profanity, defined as "the condition or quality of being profane" [American heritage dictionary], including: degrading, abusive, or sacrilegious language, and swearing. Final decisions regarding what constitutes profanity will be made by the advisor and editorial staff;
E.
print constructive criticisms of actions, not criticisms of persons; the publication will not print repeated criticisms that would constitute harassment of any responsible individual or group;
F.
when found, print retractions of errors;
G.
not print material that is obscene, libelous, or disruptive (see definitions in II, B);
H.
not print material that would constitute invasion of privacy through: 1. 2. 3.
publication of information not open to public record; publication of false material; unethical methods of obtaining quotes; i.e., through unauthorized use of recording equipment;
I.
not incorporate fictionalized material into a news story unless the fictionalized material is clearly labeled as such;
J.
provide a copy for administrative review and feedback no less than one week prior to distribution of the publication. XI-L- 2
Publication Policy
IV.
GENERAL EDITORIAL POLICY:
A.
In the interest of accuracy, the publication staff will make every reasonable effort to verify facts and quotations.
B.
Copy in a newspaper will bear a byline. Editorials that are not the official position of the newspaper staff will be signed. Photos will receive a credit.
B.
Viewpoints expressed in newspaper editorials are not necessarily shared by any members of the faculty (including the advisor), administration, or board of education. (This policy will be stated in any issue of a newspaper containing an editorial.) Please note: the "Writing for Publication" class has reviewed the language in this policy, which, with a few minor revisions, is the sample policy given in Ch. 2 of the Textbook, High School Journalism, revised edition, Homer L. Hall, 1994.
XI-L- 3
Publication Policy
9/25/97 P.V.R.S.D. COMMITTEE MEETING
YEARBOOK PUBLICATION POLICY PIONEER VALLEY REGIONAL SCHOOL June, 1997 The purpose of the yearbook is to record the student life, the athletic story, the story of clubs and their activities, and the story of the faculty, in good taste, in a yearbook which is contemporary in design and writing. The yearbook attempts to inform and entertain its audience in a broad, fair, and accurate manner. Content focuses on coverage that will meet the wants and needs of the majority of students. Editorial Policy No material, opinionated or otherwise, will be printed which would be offensive, is libelous, irresponsible, obscene, and/or advocates an illegal activity.
Inappropriate words, run on words, initials, expletives, and non words will not be published.
Final authority for content decisions rests solely in the hands of the yearbook staff, their advisor, and Administration.
Portrait Policy All students must have their portraits made with the official school portrait photographer, in order to be included in the current volume of the publication. There will be a nominal charge for students who want only publication photos. Seniors may choose to pay a minimal fee for a full portrait sitting to cover the costs of proofs. That fee will be credited to an order, if placed, or can be refunded upon return of all proofs. The photographer will take all posed and candid pictures throughout the year (for all sports, clubs, and other activities) in exchange for the senior portrait photography. By having all portraits taken by the same photographer under the same conditions, the publications staff can be assured of the highest quality reproduction of all photographs, serving the best interests of all students. Portraits may not include any props and/or background items other than the photographer's normal backdrops.
XI-M-1
Yearbook Publication Policy
Approved at April 27, 2000 P.V.R.S.D. Committee meeting
Senior Privileges Amendment Proposal: Seniors who qualify, may arrive at school late and/ or leave early if they do not have a class. Students must sign in/out at the office and are required to have parental permission.
XI-N-1
Senior Privileges
Approved at June 22, 2000 P. V. R. S. D. Committee meeting
Dual Enrollment Amendment Below are listed changes some of which can go into effect for SY 2000 2001 and some at a later time. These proposals originated with an Ad Hoc Committee on Dual Enrollment and have been reviewed by parents, students and faculty and School Council. For 2000 - 2001 Dual Enrollment Program students will have the ability to be elected to leadership positions in the school provided they are able to fulfill the requirements called for by the position, including attendance at all meetings. School-wide policy needs to be adopted in order that organizations can remove anyone not fulfilling the duties and responsibilities of a position, but that policy would apply to all students. Dual Enrollment Program students will be eligible to participate in all extracurricular activities. Once in the program, the student must maintain a 3.0 cumulative average with no grade less than a "C". This is in keeping with the state requirements for the Dual Enrolment Program. The Guidance Department at PVRS will check to see that this condition is met after grades are released each semester. Students not fulfilling this requirement will be dropped form the Dual Enrollment Program and return to full-time classes at PVRS. A full-time Dual Enrollment student must pass twelve (12) academic credits plus P.E. each semester. This is a PVRS graduation requirement and should pertain to Dual Enrollment Program students as well. For 2001 - 2002 Students must write a letter / essay stating how they would benefit from participation in the Dual Enrollment Program as well as demonstrate the student's proficiency in written communication skills. Students will need letters of recommendation from three current teachers in the school year in which they are applying for the Dual Enrollment Program. These are the teachers who could best comment on a student's current academic level and maturity. Students will need on recommendation from a math or science teacher, one from an English or social studies teacher and on from a teacher in another discipline. For 2004 -2005 (incoming Freshmen) Raising the G.P.A. to 3.5 for Juniors and to 3.2 for Seniors.
XI-O- 1
Approved @ 4/25/02 P.V.R.S.D. Committee Meeting
DUAL ENROLLMENT AMENDMENT In the absence of state, federal or college funding, parents/guardians are responsible for the costs of the Dual Enrollment Program.
XI-O- 2
P.V.R.S.D. POLICY SUBCOMMITTEE MEETING,-2/8/96
PIONEER VALLEY REGIONAL SCHOOL FACT SHEET REGARDING DUAL ENROLLMENT January 10, 1996 A dual enrollment opportunity is available for qualified Pioneer Valley Regional School juniors and seniors at Massachusetts colleges and universities. Students must have a cumulative Grade Point Average of 3.0 or better, and/or be recommended by the school for participation. Application for the program must be made on a PVRS Dual Enrollment Application, available in the guidance office. Students are responsible for making all arrangements with the college and university. The parent of a student less than 18 years of age must give written approval for their child to participate in the dual enrollment program. Funding for the cost of tuition and fees is by the Commonwealth of Massachusetts, and approval by the Commonwealth and the College must be obtained in advance. All other costs are the responsibility of the student and parents. Procedures 1.
To qualify for dual enrollment you must secure written nomination from three PVRS teachers who have had the student in class during the previous school year. These teachers must verify that the student is able to successfully compete in college level classes.
2. Obtain a course schedule for the college or university where you would like to take classes and make tentative choices for the next semester. If their policy permits it, arrange to take any placement tests required by the college or university. Plan out a schedule based on your projected college and PVRS courses taking transportation time into account. 3.
When you have gathered all your material, submit your PVRS Dual Enrollment Application to the Principal for approval. Your Plan must include the following information: A. Name of Student. B. Whether Junior or Senior. C. Your Grade Point Average (available from your guidance counselor) D. Number of college credits you expect to earn. E. List the Title and the Course Number of each course in which you expect to enroll. F. List the time and meeting days of each course. G. Give the name of the college or university where you will be taking these courses. H. Complete all other requested information. I.
Parents/guardians must provide the high school with a letter of approval for their child to participate in the program.
J. Three letters of nomination from current or previous year PVRS teachers, XI-O- 3
testifying to your ability to handle the demands of college level work. 4. If your application is approved by the Principal, the school will send a formal request to the Commonwealth of Massachusetts, Executive Office of Education to encumber funding for you. A reply is expected within ten working days of the receipt by EOE of your request. 5. Complete necessary application materials for Dual Enrollment the college or university. 6. To participate in Dual Enrollment a student must agree to abide by the following rules: A.
The student must sign in and/or sign out at the main office when Ieaving or arriving at PVRS. The only exceptions are at times when regular students are arriving or leaving (7:55 am / 2:27 pm).
B.
Students not having Senior Privileges or National Honor Society Status must be in class or in study hall. They may not remain in the lobby or other areas while waiting for classes to begin.
C.
It is the Dual Enrollments students responsibility to keep their guidance counselor informed of their schedule and college progress. The student is also to be responsible for keeping up to date on school activities and
D.
programs, such as graduation, scholarships, etc. Some courses are assignment or project driven, others require the physical presence of the student to participate in discussion. Therefore, each teacher must decide whether or not they are willing to have dual enrollment students miss some classes, and, if this is possible, what alternative make up work that must be completed. In the absence of a written agreement between the teacher and student, the PVRS attendance policy will apply: If a student is absent 15% of the scheduled time, credit may not be awarded for that class, and a student missing more than 50% of a class period will be considered absent for that class.
E.
PVRS will accept academic credit and grades as awarded by all accredited schools and colleges: a Greenfield Community College course of three credits will be recorded as three credits by PVRS. It is the responsibility of the student to ensure that an official record of all grades, credit, and courses completed is sent to the PVRS guidance
F.
G.
office. To be eligible for dual enrollment a student must have been a full time student at PVRS during the semester previous to the date of application for dual enrollment. Dual enrollment students must submit a weekly schedule of classes to the main office and the guidance office within one week of the start of classes.
XI-O-
4
Approved @ 6/17/10 PVRSDC Meeting
PIONEER
VALLEY
REGIONAL
SCHOOL
BERNARDSTON LEYDEN NORTHFIELD 97 F. SUMNER TURNER ROAD NORTHFIELD, MA 01360
DISTRICT
WARWICK
Phone (413) 498-2911
Fax (413) 498-0045
Dayle A. Doiron
Gail E. Healy
Superintendent of Schools
Assistant to the Superintendent
Title I Supplement, Not Supplant Policy The Pioneer Valley Regional School District uses Title I funds only to supplement and, to the extent practical, increase the level of funds that would, in the absence of Title I funds, be made available from non-federal sources for the education of students participating in Title I programs. Title I funds are used for the express purpose of serving those students who are automatically eligible or were identified as being in greatest need of Title I assistance based on the District’s and school’s student selection criteria. If all eligible students cannot be served, those most at risk to fail meeting academic achievement standards will be served. The responsibilities of Title I tutors, in accordance with this Supplement, Not Supplant Policy are limited as follows: to provide one-to-one tutoring or small group instruction for eligible students, if tutoring is scheduled at a time when a student would not otherwise receive primary instruction from a teacher; to assist with classroom management, such as organizing instructional and other materials; to provide assistance in a computer laboratory, library, or media center; or to provide instructional services under the direct supervision of a teacher or indirectly through communications and participation with the teacher at regular intervals. The District will maintain a description of the professional development provided and a list of parental involvement activities that are funded with Title I funds. Procedure for Dissemination The Title I Director will disseminate this written policy and procedure to all building administrators in Title I buildings in the district. The Title I Director will meet with school administrators and all Title I involved staff to ensure clear understanding of the concept of Supplement, Not Supplant.
Revised 6/8/10
XI-P-1
Title I Supplement, Not Supplant Policy
Approved @ PVRSD 12/17/10 meeting
Sharon Murphy Jones, M.Ed. Administrator of Special Education Civil Rights Coordinator
Special Education Department 97 F. Sumner Turner Road Northfield, MA 01360 Telephone: 413-648-5450 Fax: 413-648-5487 Pregnancy Policy
The district does not require a pregnant student to obtain the certification of a physician that states she is physically and emotionally able to continue in school. Pregnant students are permitted to remain in regular classes and participate in extracurricular activities with non-pregnant students throughout their pregnancy. After giving birth, these students will be encouraged to return to the same academic and extracurricular programs they were participating in prior to their leave.
XI-Q-1
Pregnancy Policy
PIONEER VALLEY REGIONAL SCHOOL Bernardston
Leyden
Northfield
Warwick
97 F. Sumner Turner Road Northfield, MA 01360
2017 – 2018
STUDENT HANDBOOK Phone: (413) 498-2931 Fax: (413) 498-0184 Main Office: Ext. 500 Counselors: Ext. 506 Athletics: Ext. 137 Nurse: Ext. 136 Staff e-mail: last name and first initial @pvrsdk12.org
www.pvrsdk12.org Revised: 8/21/2017
The Pioneer Valley Regional School District does not discriminate on the basis of race, color, religion, national origin, age, sex, gender identity, sexual orientation, housing status, or disability in admission to, access to, employment in, or treatment in its programs and activities.
TABLE OF CONTENTS Core Values
1
Parental Appeal Process
2
Attendance Policy
2
Graduation Requirements
4
Academics
4
Special Education
8
Code of Conduct
8
Electronic Acceptable Use Policy
16
Transportation
17
School Counseling Services
19
Miscellaneous
20
Student Activities
22
MESSAGE FROM THE PVRS ADMINISTRATION Welcome to Pioneer Valley Regional School! We hope that you will find your middle and high school years with us to be academically and personally rewarding. We look forward to supporting each and every student academically, socially and emotionally as you strive to reach your individual goals. As a school community we enjoy a great deal of support from the townspeople of Northfield, Bernardston, Leyden and Warwick. We have a beautiful facility and a skilled, talented, caring staff. As educators we are charged with the responsibility of seeing to it that all students have the opportunity to learn. This can best be accomplished if all students abide by the common sense rules printed in the handbook. It is expected that members of our school community will exercise self-discipline and responsible behavior at all times. We ask that all students and their parents/guardians become familiar with this Student Handbook as well as the Athletic Handbook, and Electronic Acceptable Use Policy located at www.pvrs.pvrsdk12.org (If for any reason you cannot access this information on-line, hard copies are available in our main office). Take advantage of the many opportunities for involvement here at Pioneer, both through the excellent course offerings and the wide variety of extra-curricular activities offered. These are exciting years, a time for you to acquire new skills and to explore new and different avenues. Good Luck… We wish you well! NOTICE The Pioneer Valley Regional School District does not discriminate on the basis of race, color, religion, national origin, age, sex, gender identity, sexual orientation, housing status, or disability in admission to, access to, employment in, or treatment in its programs and activities. If you have questions or concerns please contact Chris Maguire, who is the District’s Coordinator for Title VI, Title IX and Section 504: Chris Maguire 168 Main Street Suite 1 Northfield, MA 01360 (413) 498-2911 x612
PARENTAL APPEAL PROCESS Many times conflicts at school arise out of some form of miscommunication. Therefore, we urge you to contact us. If you, as parent or guardian, have a question or wish to resolve a problem regarding your child, we encourage you to follow the sequence below whenever possible: 1. Begin by speaking with the individual (teacher, coach or other staff member) who is most directly involved in the situation If no satisfactory solution is found then speak with: 2. School Counselor, Athletic Director, Assistant Principal or Principal as appropriate 3. Superintendent 4. Curriculum/Personnel sub-committee 5. Full School Committee This will help to expedite the procedure in that the individual(s) closest to the situation are those most likely to help with the resolution. A child’s School Counselor, acting as the student’s advocate, can help with guiding a parent through the process.
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ATTENDANCE POLICY School is compulsory for students under the age of sixteen. A student may be considered truant and court proceedings initiated when the student accumulates more than seven unexcused absences in a six-month period. (See MGL CH. 76, S. 2 and S. 5) The importance of regular class attendance cannot be overemphasized. What happens in the classroom is essential to the educational process. Time lost from the class can never be regained. Regular, prompt, attendance enhances learning by exposing students to a greater amount of academic content, instruction, and time to apply new concepts and skills. It allows for teacher explanation and the interaction between students and between teacher and student. Since the classroom is the primary area of learning, it is apparent that attendance is a valid reasonable requirement. Teachers cannot teach students who are not present. Therefore, parents are strongly urged to assist the school by supporting its attendance policy. Health officials estimate that a normal absentee rate should be no more than seven to nine days for any student for the school year. ATTENDANCE IMPACT ON MCAS APPEALS Beginning in September 2004, to qualify for the appeals process students must meet the attendance rate established by the Board of Education. Students must meet the state attendance rate of 95% (or not more than 9 days absent – excused and unexcused combined) to be considered for an MCAS performance or portfolio appeal. WHAT IS NOT COUNTED AS AN ABSENCE Co-curricular activities (such as field trips, club conferences, athletic competitions, etc.) will not be considered as an absence provided the student has the Co-Curricular Activity Permission Slip Form signed by his/her teachers prior to the activity day. This form notifies the teacher that the student will not be in class that day and allows the student to find out what work he/she will be missing that day. WHAT IS COUNTED AS AN EXCUSED ABSENCE From time to time, absence from school is unavoidable and legitimate. The following are the only acceptable excuses for absences: 1. 2. 3. 4. 5.
Personal illness lasting more than 3 consecutive days that is accompanied by a doctor’s note. Serious illness or death in the family Religious holidays Medical appointments that cannot be made at a time other than during school hours College or school visitations with advance notice to the Principal/Assistant Principal and teachers; documented through a planned absence sheet 6. Severe storm or impassable roads 7. Court appearance 8. Other absences accepted in advance by the Principal and/or Assistant Principal. WHAT IS COUNTED AS AN UNEXCUSED ABSENCE Any other reason for absence from school such as routine illnesses, family trips, driver’s education classes, hunting, hair appointments, etc., will be considered unexcused. A pattern of unexcused absences may be treated as truancy.
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TARDY POLICY Student drivers who are tardy four (4) times in a marking period will lose driving privileges. If a student driver receives a 5th tardy and they are a senior with privileges, they will lose senior privileges for the remainder of the quarter. Students must be present for a full day of school (unless tardiness is accompanied by a note that renders it an excused absence) in order to participate in after school activities on that day, including athletics. NOTIFICATION Parents and students are reminded that the number of school absences is reported on the end of the quarter Report Card. In addition to this, when a student has 5 unexcused absences from school in a semester (part day or full day) a parent will be asked to come to meet with a school representative and form an action plan for improved attendance. ATTENDANCE PROCEDURE 1. First block teachers will take attendance each morning and record the names of those absent electronically or call the main office. 2. All students are expected to be seated in their first block class before the 7:50 a.m. bell has rung. If a bus is late, the office will announce that fact and ask teachers to admit the students involved. 3. Any student entering a classroom after the 7:50 a.m. bell is late and needs a pass from whoever detained him/her. Any student entering the building after 7:50 must report to the Main Office prior to going to their class. 4. Tardiness/Lateness. In order for a student to have an excused tardiness/lateness, they must present to the office upon arrival to school a note from their parent explaining the reason for being late and the expected or actual time of arrival. The only reasons considered valid for an excused tardy are the same reasons for an excused absence. (See Excused Absences). ABSENCE PROCEDURE On the day a student is absent, a parent/guardian is expected to call the school before 8:30 a.m. at 498-2931 (then press 1). On the day the student returns to school, a written excuse note from the parent stating the date and reason for absence is required and must be turned in to the main office upon arrival. If a student wishes to request homework after having been absent from school for more than one day, the School Office may be called at 498-2931 (then press 3). Twenty-four hour notice is requested. You may request another student to bring it home, or you may arrange to have a parent/guardian pick it up. It is also very effective to e-mail teachers directly. CLASS ATTENDANCE Individual teacher may make class attendance a requirement that is linked to a student’s grade. In such cases the attendance policy for the course will be clearly stated in the course syllabus that is distributed to students at the beginning of the course.
ABSENCE FROM MIDTERMS OR FINAL EXAMS A. Once the exam schedule has been finalized, no one will be allowed to take the exam earlier than scheduled without the express written consent of the Principal or Assistant Principal. Permission will be granted only under extreme hardship cases such as medical reasons or family emergencies, which take the student from the area for the summer. (Summer jobs do not fall within this definition.) Exception: Students participating in school sponsored or school approved activities.
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B. Students wishing to take exams other than at the scheduled time must make up the exam within ten (10) business days following the scheduled date or receive a failing grade for the exam. Only those students who have received prior permission from the administration or who happen to be ill on the day of the exam may exercise this option. PLANNED ABSENCES By June the School Committee establishes the specific dates for school to be in session for the following academic year in order to allow parents and students adequate time to schedule trips and family vacations to coincide with periods in which school is not in session. By doing so, the Committee recognizes the importance of students’ consistent and prompt attendance to school. Under unique or unusual circumstances, a student may request to leave school prior to the completion of the marking period or for a period of time during the marking period for reasons not covered under acceptable reasons for school absence. Parents/students must make such requests in writing to the Principal (using the Planned Absence Request Form), with reasons stated, at least two weeks prior to the departure date. The Principal will respond in writing (using that form) to all such requests. If a student fails to notify and receive approval by the school, the absence will be treated as truancy and if the student is under 16 years of age, it could also involve court action and legal fines. (See Truancy under Consequences and Penalties for Infractions). Approval does not erase the absences; they are still part of the student’s total absences for the semester/year and could result in loss of credit. If the request is approved: 1. Students should meet with individual teachers to discuss how they will complete the work covered during their absence. 2. Homework will be given in advance if possible. DISMISSALS 1. Students being excused must present a written note from their parents before school begins at 7:50 A.M. These notes should have time leaving, return, and reason for dismissal. The only legitimate excuses for dismissal are the same as the reasons for excused absence. (See Excused Absence). All unexcused dismissals will be treated as a class cut. (See Cutting Class under Consequences and Penalties for Infractions). Frequent dismissals for appointments may require a note from the doctor or dentist. Parent(s)/Guardian(s) should make every attempt to avoid scheduling appointments during the school day. 2. In the event of an emergency, a student may be excused from school via a telephone call from a parent, or a parent may come to the school office and directly request dismissal. A waiver for extra-curricular activities will only be granted in the case of an unusual situation, emergency, or documented medical appointments. 3. In all instances, the student must sign out with a secretary in the Main Office. 4. Under no circumstance should a teacher send a student on an errand that requires the leaving of the building. The Main Office must have direct contact with a parent for permission to leave.
ADMINISTRATIVE WITHDRAWAL When a student, regardless of the student’s age or the number of credits obtained, has exceeded the absence limit of 10 consecutive days, they, along with their parents/guardians, will be invited to attend an Exit Intervention Interview with the school’s Exit Intervention Team. The student and his/her parent/guardian will be provided written notice of the invitation to attend the exit interview within five (5) days of the tenth consecutive absence. The purpose of the exit interview is to learn more about the student’s needs, to develop an Individual Learning Plan (ILP), and, ultimately, to prevent the student from dropping out. If the student 5
decides to leave school prior to graduation, despite having an Exit Intervention Interview and being offered appropriate resources and supports, then an exit survey is conducted.
GRADUATION REQUIREMENTS Requirements for Graduation: One hundred eighteen (118) credits are required for graduation. All required courses must be passed as a condition of graduation and to participate in graduation activities. Students must demonstrate proficiency of each of the school’s learning expectations as described in the Core Values and Expectations for Building and Applying Lifelong Skills by completing a digital portfolio of work. In compliance with The Massachusetts Board of Education, Competency Determination in both English Language Arts and Mathematics is required for graduation. To earn a Competency Determination a student must score “Proficient” (240 or better) or score “Needs Improvement” (between 220 and 238) and complete an Educational Proficiency Plan during 11th and 12th grade. In addition, students must achieve a minimum score of “Needs Improvement” (220 or better) on an MCAS tests in science. To receive a diploma from Pioneer Valley Regional School, a student must be enrolled and in attendance at PVRS for his/her senior year (grade 12) for a minimum of one semester. Students who have attended PVRS for more than two semesters prior to their senior year may be eligible for early graduation, full time enrollment at GCC or other approved alternative programs. Exceptions to Graduation Requirements: 1. Exception to the specific PVRS graduation requirements will be considered only upon written petition to the Principal. 2. The student shall submit substantial evidence of meeting the intent of the specific requirement to be modified or waived. The Principal shall to the satisfaction of a committee appoint such evidence. Such committee shall include, but not be limited to, a representative of the School Department, the subject area department chairperson, and the student and/or his parents. 3. Early graduation/release in and of itself shall not be considered a valid reason for exception from the specific PVRS graduation requirement. 4. Course work completed at other accredited secondary schools and colleges prior to entry into PVRS shall be credited toward meeting the specific PVRS graduation requirements. 5. Course work completed at other secondary schools and colleges after entry into PVRS will be evaluated for its appropriateness in meeting the intent of specific PVRS graduation requirements. The committee appointed by the Principal in #2 above will make such evaluation. It is strongly recommended that a student, who plans to take course work to meet the specifications outlined above, obtain written approval prior to taking the course to insure its applicability to PVRS’ specific graduation requirements.
ACADEMIC HONESTY Students are expected to uphold standards of academic honesty. Plagiarism (presenting the words or ideas of another as one’s own) and cheating are unacceptable. This means that students must submit assignments that reflect their own intellectual work; that they will accurately acknowledge sources used for research papers; and that they will demonstrate their own learning by avoiding cheating in all forms. A first offense will result in loss of credit for the assignment, a conference with the instructor, parent contact, a report to the principal, and notice to the NHS/NJHS advisor (if applicable). Repeat offenses may also result in a parent conference and disciplinary consequences including suspension as well as disqualification from honor roll consideration. 6
Consequences up to and including a failing grade in the assignment in question, will be imposed for violation of this policy.
COURSE WITHDRAWAL A student who withdraws from a course within the first 5 days will not have a grade recorded for that course. After 5 school days, a student must gain the Principal’s permission to withdraw from a course. (Acceptable reasons for withdrawal may include course work beyond the skill or ability of students; need for student to devote more attention to other subjects, course load in excess of minimum required credits (9th/10th grade: 32 credits and 11th/12th grade: 27 credits) or other reasons as determined by the administration). Once the Principal’s permission has been obtained, a grade of “W” “W/P”, or “W/F” will be recorded, depending on the academic standing in that class at the time of withdrawal. The teacher will submit the mark to be assigned, stating the reason(s) for it, and any other information for review by the Principal. A “W” indicates that the student withdrew from the course before a grade was assigned in the course. A grade of “W/P” indicates that the student was passing the course at the time of withdrawal. A grade of “W/F” indicates that the student was failing the course at the time of withdrawal. A W/F affects a student’s eligibility and may be given at any time during the year. In all cases of withdrawal from a course, the teacher will submit the mark to be assigned stating the reason(s) for it and any other information for review by the Principal. The channels in the decisionmaking will be teacher – School Counselor – Principal. The Principal will make a final decision. GRADE MARKING SYSTEM A. Criteria Five (5) basic categories of letter grades are used: A-B-C-D-F or 4-3-2-1-0 for Honor Roll tabulations. This five-scale system reflects both uniformity and consistency for all students. The following are criteria for our grading systems: 1. An A+ designates achievement beyond the expectations of the course and is awarded at teacher discretion. 2. A mark of “A” (90-100) – indicates the student has a thorough grasp of the subject matter, makes contributions to the work of the class, and does more work and better quality than is required. 3. A mark of “B” (80-89) – indicates the student has a clear and accurate grasp of the subject matter; shows a tendency to improve the quality of his/her work, and is well versed in the course material. 4. A mark of “C” (70-79) – indicates the student demonstrates an average knowledge of the subject matter and tries to develop good study habits. 5. A mark of “D” (60-69) – indicates the student does not demonstrate a satisfactory understanding of the subject matter and completes required assignments at minimum standards. 6. A mark of “F” (0-59) – indicates the student has not met minimum course standards and has not completed required assignments. 7. Pass/Fail – Successful completion of course requirements/unsatisfactory work. 8. INC – incomplete work due to unavoidable circumstance. 9. W – Withdrawal from a course with passing status 10. W/F – Withdrawal from a course with failure status, affects eligibility. 11. Med – excused from course for medical reasons, physician’s written documentation required. B. Absences If a student has an excused absence, the student has 10 days to make up missing work. For prolonged absences, other arrangements can be made. 7
C. Incomplete Marks 1. It is the responsibility of the student to request a time extension at the end of the marking period. 2. Such extensions are to be granted only to those students who have been unable to complete course requirements within the time allotted due to either personal illness or other unavoidable circumstances. 3. Extensions will begin at the close of a quarter and will terminate not later than 10 school days from the date the student was informed by the teacher. 4. Ten (10) school days from the marking period closing date, the School secretary will review the grades and change any incomplete still remaining to an “F”. This change will be noted and a copy of the corrected report card will be mailed home. 5. Students who have “incompletes” on their report cards will be included on the ineligible list until the grade is complete. Seniors will also lose privileges until the incomplete grade is amended. D. Grade Conversion Chart Numerical Range Above Expectations
Letter Grade A+
93 – 100 90 – 92 87 – 89 83 – 86 80 – 82 77 – 79 73 – 76 70 – 72 67 – 69 63 – 66 60 – 62 00 – 59
A AB+ B BC+ C CD+ D DF
GPA 4.00 ( & Teacher Discretion) 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.67 1.33 1.00 0.67 0.00
For the purposes of determining Valedictorian and Salutatorian, one extra grade point is awarded to the successful completion of each AP course. E. Determination of Final Grades The responsibility for grading rests exclusively with the classroom teacher within the following guidelines: A. For full year courses, the 4 marking periods each weigh 20% and each exam (mid-year and final) weighs 10%. In the case of semester courses, the 2 marking periods each weigh 40% and the exam weighs 20% of the final grade. In order to receive credit for a course, the final exam or final project must be completed. Not receiving credit may mean having to take the course again regardless of the grade. B. The teacher may use numerical averages to determine a student’s letter grade for each marking period and for the final grade. Except for final exams, no quarterly average less than 50% will be used. C. Final grades will be calculated automatically by the gradebook. Teachers may manually adjust the grade. 8
F. Report Cards 1. The formal report card is issued four times each year – November, February, April and June. 2. Mid-marking period reports are issued so that parents and students will know about the progress between report cards, thus enabling the student to improve his/her work before report cards are issued. Lack of the issuance of mid-marking period report does not guarantee that the student will get a passing mark at the time of the issue of the report cards since much can happen in the succeeding five weeks. 3. At any time a student’s grade drops significantly or there are concerns that a student is in danger of failing, every effort will be made to contact the parents immediately. 4. Cumulative Record. All students’ academic records are filed separately from discipline records for that student. Persons, other than administrators, student’s teachers, counselors, and staff may have access to the discipline records only if the student and/or his parents grant permission. Students’ records are available to them and their parents/guardians with 48-hour notice. G. 1. 2. 3. 4. 5. 6. 7.
Honor Roll Selection Criteria No student with an incomplete grade in any course is eligible. Only students with grades of A, B, or C are eligible. All courses will be counted. Honors listing requires a minimum grade point average of 3.00 High Honors selection requires a minimum grade point average of 3.50 Highest Honors requires a minimum grade point average of 3.80 Students who have violated the Academic Honesty policy may lose the privilege of being considered for the honor roll.
H. Alternative To a Final Exam Alternative projects may be substituted for the final examination with prior approval of course teacher, department head and Principal by December 1 or May 1 of each year. Students failing to make acceptable progress by prescribed dates will be required to take the final examination. I.
Course of Study Middle School Program Students in grade seven and eight have a prescribed course of study. It includes the subjects of English, Social Studies, Mathematics, Science, and Physical Education. Seventh and eighth grade students may take Band or Chorus. In addition, a Communications Technology course is taken opposite P.E. The middle school students will, on a rotating basis, take exploratory courses. These may include: Family and Consumer Sciences (Foods), Art, Technology Education (Woods, Drafting) and Health, Wellness, Theater, Music, Computers and Keyboarding.
MIDDLE SCHOOL CONFERENCES During the afternoons of the mid-year exam period, the Middle School will hold student-led conferences. The purpose of these conferences is to provide a more complete picture of how students are progressing in school than a simple letter grade can provide. Each student will guide his/her parent/guardian through examples of work in a variety of classes, identify strengths and weaknesses, and set goals for the remainder of the year. Teachers will be available during the conferences to support students and answer questions. Middle school teachers and students will use the double blocks during the high school exams for curricular opportunities that are not always possible in 47 minutes rather than giving 90 minute exams. We will have exams in the middle school at the end of the year as a way to help students prepare for high school. MIDDLE SCHOOL INTERVENTION PROCESS The following outline describes the process of identifying and intervening when a student is struggling in middle school and the regular interventions have not succeeded in addressing the issue. At each step of the process teachers and school support staff will be developing and testing strategies that might help the student reengage with school and become successful. The range of possible interventions include: student-teacher 9
conferences, after school tutoring, Project Pass, parent-teacher-School conferences, increased school-home communication, targeted use of classroom accommodations, Student Intervention Team conferences, referrals for evaluation. We will offer a limited summer program for students most in need of support to continue making grade level progress. In every case, our effort will be to keep the student engaged and interested in school while building both the readiness to learn and academic skills necessary for success in high school and beyond. If a student continues to have difficulty making effective progress: A warning letter of possible retention will be mailed to parents/guardians prior to the completion of the third quarter if there has not been adequate progress in the areas of concern. Additional interventions will be identified, including summer school. An additional parent meeting during the fourth quarter will address the options for the student. Students who have not achieved grade level progress (grades of 65% or better in all academic classes) will be recommended for summer school. o Participation in summer school will be expected for students who fail one core academic subject. o Participation in summer school will be required for those students who fail two or more core academic subjects. If the intervention process outlined has not been successful and a student fails two core academic subjects and does not successfully complete summer school, there will be an administrative review to decide whether a student should be retained. EXTRA HELP FROM TEACHERS The teachers are here to help you. Ask questions. Teachers will be glad to answer them. If you need additional help, ask your teacher at the end of the period for after school help. Remember, the responsibility is yours. You are the first to know if you need help. Your teacher may ask you to stay for extra help, even though you do not request it; you are required to stay for such obligations. Teachers will stay after school to give extra help to a student, if the student requests it. If you are absent, it is your responsibility to find out what you missed and to make it up. Each teacher reserves one afternoon a week after school to provide extra help for his/her students. The teacher will announce the day to all classes and encourage students to take advantage of the opportunity. Teachers will keep the student until ready to board the bus at 4:00 P.M. Students are expected to work appropriately toward completing assignments and behave in a manner conducive to learning; failure to do so may result in a Project P.A.S.S. SPECIAL EDUCATION Students or parents who would like a copy of a booklet explaining Chapter 766 or who have questions about the program should contact the Special Education Administrator at Pioneer Valley Regional School (648-5450). NATIONAL HONOR SOCIETY Membership in the National Honor Society is based upon scholarship, service, leadership, and character and is open to students in grades 10-12.There is also a National Junior Honor Society to which students in grades 8 and 9 may belong. Complete information can be found on the school website listed under Student Groups: NHS. Further information can be obtained from the School Department, the National Honor Society Advisor, or the National Junior Honor Society Advisor. INDIVIDUALIZED STUDY FOR SPECIAL PROJECTS Students desiring to engage in Individualized Study of Special Projects for credit should initiate a request with a faculty member. The credit awarded will be comparable to that awarded for regular classes, in accord with equivalent academic merit. Individualized Study Projects may not be taken in lieu of required courses. Individualized Study for credit is open to students in grades 9, 10, 11, and 12. Information regarding Individualized Study, Work Study, or Dual Enrollment and required deadlines can be found in the Program of Studies or by contacting your School Counselor. 10
NOTIFICATION The school will make every effort to notify parents/guardians as soon as possible anytime a student’s safety is of concern. For example, during or after a lock-down procedure or when a student has been injured in school, a school official will contact parents/guardians as soon as possible. PVRS STUDENT CODE OF CONDUCT Every group must have certain rules by which it exists. The majority of students at PVRS are here to participate in the process of education as they grow intellectually, socially, and physically to mature, well-rounded citizens. So that PVRS can properly encourage this growth, a set of rules and regulations has been established. They are not meant to be restrictive but are designed to foster good citizenship and to allow the student body the opportunity to achieve its educational goals. Student behavior in or outside of school (e.g. bullying or assault which may include but is not limited to email, text messages, Facebook pages) which has the effect of disrupting the learning environment for one or more students may result in school consequences. Unfortunately, there are students who indulge in anti-social and disruptive conduct which may hinder their own education and infringe upon the educational rights of their classmates. In the interest of maintaining good order and fostering respect, responsibility, and academic excellence, such conduct will not be tolerated. Cases of unacceptable conduct will be judged, as far as possible, on individual merits. Habitual offenders run the risk of such penalties as loss of privileges, including social suspension, detentions, suspensions, probationary status, prosecution in court, and expulsion. A student can incur penalties for impeding a disciplinary investigation. Students at Pioneer are to conduct themselves as respectable people and with respect towards individuals and property at all times. Desirable qualities are honesty, cooperativeness, friendliness and diligence. The Fourth Amendment applies to school searches, because of the need for teachers and school officials to administer discipline swiftly and informally and to maintain order and safety in schools, searches of students and his/her property will happen when there are reasonable grounds for suspecting that the search will turn up evidence that the student has violated or is violating either the law or school rules. Refusal to cooperate with administrators will be treated seriously. The consequence of such a decision may result in police involvement and/or suspension. CONSEQUENCE AND PENALTIES FOR INFRACTIONS Any case not specifically outlined in the policy below shall be handled at the discretion of the administration. School rules apply at school and all school-related activities and functions such as dances, field trips, etc. The noncompliance of several rules may result in suspension instead of additional detentions. Part A The following offenses may require staying after school with the TEACHER: 1. Rough housing – horseplay, shoving, poking 2. Unprepared for class – not having the proper equipment and/or materials for meaningful participation in class activities 3. Misuse of property – careless use of school supplies, materials, equipment, building, facilities or the property of others (This also results in restitution for damages.) 4. Disruptive behavior – interrupting or disturbing the educational process, causing material and substantial disruption 5. Swearing / abusive language – unacceptable language or improper language 6. Tardiness to class – arriving to class late and/or unprepared 11
7. Failure to participate – refusal to engage in classroom activities as assigned by the teacher which has the effect of disrupting the learning of others. Continual or extensive violation of the above rules may result in referral to the office. Part B The following offenses may require staying after school for Project PASS (Pioneer’s Alternative to School Suspension): 1. Cutting class– unauthorized absence from class 2. Leaving early – unauthorized absence from class at the end of an assigned period 3. Not in assigned area – being anywhere on school grounds other than the assigned classroom area without a proper pass 4. Swearing / abusive language – unacceptable language or improper language 5. Disrespect / insolence – lack of respect for other individuals; discourteous, arrogant, overbearing behavior 6. Disruptive behavior – interrupting or disturbing the educational process, causing material and substantial disruption 7. Public displays of affection – inappropriate display of affection Continual or extensive violations of the above rules may result in suspension instead of staying for Project PASS. Part C The following offenses may result in Saturday School, suspension, and in serious cases expulsion from school and/or police notification: 1. Leaving school grounds – leaving the building or school grounds without permission of the administration 2. Swearing at staff – vulgar or extremely inappropriate language or conduct directed toward a staff member 3. Insubordination – deliberate refusal to follow the instructions or directions of an instructor or staff member 4. Forging notes – signing school required forms for oneself or others when a parent or guardian’s signature is required 5. Overt safety or health violation – deliberate violation of safety procedures for any particular school environment. This includes but is not limited to, traffic violations on school grounds and shooting paper clips, pellet guns, spitting, lighting matches, throwing objects, etc. 6. Truancy / cutting school – unexcused absence from school (for list of excused absences, see attendance policy) 7. Vandalism – intentional damage to or destruction of school property or the property of others (and restitution for damages will be included) 8. Larceny – the unlawful taking of another’s property (and restitution for damages) 9. Weapons – knives, firearms, etc., or the unauthorized possession or use of any instrument with which the intent and purpose of such an instrument is to inflict physical damage or harm to another person or object. According to Massachusetts state law, anyone who carries on his or her person a firearm, loaded or unloaded, on school grounds without the written authorization of administration, shall be punished by a fine of not more than one thousand dollars or by imprisonment for not more than one year, or both. In addition, under the Mass. Ed. Reform Act of 1993, any student in possession of a dangerous weapon is subject to expulsion. An expulsion hearing may be held. (For more information, see Expulsions) 10. Fireworks – the possession of, using, buying, or selling of explosive or flammable devices 11. Assault and battery – [Definitions: assault – a willful threat or an attempt to use force on an individual; battery – the willful application of force to another person resulting in any harmful or offensive touching of another person’s body or anything another person is wearing, holding, touching, enclosed in, resting upon, or supported by; verbal assault – abusive language and disrespect / insolence in the extreme with 12
12. 13.
14. 15.
16.
17.
an implied or explicit threat to another person]. A bomb threat or other threat to the safety of the student body / school community will be prosecuted. In addition, under the Mass. Ed. Reform Act of 1993, any student who assaults school personnel is subject to expulsion. An expulsion hearing may be held. (For more information, see Expulsion). Science room showers – any misuse of the showers in rooms 404, 266, 282. These showers are to be used in emergency situations only. Hazing – any conduct or method of initiation into any student organization, whether on public or private property, which willfully or recklessly endangers the physical or mental health of any student or other person is prohibited. See Page 16 for a copy of the law. Tobacco – the use, possession or distribution of any tobacco product on school property or at a schoolsponsored event is prohibited. Lighters are considered a tobacco product and will be confiscated. Chemical Health Violation – being under the influence of alcohol, drugs, or a controlled substance on school grounds or at school sponsored events. Also, possession or distribution of alcohol, drugs, or a controlled substance on school grounds or at school sponsored events may result in expulsion (See Chemical Health and Expulsions sections for more information) Bullying – negative actions on the part of one or more persons to or about another done directly or indirectly, once or repeatedly. This includes, among other behaviors, intimidating, threatening, physically harassing, name-calling, taunting, or use of derogatory terms (See also Bullying Prevention and Intervention section for more information). Failure to attend Project PASS or a staff issued detention. CELL PHONES AND ELECTRONIC LISTENING DEVICES
A. Before and after school CELL PHONES AND ELECTRONIC LISTENING DEVICES Before the first bell (7:50) and after the last bell (2:30) students may use cell phones and electronic listening devices in the hallways, lobbies and cafeteria. Classroom policies apply at all times, including before and after school. B. During the school day (7:50 to 2:30) Middle School students may not use devices for any reason. High school students may use their cell phones or electronic listening device during their one lunch period in the cafeteria. Classroom teachers decide whether and when students may (or may not) use electronic listening devises in their classrooms. Seniors may use cell phones and electronic listening devices in approved senior areas during lunch. Seniors with privileges may use their devices during their periods of privileges in the senior lobby. C. Content Each student is responsible for the content on his or her cell phone and electronic devices at all time. Inappropriate content can result in consequences as outlined in the Student Handbook Acceptable Use Policy and the Code of Conduct. This includes but is not limited to bullying and obscene material. Cell phones and other devices can never be used for recording audio, video or taking pictures without the express consent of the principal. Please understand that it is important to respect the privacy of others. D. Consequences While we are permitting the use of devices during some parts of the day, we want to be very clear that if devices disrupt the learning environment or are used in violation of classroom or school policies at any time the following consequence will be used: The use, or perceived use, of a cell phone or other electronic device in violation of these guidelines: First offense Confiscate device and held by administrator until the end of the school day Second offense Confiscate device and held by administrator until parent picks up device Subsequence offenses Confiscate devise and project pass. Multiple offences could lead to suspension. 13
Note: violation of additional school rules may include additional consequences. GENERAL DISCIPLINARY EXPECTATIONS A. Items not directly associated with the educational program (i.e., water guns, skateboards, yo-yos, water balloons, pets, stuffed animals, etc.) are not to be brought to school. Students found in possession of such items will have the items confiscated and will be subject to disciplinary action. B. During class periods, students may not leave their assigned room without their teacher’s permission. Students must legibly sign the sign-out sheet in the classroom indicating their destination. C. Students asked by a teacher to leave the classroom for disciplinary reasons must report directly to the Main Office. D. During school hours the parking lot is off-limits. For persons who drive to school, their vehicles are off-limits from the time they arrive at school until the time when they leave school. E. At no time are students to open or go into any other student’s locker or desk without permission of the other student. F. Students are not to open teachers’ desks, file cabinets, or storage cabinets. Students are not allowed in the faculty lounge, the main office, science cage and prep areas, or any private office without a faculty member accompanying them. G. Students are expected to pass from class to class in an orderly manner. Students shall refrain from running, shouting, loitering or horseplay. H. The same code of behavior is expected of students toward substitute teachers as applies with their regular teachers. I. Acceptable Use Policy of computers violation may result in loss of computer privileges, project pass and/or suspension from school. PROJECT PASS / DETENTION Project PASS is Pioneer’s Alternative to School Suspension. A student may be assigned (at the discretion of administration) a number of detentions in lieu of out-of-school suspension. Students may be assigned as many sessions as necessary to meet the time requirements of an average school day. Detention is held after school on Mondays and Thursdays from 2:30 to 4:00. Students are expected to: be prompt, be prepared to work for the entire period, maintain silence, and follow all teacher directions. Any violations will result in the student having to serve another detention or suspension. Failure to attend will result in an additional detention; failure to attend a second time will result in a one-day suspension and the original detentions still need to be served. Students are reminded that detention has priority over all extra- or co-curricular activities and employment. However, for valid reasons, the administration may postpone detention if the request is made before dismissal. SEXUAL HARASSMENT AND DISCRIMINATION No student or employee shall be discriminated against or harassed on account of race, color, sex, religion, national origin or sexual orientation. Sexual harassment consists of unwelcome sexual advances, requests for sexual favors and other verbal or physical conduct of a sexual nature. This may include but is not limited to: a) Assault, inappropriate touching, intentionally impeding movement, comments, gestures or written communications of a suggestive or derogatory nature. b) Continuing to express sexual interest after being informed that the interest is unwelcome. 14
c) Offering or granting favors or educational benefits, such as grades or recommendations, in exchange for sexual favors d) Other conduct such as: unwelcome sexual flirtations, advances or propositions; sexually explicit language or gestures; any unwelcome physical contact; the presence of sexually provocative photographs, pictures or other material, the telling of sexual stories or jokes; verbal or non-verbal behavior about an individual’s body that is interpreted as sexual in nature. Sexual Harassment Complaint Procedure If any student of the district believes that he / she has been subjected to sexual harassment or discriminated against (by peers or staff members) on account of race, color, sex, religion, national origin, or sexual orientation, he /she is to report the incident(s) to the Superintendent, Principal, Assistant Principal, School Nurse, or School Counselor. Your identity will be held in the strictest confidence. Appropriate disciplinary action, up to and including expulsion, will be taken in any instance where a student violates this policy. BULLYING PREVENTION AND INTERVENTION On May 3, 2010 Governor Patrick signed an Act Relative to Bullying in Schools. This new law prohibits bullying and retaliation in all public and private schools, and requires schools and school districts to take certain steps to addressing bullying incidents. Parts of the law (M.G.L. c. 71, & 370) that are important for students and parents or guardians to know are described below. These requirements are included in the district’s Bullying Prevention and Intervention Plan (“the Plan.”) The Plan includes the requirements of the new law, and also information about the policies and procedures that the school or school district will follow to prevent bullying and retaliation, or to respond to it when it occurs (the full text of the Plan is available on the district web site). In developing the Plan, schools and districts consulted with school and local community members, including parents and guardians. Definitions: Aggressor is a student or a member of a school staff who engages in bullying, cyberbullying, or retaliation towards a student. Bullying, as defined in M.G.L. c. 71, § 37O, is the repeated use by one or more students or a member of a school staff of a written, verbal, or electronic expression or a physical act or gesture or any combination thereof, directed at a target that: i. ii. iii. iv. v.
causes physical or emotional harm to the target or damage to the target’s property; places the target in reasonable fear of harm to himself or herself or of damage to his or her property; creates a hostile environment at school for the target; infringes on the rights of the target at school; or materially and substantially disrupts the education process or the orderly operation of a school.
Cyberbullying is bullying through the use of technology or electronic devices such as telephones, cell phones, computers, and the Internet. It includes, but is not limited to, email, instant messages, text messages, and Internet postings. See M.G.L. c. 71, § 37O for the legal definition of cyberbullying. Hostile environment, as defined in M.G.L. c. 71, § 37O, is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of a student’s education.
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Retaliation is any form of intimidation, reprisal, or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying. School Staff includes, but is not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, and bus drivers, and athletic coaches, advisors to extracurricular activities, support staff, or paraprofessionals. Target is a student against whom bullying, cyberbullying, or retaliation has been perpetrated. Support Services: The strategy to help the target and aggressor will be based on the nature of the offense, the age of the victims & aggressors, and the decision based upon the results of the investigation. It may require the district to review its student curriculum to assure it is clear, and achieves the objectives of properly educating and imparting the message to the students. This will require pre & posttests of understanding and comprehending lessons. This district incorporates 2nd Step in the elementary schools, and practices Positive Behavior Support. The counseling services for the aggressor and victim may include the following: Social emotional skills programs to prevent bullying by: Classroom Teachers Guidance Counselors School Adjustment Counselors School Psychologists Behavior Analyst Intervention services for students exhibiting bullying behaviors: Guidance Counselors School Adjustment Counselor School Psychologists To provide services for targets, aggressors and their families, the district uses culturally and linguistically appropriate resources outside the district. The district maintains a list of translation and/or interpreter services. Prohibition against Bullying Bullying is prohibited:
on school grounds, on property immediately adjacent to school grounds, at a school-sponsored or school-related activity, function, or program, whether it takes place on or off school grounds, at a school bus stop, on a school bus or other vehicle owned, leased, or used by a school district or school, through the use of technology or an electronic device that is owned, leased or used by a school district or school (for example, on a computer or over the Internet), at any program or location that is not school-related, or through the use of personal technology or electronic device, if the bullying creates a hostile environment at school for the target, infringes on the rights of the target at school, or materially and substantially disrupts the education process or the orderly operation of a school.
Retaliation against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying is prohibited. Report Bullying 16
Anyone, including a parent or guardian, student, or school staff member, can report bullying or retaliation. Reports can be made in writing or orally to the principal or another staff member, or reports may be made anonymously. Copies of the incident report form can be found in the Pioneer main office and on the Pioneer website on the main office page: http://www.pvrs.pvrsdk12.org/MainOffice/index.htm School staff members must report immediately to the principal or his/her designee if they witness or become aware of bullying or retaliation. Staff members include, but are not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to an extracurricular activity, or paraprofessionals. When the school principal or his/her designee receives a report, he or she shall promptly conduct an investigation. If the school principal or designee determines that bullying or retaliation has occurred, he or she shall (I) notify the parents or guardians of the target, and to the extent consistent with state and federal law, notify them of the action taken to prevent any further acts of bullying or retaliation; (ii) notify the parents or guardians of an aggressor; (iii) take appropriate disciplinary action; and (iv) notify the local law enforcement agency if the school principal or designee believes that criminal charges may be pursued against the aggressor. Professional Development for School and District Staff School and districts are obligated to provide ongoing professional development to increase the skills of all staff members to prevent, identify, and respond to bullying. The content of such professional development is to include, but not be limited to: (I) developmentally appropriate strategies to prevent bullying incidents; (ii) developmentally appropriate strategies for immediate, effective interventions to stop bullying incidents; (iii) information regarding the complex interaction and power differential that can take place between and among an aggressor, target, and witnesses to the bullying; (iv) research findings on bullying, including information about specific categories of students who have been shown to be particularly at risk for bullying in the school environment; (v) information on the incidence and nature of cyberbullying; and (vi) Internet safety issues as they relate to cyberbullying. No student shall be subjected to harassment, intimidation, bullying, or cyber bullying during any education program or activity; or while in school, on school equipment or property, in school vehicles, on school buses, at designated school bus stops, at school-sponsored activities, at school-sanctioned events; or through the use of data, telephone or computer software that is accessed through a computer, computer system, or computer network of any public educational institution. As defined by state statute, bullying is “the repeated use by one or more students of a written, verbal or electronic expression or a physical act or gesture or any combination thereof, directed at a victim that: (I) causes physical or emotional harm to the victim or damage to the victim’s property, (ii) places the victim in reasonable fear of harm to himself or of damage to his property; (iii) creates a hostile environment at school for the victim; (iv) infringes on the rights of the victim at school; or (v) materially and substantially disrupts the education process or the orderly operation of a school.” This also includes cyber-bullying. Bullying Complaint Procedure If any student believes that he or she has been subjected to bullying (by peers or staff members) he/she is to report the incident(s) immediately to an adult and then in writing on an incident report form. All written reports will be investigated. When warranted appropriate disciplinary action will be taken. Counseling may be required for perpetrators as well as to support victims.
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CHEMICAL HEALTH POLICY Students and adults shall be barred from school grounds and/or any school-sponsored activity if he or she is under the influence of alcohol, drugs or a non-prescribed controlled substance. It is the responsibility of all school staff members to forward any information they might have concerning drug or narcotic use, possession, purchase or sale, to the school administration. Students are urged to forward any information they might have so that the health and safety of fellow students may be protected. Under the Influence of Alcohol, Drugs, or a Controlled Substance on school grounds or at school sponsored events The parent must come to school for a conference and to take the student home. Consequences could include suspension, community service to the school, meeting with the Student Adjustment Counselor, and / or an assessment done by an outside agency with plan of action submitted to school. Possession or Distribution of Alcohol, Drugs, or a Controlled Substance on school grounds or at school sponsored events The police will be called to school and the parent contacted. All contraband will be turned over to the police for criminal prosecution. In addition, under the Mass. Ed. Reform Act of 1993, any student found in possession of drugs is subject to expulsion and an expulsion hearing may be held. (For more information see Expulsion). Consequences could include expulsion from school, suspension, community service to the school, meeting with the Student Adjustment Counselor, and / or an assessment done by an outside agency with plan of action (such as an in-patient or out-patient treatment program) submitted to school. TOBACCO POLICY The PVRSD is committed to having a smoke and tobacco-free environment for all members of the school community. Therefore, use or possession of tobacco or nicotine products on school property or at a schoolsponsored event is strictly prohibited. Violations will result in the following consequences for PVRSD Students (minor or adult student) 1st Offense 1. Parent / legal guardian notification by letter and phone 2. A four (4) session after-school tobacco education class with proof of completion required 3. A $50.00 fine if tobacco class is not completed 4. Offer of school resources and support for tobacco harm reduction / cessation 5. Notification of athletic director per MIAA rules 2nd Offense 1. Parent / legal guardian conference 2. A $50.00 fine - OR - a student-managed tobacco education service project based on the PVRS Independent Study Proposal (such as interviews of adults with emphysema) with proof of completions required 3. Offer of school resources and support for tobacco harm reduction / cessation 4. Notification of athletic director per MIAA rules 3rd Offense & Thereafter 1. Conference with parent / legal guardian 2. A $50.00 fine. 3. Offer of school resources and support for tobacco harm reduction / cessation 4. Notification of athletic director per MIAA rules Failure to comply may result in further disciplinary actions. 18
DRESS CODE Students have the right to dress and groom as they deem appropriate, provided their appearance does not endanger health or safety, damage school property, disrupt school activities or offend others. Students may not wear/display items that: a. b. c. d. e. f. g. h. i. j.
Advertise drug, alcohol or tobacco products Express obscenity, profanity, sexual innuendo, offensive messages or violence Expose underwear, including sports bras Expose cleavage Expose torso Are ripped in inappropriate places Have protruding spikes Are shorter than the student’s fingertips when standing in a normal position Indicate gang affiliation May cause a disruption to the learning environment
Because of the nature of certain school activities, additional requirements may be made; for example, gym clothes may be required in physical education classes; neckties or jewelry may have to be removed or hair secured in shop classes; safety glasses or shoes adequate to protect the feet may have to be worn in laboratories or shop classes. Failure to adhere to the dress code will result in the student having to remove/change/cover the article in question, and will receive a verbal warning; continued violations could result in detentions. Refusal to comply could result in being sent home from school for the day. SUSPENSIONS DUE PROCESS FOR SUSPENSIONS: NOTICE OF PROPOSED SUSPENSION Except in the case of an emergency removal or disciplinary offense defined under M.G.L. c. 71, §§37H or 37H½, the school shall provide the student and parent/guardian with written and oral notice of the proposed suspension, an opportunity to be heard at hearing, and the opportunity to participate at the hearing. Notice shall set forth in plain language: a) b) c) d)
the disciplinary offense; the basis for the charge; the potential consequences, including the potential length of the student’s suspension; the opportunity for the student to have a hearing with the principal concerning the proposed suspension, including the opportunity to dispute the charges and to present the student’s explanation of the alleged incident, and for the parent/guardian to attend the hearing; e) the date, time, and location of the hearing; f) the right of the student and student’s parent/guardian to interpreter services at the hearing if needed to participate; The principal shall make reasonable efforts to notify the parent/guardian orally of the opportunity to attend the hearing. In order to conduct a hearing without the parent/guardian present, the principal must be able to document reasonable efforts to include the parent/guardian. Reasonable effort is presumed if the principal sent written notice and documented at least two attempts to contact the parent/guardian in the manner specified by the parent/guardian for emergency situations.
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All written communications regarding notice of proposed suspension shall be either by hand delivery or delivered by first-class mail, certified mail, or email to address provided by the parent/guardian for school communications (or other method agreed to by the principal and parent/guardian) in English, and in the primary language in the home if other than English, or other means of communication where appropriate. DUE PROCESS FOR SHORT-TERM SUSPENSIONS: HEARING AND ADMINISTRATOR DETERMINATION A short-term suspension is the removal of the student from the school premises and regular classroom activities for ten (10) consecutive days or less. Short-term suspensions which do not cumulatively over the course of the school year exceed ten (10) days of suspension shall be conducted in accordance with this section. Principal Hearing: The purpose of the hearing with the principal is to hear and consider information regarding the alleged incident for which the student may be suspended, provide the student an opportunity to dispute the charges and explain the circumstances surrounding the alleged incident, determine if the student has committed the disciplinary offense, the basis for the charge, and any other pertinent information. The student shall have an opportunity to present information, including mitigating facts. A parent/guardian present at the hearing shall have the opportunity to discuss the student’s conduct and offer information, including mitigating circumstances. Based on the available information, including mitigating circumstances, the principal will make a determination whether the student committed the disciplinary offense, and if so, the consequence. The principal will provide notification in writing of his/her determination in the form of an update to the student and parent/guardian, and provide reasons for the determination. If the student is suspended, the principal shall inform the parent/guardian of the type and duration of the suspension, and shall provide an opportunity for the student to make up assignments and other school work as needed to make academic progress during the period of removal. If the student is in grades pre-k through 3, the principal shall send his/her determination to the superintendent and explain the reasons prior to imposing an out-of-school suspension, before the short-term suspension takes effect. All written communications regarding the hearing and principal determination shall be either hand delivery or delivered by first-class mail, certified mail, or email to the address provided by the parent/guardian for school communications (or other method agreed to by the principal and parent/guardian) in English, and in the primary language in the home if other than English, or other means of communication where appropriate. DUE PROCESS FOR LONG-TERM SUSPENSIONS: HEARING AND ADMINISTRATOR DETERMINATION A long-term suspension is the removal of a student from the school premises and regular classroom activities for more than ten (10) consecutive school days, or for more than ten (10) school days cumulatively for multiple disciplinary offenses in any school year. The purpose of the hearing with the principal is to hear and consider information regarding the alleged incident for which the student may be suspended, provide the student an opportunity to dispute the charges and explain the circumstances surrounding the alleged incident, determine if the student has committed the disciplinary offense, the basis for the charge, and any other pertinent information. The student shall have an opportunity to present information, including mitigating facts, that the principal will consider in determining whether alternatives to suspension such as loss of privileges, detention, an apology, a student contract, restitution, and/or probation are appropriate. Additionally, the student shall have the following additional rights: i.
In advance of the hearing, the opportunity to review the student’s record and the documents upon which the principal may rely in making a determination to suspend the student or not; ii. the right to be represented by counsel or a lay person of the student’s choice, at the student’s and or parent’s/guardian’s expense; 20
iii. the right to produce witnesses on his or her behalf and to present the student’s explanation of the alleged incident, but the student may not be compelled to do so; and iv. the right to cross-examine witnesses presented by the school district; v. the right to request that the hearing be recorded by the principal. All participants shall be informed that the hearing is being recorded by audio. A copy of the audio recording will be provided to the student or parent/guardian upon request. Based on the evidence submitted at the hearing the principal shall make a determination as to whether the student committed the disciplinary offense, and, if so, after considering mitigating circumstances and alternatives to suspension (the use of evidence-based strategies and programs, such as mediation, conflict resolution, restorative justice, and positive interventions and supports) what remedy or consequence will be imposed. If the principal decides to impose a long-term suspension, the written determination shall: i. ii. iii. iv.
v.
Identify the disciplinary offense, the date on which the hearing took place, and the participants at the hearing; Set out key facts and conclusions reached by the principal; Identify the length and effective date of the suspension, as well as a date of return to school; Include notice of the student’s opportunity to receive a specific list of education services to make academic progress during removal, and the contact information of a school member who can provided more detailed information. Inform the student of the right to appeal the principal’s decision to the superintendent or his/her designee (only if a long-term suspension has been imposed) within five (5) calendar days, which may be extended by parent/guardian request in writing an additional seven (7) calendar days.
The long-term suspension will remain in effect unless and until the superintendent decides to reverse the principal’s determination on appeal. If the student is in grades pre-k through grade 3, the principal shall send his/her determination to the superintendent and explain the reasons prior to imposing an out-of-school suspension, whether short-term or long-term, before the suspension takes effect. All written communications regarding the hearing and principal determination shall be either hand delivery or delivered by first-class mail, certified mail, or email to the provided by the parent/guardian for school communications (or other method agreed to by the principal and parent/guardian) in English, and in the primary language in the home if other than English, or by other means of communication where appropriate. DUE PROCESS FOR SUPENSIONS: APPEAL OF LONG-TERM SUSPENSION A student who is placed on a long-term suspension shall have the right to appeal the principal’s decision to the superintendent if properly and timely filed. A good faith effort shall be made to include the parent/guardian at the hearing. The appeal shall be held within three (3) school days of the appeal, unless the student or parent/guardian requests an extension of up to seven (7) additional calendar days, which the superintendent shall grant. The student and parent/guardian shall have the same rights afforded at the long-term suspension principal hearing. Within five (5) calendar days of the hearing the superintendent shall issue his/her written decision which meets the criteria required of the principal’s determination. If the superintendent determines the student committed the disciplinary offense, the superintendent may impose the same or a lesser consequence than that of the principal. The superintendent’s decision shall be final. DUE PROCESS FOR SUSPENSIONS: EMERGENCY REMOVAL 21
A student may be temporarily removed prior to notice and hearing when a student is charged with a disciplinary offense and the continued presence of the student poses a danger to persons or property, or materially and substantially disrupts the order of the school and, in the principal’s judgment, there is no alternative available to alleviate the danger or disruption. The temporary removal shall not exceed two (2) school days, following the day of the emergency removal. During the emergency removal the principal shall make immediate and reasonable efforts to orally notify the student and student’s parent/guardian of the emergency removal and the reason for the emergency removal. The principal shall also provide the due process requirements of written notice for suspensions and provide for a hearing which meets the due process requirements of a long-term suspension within the two (2) school day time period, unless an extension of time for the hearing is otherwise agreed to by the principal, student, and parent/guardian. A decision shall be rendered orally on the same day as the hearing, and in writing no later than the following school day. The decision shall meet all of the due process requirements of a principal’s determination in a longterm suspension. SUSPENSION OR EXPULSION FOR DISCIPLINARY OFFENSES UNDER M.G.L. 71 §§37H and 37H½ 1. The due process procedures above do not apply to a) possession of a dangerous weapon; b) possession of a controlled substance; c) an assault on a member of the educational staff; or d) a felony charge or felony delinquency complaint or conviction, or adjudication or admission of guilt with respect to such felony if the principal determines that the student’s continued presence in school would have a substantial detrimental effect on the general welfare of the school, as provided in M.G.L. c.71, §§37H or 37H½. 2. The principal will inform the student of the specific charges in writing, informing the student of the right to be represented by counsel (at the student’s expense) and the right to provide evidence and question witnesses, on the proposed hearing date. 3. The student may appeal the principal’s expulsion determination to the Superintendent of Schools within ten (10) days of notification of the expulsion. 4. The superintendent may uphold, reduce, or reverse the disciplinary action after the appeal hearing. Note that a failure to make an appeal to the superintendent within the ten (10)-day period will exhaust any further right of appeal. 5. All students who have been suspended or expelled who remain residents of the District shall have an opportunity to make academic progress during their period of suspension, expulsion, or removal from regular classroom activities. 6. If the superintendent upholds the expulsion decision, if the student moves to another district during the period of suspension or expulsion, the new district of residence shall either admit the student to its schools or provide educational services to the student under an education service plan. DISCIPLINE OF STUDENTS UNDER SPECIAL EDUCATION AND SECTION 504 The discipline of students with disabilities eligible for special education and students on Section 504 Accommodation Plans is governed by federal and state special education laws and the regulations promulgated there under. These laws include the Individuals with Disabilities Education Act, its implementing regulations 34 C.F.R. et seq.; and Massachusetts General Laws, chapter 71 B and its implementing regulations 603 C.M.R. 28.00. Students with disabilities who violate school rules are subject to removal from their current educational placement for up to ten (10) school days per year, to the extent that such a removal would be applied to students without disabilities, without a prior determination as to whether the misconduct is related to the student’s disability. The student’s IEP or 504 team must meet within ten (10) days of the decision to suspend to review all relevant information in the student’s file. Anytime school personnel seek to remove a student from his or her current educational placement for more than ten (10) days in any school year, this constitutes a ‘change in placement.’ This includes both in school and 22
out of school suspensions. A change in placement invokes certain procedural protections under the IDEA, the federal special education law. These include, but are not limited to: A. If the school did not conduct a functional behavioral assessment and implement a behavioral intervention plan for such a student before the behavior that resulted in the discipline, the school shall convene an IEP meeting to develop an assessment plan to address the behavior, or if the child already has a behavior intervention plan, the IEP Team shall review the plan and modify it, as necessary, to address the behavior. B. A review by the IEP Team of the relationship between the child’s disability and the behavior subject to the disciplinary action, which is often referred to as the Manifestation Determination. School personnel may order a change in educational placement of a child with a disability to an appropriate Interim Alternative Educational Setting (IAES) that provides the student with a free appropriate public education for the same amount of time that a child without a disability would be subject to discipline, but not for more than forty-five (45) calendar days if the student: 1. Carries or possesses a weapon to or at school, on school premises, or to or at a school function. 2. Knowingly possesses or uses illegal drugs at school, a school function, or school sponsored event; or sells or solicits the sale of a controlled substance while at school, a school function, or a school sponsored event. School Personnel may also seek an order form the department of Elementary and Secondary Education Bureau of Special Education Appeals (BSEA), using the authority of the hearing officer, placing a student in an Interim Alternative Educational Setting (IAES) for up to forty-five (45) calendar days, when it is determined that the student is “substantially likely” to injure him/herself or others. Parents/guardians and/or students, where appropriate, may request a hearing at the Bureau of Special Education Appeals regarding a disciplinary action described above to challenge the Interim Alternative Educational Setting (IAES) or the manifestation determination. For a copy of the Massachusetts Department of Elementary and Secondary Education brochure on Special Education Parents’ Rights available in many languages visit http://www.doe.mass.edu/sped/prb/ or contact the administrator of Special Education at (413)498-2911.All students are expected to follow the rules and regulations set forth in this handbook. Chapter 71B of the Massachusetts General Laws, known as 603 CMR 28.00 and the Individuals with Disabilities Education Act (IDEA) 20 U.S.C. Section 1400 and 34 CFR Section 300, require that additional provisions be made for students who have been found by an evaluation team to have a disability and whose program is described in an Individualized Education Program (IEP) or 504 Accommodation Plan. The following additional requirements apply to the discipline of students with special needs and students with 504 Accommodation Plans:
Any modifications of the discipline code will be identified in the student’s IEP or 504 Accommodation Plan. The principal will notify the Special Education Administrator/504 Coordinator of the suspendable offense of any student with a disability and a record will be kept of such notices. When it is known that the suspension(s) of a student with a disability will accumulate beyond 10 days in a school year, a review of the IEP/504 Accommodation Plan will be held to determine the appropriateness of the student’s placement or program. The team will make a finding as to the relationship between the student’s misconduct and his/her handicapping condition and: o
Develop or review a functional behavioral assessment 23
o o o
Determine if the misconduct is a manifestation of the disability Consider a modified program or alternate placement for the student Consider an amendment to provide for the delivery of services during the suspension and any needed modification of the IEP/504 Accommodation Plan.
In addition, the Department of Education will be notified when required by law, and the procedures promulgated by the Department of Education for requesting approval of the alternative plan will be followed. Parents will be provided with written notice of their rights under special education regulations. If the School District has knowledge that a student may have a disability and if that student has been referred for evaluation to determine eligibility for special education or section 504, that student will be entitled to all of the protections for a student with a disability until the eligibility process is completed.
ELECTRONIC RESOURCES ACCEPTABLE USE POLICY (AUP) (Entire Policy available online) Introduction: Electronic resources provided by Pioneer Valley Regional School District are intended to: Improve education for all students through access to unique resources and partnerships; Improve learning and teaching through research, teacher training, collaboration and distribution of successful education practices, methods and materials. These resources – including, but not limited to, computers and Internet access – allow users access to local, national, and international sources of information and collaboration vital to intellectual inquiry and democracy, and are intended solely for educational purposes. Every user has the responsibility to respect and protect the rights of every other user in our school community and on the Internet. Account holders are expected to act in a responsible, ethical, and legal manner, in accordance with both school and district policies, rules, regulations and guidelines and the laws of the Commonwealth and the United States. A consequence of access to computers and individuals outside of the school district network may be the availability of inappropriate material. On a global network it is impossible to regulate all materials and an industrious user or innocent error may uncover subject matter inimical to our educational mission. That being said, however, we believe that the valuable information and interactions available on this worldwide network far outweigh the disadvantages. The following explains our policies for acceptable use of the Pioneer computer network. Use of the computer network and the Internet are privileges, which may be revoked unless students, faculty and staff agree and cooperate with these terms. If a member of the school community fails to comply, limited network/Internet access, suspended network access, or other disciplinary action may be taken. Consequences for students may include loss of computer privileges for two weeks or longer as well as application of any relevant consequences from the code of conduct. USER-SPECIFIC PROVISIONS A. All users Students, staff and faculty may not: 1. Use the network to access and/or transmit material in violation of a U.S. or Commonwealth law or regulation. This includes, but is not limited to, copyrighted material, obscene material, pornographic material, or material that advocates illegal acts, violence or discrimination towards other people. 2. Degrade, damage or disrupt equipment or system performance 3. Gain unauthorized access to network resources 4. Use an account owned by another user or vandalize another user’s data 5. Waste electronic storage space by saving unnecessary files or programs 6. Download, install, load or use programs without written permission of a technology administrator 7. Use the Internet for personal commercial purposes (e.g., to advertise a personal business) or for political lobbying 24
8. Use inappropriate, offensive, foul or abusive language in any electronic documents 9. Harass by posting, sending or forwarding annoying, obscene, libelous, threatening or anonymous messages 10. Forward chain letters 11. Forward e-mail messages of broad interest (e.g., virus alerts, “Joke of the Day” e-mails, etc.) to the entire school community (see number 5 below) 12. Knowingly make use of pirated software or violate software-licensing agreements. Students, staff and faculty must: 1. Use the Internet and other electronic resources only for legitimate educational purposes. 2. Respect commonly accepted practices of Internet etiquette including, but not limited to, use of appropriate language. 3. Be aware of potential security risks at all times and take all reasonable steps to minimize risks such as logging off the network when a computer is unattended. 4. Avoid bulk e-mailing. 5. Forward all e-mails of broad interest (e.g., virus alerts) to a technology administrator for further actions. 6. Treat all computer areas and equipment with the utmost care and respect. 7. Use only PVRS laptops and PVRS wireless devices to access the school's network system including internet connections unless approved by the principal. School and district resources for electronic communication shall be used for educational purposes. Incidental and occasional personal use of electronic mail may occur when such use does not generate a direct cost for the district and follows district guidelines, but such messages will be treated no differently from other messages on the network. Prohibited electronic communications include, but are not limited to: 1. Use of electronic communications to send copies of documents in violation of copyright laws 2. Use of electronic communication systems to send messages, access to which are restricted by laws and regulations. 3. Use of electronic communications to intimidate others or to interfere with the ability of others to conduct school/district business. 4. Constructing electronic communications to appear to be from someone else. 5. Obtaining access to the files or communications of others for the purpose satisfying idle curiosity, with no substantial school/district business purpose. 6. Users will conform to the rules of e-mail archiving and document retention. 7. Any other communication in violation of this policy or the specific school policy. B.Students Students may access the Internet only with adult supervision, and must notify a teacher or technology administrator immediately if they come across inappropriate content. In addition, students may not use the Internet or email to give out personal information (such as a home address, telephone number, or picture) about themselves or other students. Students’ use of electronic resources is restricted to teacher-approved projects and research. Occasional investigation of news and information of personal interest when appropriate to a school setting and not disruptive to curricular use may be allowed with prior adult permission.
TRANSPORTATION BUS CONDUCT Students transported in a school bus shall be under the authority of the school district and under control of the bus driver, a legal representative of the school. Disorderly conduct or persistent refusal to submit to the authority of the driver or any infraction of the rules outlined below shall be sufficient reason for the pupil to be denied the privilege of riding the bus for a short term or permanent basis. 25
Bus transportation is provided for all students who reside outside of a one-mile limit from school. Parents are urged to call if they should have any questions pertaining to bus transportation. SCHOOL BUS RULES 1. Be at the stopping place five minutes prior to designated pick-up time and ready to get into the bus with the least possible delay in order to keep the bus on schedule and to minimize traffic hazards. 2. Do not stand or play in the roadway while waiting for the bus. 3. Remain at least five feet from the bus when it stops to pick up, and move forward only when the door opens. 4. After boarding the bus, take a seat as quickly as possible. Remain seated while the bus is in motion. If you need to change your seat, ask permission from the driver. 5. Ride only the bus to which regularly assigned: any change requires school permission. 6. Do not bring animals, glass, reptiles, or prohibited or illegal items on the bus. 7. Students need to follow the directions of the driver at all times. This would include being told to move to a different seat, being assigned to a particular seat for a short or long-term basis, or any other reasonable request of the driver. 8. Maintain an acceptable manner of conduct at all times. Yelling, smoking, vulgarity, boisterous behavior, spitting, or throwing objects out of windows or other disruptive or distracting behavior will not be tolerated. 9. Do not extend any part of the body out of the bus windows at any time. 10. Keep aisles clear of lunch boxes, musical instruments, books, etc. 11. Assist the bus driver in keeping the bus clean by not eating or drinking while on the bus. 12. Do not deface or damage any part of the bus. 13. Remain absolutely quiet when approaching a railroad crossing. 14. Do not play a radio or other audio devices on the bus without earphones. Students may listen to IPOD’s as long as the volume is not excessive enough to be heard by others. 15. Do not tamper or try to operate either the service door or the emergency door; this is the responsibility of the bus operator. 16. Students loading the bus on a street where the bus passes in both directions are to wait until the bus passes on their side so they will not have to cross the road. 17. Students having to cross the road when loading and discharging are to cross in front of the bus, not the rear, upon the driver’s signal. All pupils are advised to use extreme caution by looking at traffic both ways before crossing. 18. A student who desires to ride a bus other than the one assigned must obtain special written permission from the Main Office. SCHOOL BUS DISCIPLINARY PROCEDURES The following action will be taken whenever the school bus driver issues a student a bus discipline ticket. The student must have the ticket signed by the Principal, Assistant Principal, or Dean before he/she is allowed to ride the bus home; the ticket must then be signed by the parent/guardian and given to the bus driver the following morning. 1st Ticket: Warning 2nd Ticket: Three-day suspension for bus riding privileges. 3rd Ticket: Five-day suspension of bus riding privileges and a parental conference. 4th Ticket: Indefinite suspension of bus riding privileges until the end of the school year. *If deemed necessary by the administration and the bus company, riding privilege may be suspended without using the above system. LATE BUSES 26
Students are not allowed to stay after school without adult supervision. Only those students who have a legitimate reason for staying after school should remain past 2:30 p.m. Athletes, students staying for extra help, club members, etc. should be sure to sign up for a late bus prior to 1:30 p.m. Students who fail to sign up for the late bus will not be allowed on the bus. Generally, the late bus leaves Pioneer at 4:00 on Monday and Thursday.
1.
2. 3. 4.
5. 6. 7. 8. 9. 10. 11. 12.
DRIVING AND PARKING REGULATIONS Student drivers must register their cars with the Main Office at the start of each school year and receive a sticker or permit for each vehicle that will be parked on school grounds (up to two). Students who fail to obtain permission prior to driving to school are subject to disciplinary action and having the vehicle towed from the premises. Only the person registered with the school may drive the vehicle. Parking permits must be visible in driver’s side rear window. Park only in the area designated by the permit: student parking is in the front (South) lot in spaces marked by white lines. Seniors will occupy those student spots closes to the school. (Staff parking is marked by yellow lines) Leave the vehicle immediately upon arrival at school, and do not return to it during the school day. While on school property, you must abide by the speed limit of 15 m. p. h. You must yield to pedestrians and school buses. Do not pass any moving vehicle on school property. Drive in a mature manner and stay on the roadways. Stay off school grounds after being excused unless attending a co-curricular activity or school social function. Do not transport unauthorized persons on-or-off campus in your vehicle. Student drivers who are tardy five (5) times in a marking period will lose driving privileges.
SCHOOL AND COUNSELING SERVICES School Counselors assist all students as they develop their personal attitudes, values, and academic and social skills. Both individually and in groups, counseling, School, and information are provided. Consultation and coordination of information are also functions of counselors who serve as a resource to students, parents, and faculty. Students are urged to get to know and work with their School counselors. All concerns of a personal, social, academic, or career nature can be discussed with assurance of confidentiality. Usually counseling enables students to arrive at their own best solutions to problems. Appointments are preferable, but needs of immediate concern can be handled on a drop-in basis. College and Career Exploration – provision of college and career information and exploration continues throughout high school. Ample resources, workshops and one-to-one communication allow students a systematic and thorough search in cooperation with their parents and counselors. Planning for Beyond High School packets are available from your School Counselor. These packets include information like step-by-step instructions on what you need to do and when to do it in applying to colleges, facts about financial aid, scholarships, etc. Student Adjustment Counselor provides in-house counseling, alcohol and drug abuse intervention, anger management training, and runs groups that focus on coping skill, decision-making skills, and substance abuse. School Psychologist performs testing and provides in-house counseling (individual, group and/or family) support to students and families regarding psychological testing and school-related issues. OFF-SITE COURSES Students who have exhausted all PVRS courses in field of study currently being offered may request approval to take (specified) courses at accredited, prior approved educational institutions in the area. A dual enrollment opportunity is available for qualified PVRS juniors and seniors at Massachusetts’ colleges and universities. Additional information can be obtained in the School Office. 27
SCHOLARSHIPS Students planning on further education should investigate all sources of financial aid. There is a long list of federal, state, and local organizations that provide scholarships to PVRS students. Sources and more information can be obtained in the School Office. SCHOOL RECORDS Copies of the Massachusetts Student Record Regulations (603 CMR 23.00) are available to parents upon request. Some of the important points of those regulations are: a) Unless blocked by a court order, parents have the right to inspect their child’s records regardless of the child’s age. b) Pioneer may release to third parties without prior consent the following information: student name, address, telephone, date and place of birth, major field of study, dates of attendance, weight and height of members of athletic teams, class, and participation in officially recognized activities and sports, degrees, honors and awards, and post-high school plans. This includes release of information to the Armed Services as authorized by the No Child Left Behind Act of 2001. If a student or parent does not want this information released without prior consent, you must notify the School Office. c) When a student transfers to a new school, Pioneer may forward the student’s records without prior written consent. d) All temporary records are kept for a period of one year after the student leaves PVRS. The permanent record card will be kept on file for 60 years. Special Education records are kept for five years after student leaves. Parents or students who want to claim temporary records should request them before the destroy date. STUDENT HEALTH Any student who feels ill should obtain a pass from his/her classroom teacher and go directly to the Health Office. If the nurse is not available, he/she should report to the Main (front) Office. The Nurse will determine if the student needs to be sent home. The nurse must first clear any student returning to school following a communicable illness. Exemptions from P.E.: It is necessary to have a note from the physician, explaining the disability and the length of time such exemption is necessary. A new note is necessary each school year. Medication—Students requiring medication during the day should inform the nurse of the type of medication required and leave it with her. A doctor’s written order and parents’ written permission is required for all medication—including over-thecounter drugs such as but not limited to aspirin. Accidents—every accident or injury occurring during school hours, and any athletic injury occurring during a school-sponsored event, must be reported immediately to the teacher in charge and to the School Health Office. Students who sustain a serious injury must have a doctor’s permission to return to P.E./athletics participation. Physical Exams—are required in grades 7 and 11 and for all students transferring in. In addition, immunization records must be in compliance with State Law Chapter 76, Section 15. In order to participate in sports, yearly physicals are required. LIBRARY The library media center (LMC) is open from 7:45 a.m. to 2:30 p.m. every day. On Monday and Thursday it is open after school until 4:00 p.m. Upon entering the Library, students are required to sign in for attendance. If a student leaves the Library before the end of the period, he/she is required to put the time and their destination next to their name on the attendance sheet. The LMC staff encourages the use of its resources before and after school. A variety of activities can be carried on simultaneously in the LMC. It is a place where students can read, study, do research, use computers, learn the use of video equipment, and a variety of other activities. Purposeful talk and movement is tolerated.
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Students may check out books from the stacks for a two week period; books may be renewed twice. Periodicals (magazines) may not be taken out of the Library. Food and drinks are not permitted in the Library. SCHOOL INSURANCE School insurance is available to all students at a nominal cost. This insurance covers students in most types of accidents which occur during the time the student is at school, going to or from school, or while on a schoolsponsored trip. For prompt action, the accident should be reported immediately after it occurs. The school has no insurance coverage for the property that does not belong to the school. Personal property, whether it is lost or damaged as the result of a burglary, is not covered by school insurance. If money or valuables are stolen from a student’s locker, etc., the school is not responsible for replacing them. BOOKS AND EQUIPMENT All books, equipment, athletic supplies, or other supplies on loan to a student must be returned at the appropriate time and in good condition. Items not returned must be paid for. Assessment will be 10 percent less than the cost of replacement for each year the item has been in circulation. A minimum charge of 50 percent will be assessed at replacement cost of the item regardless of age. Hard-cover, flexi bind and permabind books will be charged full replacement cost unless their condition is recorded as poor in Text Inventory. Paperbacks will be charged per condition at Head Teacher discretion. Supplemental books (those used for only a brief time during the year) that are lost will be replaced at full replacement cost. All textbooks issued to a student are to be covered immediately. Students will not be eligible to participate in co-curricular or athletic activities until all obligations are resolved. CAFETERIA-BREAKFAST AND LUNCH Students are expected to practice the general rules of good manners and courteous behavior. Some of these general rules are: 1. 2. 3. 4. 5. 6.
Leave the table and surrounding area clean and orderly. Put trash in the proper containers. Do not leave the cafeteria while eating or carrying food. For health reasons, do not wear garments, which would be worn outside (such as coats) in the lunch line. Be courteous to the cafeteria staff and treat them with respect. Vending machines are turned off during lunch times.
CHEMICAL SENSITIVITIES Some persons have chemical sensitivities and can become ill from strong perfumes/scents. Use consideration in using fragrances, and if alerted that a member of the school community is affected, please refrain from using scents during the school day. EMERGENCY DRILLS Directions for fire drills are posted in each room. Students should be thoroughly familiar with the fire drill directions in each room in which they have a class. Students are instructed to pass quickly as soon as the fire alarm buzzer sounds without directions from a teacher. Students are to remain outside standing quietly away from the building with their teacher until a signal is given to return inside. FALSE FIRE ALARMS – according to Massachusetts State Law, anyone causing a false alarm shall be punished by a fine of not less than one hundred dollars or more than five hundred dollars, or by imprisonment in jail for not more than one year. LOCKERS Lockers are school property and loaned to the student for the year. They must be kept clean and cared for at all times. Padlocks are available to all students. Students should not disclose their combinations to anyone. Student should not switch lockers with others unless given permission by the administration. If a locker does 29
not function properly, the student should notify the Main Office. Use school issued padlocks only – personal locks will be cut off. The lockers are not intended for the storage of valuable personal items other than clothing and books. The school is not responsible for the loss of any item from the locker. In order to maintain the integrity of the school environment and to protect other students, the school may randomly conduct systematic searches of the lockers for illegal items and/or items not allowed in school. LOST AND FOUND Any items lost, which we recover, will be retained for a brief time. Please inquire at the front desk. Items are periodically displayed on a table in the hall in hopes of finding their rightful owners. Following this brief display period, unclaimed items are donated to a local charity. SCHOOL CANCELATION OR DELAY ANNOUNCEMENTS In the event of extremely bad weather, or when it becomes necessary to either call off school or to delay school opening an automated call will be made to all households. In addition, announcements of school closings will be made over WHYN (93.1 FM/560 AM), WHAI (98.3 FM/WHMQ 1240 AM), WCAT (99.9 FM), and WTSA (96.7 FM/1450 AM) stations and on television channels 22 and 40 beginning at 6:15 a.m. PASS SYSTEM Students must sign out (legibly) to leave classes or study halls. A pass (such as to the nurse’s office) only allows the student to be in the specific area designated and does not permit free roaming of the school. PLEDGE OF ALLEGIANCE We begin the first day of each week by reciting the Pledge of Allegiance followed by a moment of silence. Every student is expected to stand respectfully during this time. You may then choose whether to recite all, part or none of the Pledge. We are committed to respect as part of the Pioneer Core Values. Standing quietly, whether you choose to recite the pledge or not, shows respect for the decisions of others. Your choice whether to recite the Pledge or not is a personal one. Please respect each individual’s decision. POSTERS The Main Office must approve posters advertising any event. Posters advertising non-school sponsored activities will be allowed only on the designated bulletin board. No posters will be allowed for events which conflict with school sponsored activities. PARENT-TEACHER PARTNERSHIP The Parent-Teacher Partnership (PTP) is an organization of grade 7-12 parents and teachers of the Pioneer Valley Regional School. It is a non-profit organization that supports activities that benefit your student(s) such as dances, extra equipment, teacher appreciation, Snack Shack for sports home games, etc. Being involved in the organization is a great way to be involved in your student’s life and the life of the school. The PTP meets regularly throughout the year and welcomes new members with fresh ideas for activities and fundraising. Call the Main Office for more information. SCHOOL COUNCIL The Pioneer School Council, made up of faculty, parents, students, and community members, serves to advise the principal, who acts as chair, on matters of school policy. Created by the Education Reform Act of 1993, the Advisory Council’s primary task is to draft a yearly school improvement plan. Meetings are open to the public and generally held once a month during the school year. Call the Main Office for more information. SENIOR PRIVILEGES Eligibility To be eligible, seniors must meet all of the following criteria: 30
1. Receive “C” or better in all classes and/or make honor roll in the previous marking period, and be currently enrolled as a full-time student. 2. Maintain excellent attendance, including being on time to school and for all classes. 3. Acquire parental permission. School Service 1. In addition to fulfilling the above requirements, seniors will perform service within the school community under the School of a P.V.R.S. staff member. The student shall make appropriate arrangements within the first ten (10) school days of the quarter. 2. Seniors with six (6) or more study halls a week will be expected to fulfill one (1) period of service per week. 3. Seniors who have four (4) or five (5) study halls a week will be expected to fulfill one (1) period of service every two (2) weeks. 4. Seniors with fewer than four (4) study halls a week will be excused from this requirement. 5. Failure to meet community service requirements will result in a loss of privileges. Senior Privileges and Responsibility 1. Seniors will have the use of a designated area for studying during their study halls. They must inform their study hall teacher at the beginning of each marking period; and sign in with the Main Office during each free period. Students accept the responsibility of maintaining a clean space and monitoring the area. Seniors must observe study hall rules in the senior sections. 2. Seniors with study halls first or last blocks may come to school just prior to their first class and be able to leave early if they are unassigned during the last block. Parental permission is required and students must sign in and out in the Main Office. 3. Seniors who have earned privileges may leave campus during the school day when they have an open period. Students can only leave during their 30 minute lunch if they have an open period 5th or 6th block. This is a privilege and students must stay in good standing with all school rules. Students are required to sign-out in the main office when leaving and sign-in when returning. He/she must be in the building before the warning bell and must be in class before the second bell has rung. If a senior is late arriving back to school three (3) times he/she will lose the privilege to participate in open campus. This privilege begins after Homecoming every fall at the determination of the Administration and may be limited on specific days due to weather conditions or other special occasions which would make open campus unsafe or disruptive. Organization and Management of Senior Privileges 1. Seniors who abuse the privilege to arrive and leave during first and last period may lose his/her privileges. 2. A senior who is unruly or violates a rule will lose his/her privileges for two weeks. He/she will lose them for an additional eight (8) weeks for a second offense. A third offense is the loss of the privileges for the remainder of the school year. STUDENT OFFICERS
To serve as a class officer, a student must be a member in good standing of the class, be academically eligible and in compliance with the school’s code of conduct, and remain in good standing throughout his/her term in office. ADVISORY REPS
Each advisory elects one representative to serve as a member of the Middle School or High School Advisory Rep group. Each Advisory Reps group acts as a student leadership group charged with addressing issues of importance to students and staff to improve school climate and teaching and learning at Pioneer.
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SCHOOL DANCES School dances are provided for the entertainment of the student body. Different organizations or classes take turns in sponsoring these dances. Students must observe dress and other regulations according to the type of dance. At dances and other social functions students may not leave and return. You must have attended school the day of the dance in order to attend the dance. Senior High School (grades 9-12) – 8 p.m. – 11 p.m. Middle School (grades 7-8) – 7:00 p.m. – 9:30 p.m. (Only PVRS 7th and 8th grade students may attend). When guests are permitted, a guest at these dances must be sponsored and signed up by a Pioneer student, and must be registered in the school office before the dance. The guest will be expected to observe the above regulations. The guest will not be admitted to the dance without the sponsor. The sponsor will be held responsible for their guest’s actions. The organization or class sponsoring the dance must complete the Special Event Permission Slip, which can be obtained at the office. No dance will be scheduled until all information on the Special Event Permission Slip is completed. All dances must be scheduled at least two (2) weeks ahead of time. TELEPHONES A phone is available to students in the main office only for emergencies. Students and families should make plans ahead of time. Students will not be called from classes to receive incoming phone calls; instead, any necessary messages will be sent to students. See also Cell Phone policy. VISITORS
All doors remain locked during the school day. Visitors must enter through the main entrance and report to the Main Office upon entering the building and secure a visitor’s pass. Adult visitors, particularly parents, are always welcome to visit school for the purpose of observing classes or consulting with teachers when they are not engaged in teaching classes. Please email the teacher to make arrangements ahead of time. Students may bring visitors to school only under certain circumstances, when arrangements have been made in advance with the Assistant Principal. HUMAN SEXUAL ISSUES Chapter 291 of the Acts of 1996, codified as General Laws Chapter 71, Section 32A, and referred to as the Parental Notification Law 32A requires each school to notify parents about any curriculum that primarily involves human sexual education or human sexuality issues. At PVRS, those courses include grade 7 & 8 Health, Life Skills, Child Development, Health and Human Relations, Biology, Genetics, Bioethics, and Anatomy & Physiology. As a parent, you have the right to exempt your child from any portion of that curriculum without penalty. If you wish to do so, please notify the principal in writing. All program instruction materials for such curriculum are available to parents or guardians for inspection and review. If you would like to review these materials, please call and make an appointment. Massachusetts General Laws Chapter 269 ATHLETICS and EXTRA-CURRICULAR ACTIVITIES A modern high school program makes available to its students a number of activities that appeal to them and that are educational, interesting and challenging. The number and variety of these activities is determined by the time available, the number of advisors or teachers and the abilities and interests of advisors and students. Over the years the following activities have been offered to PVRS students. Clubs/Student Activities 32
Advisory Reps (MS & HS) All School Musical All School Play As Schools Match Wits Blacksmithing Class Officers Crew Envirothon French Club
Gay Straight Alliance Helado Spanish Club Junior National Honor Society Mock Trial Model Congress National Honor Society Outing Club Panther Press Peer Mediation
School Council Spanish Honor Society Student Advisory Committee Student Advisory Council Student Council Training Active Bystanders Ultimate Frisbee Yearbook
Athletics
Fall Volleyball (girls) – varsity, junior varsity, middle school Soccer (boys and girls) – varsity, junior varsity, middle school Cross-Country Football - varsity Field Hockey – varsity, junior varsity Golf
Winter Basketball (boys and girls) – varsity, junior varsity, middle school Indoor Track Wrestling
Spring Softball (girls) – varsity, junior varsity, middle school Baseball (boys) – varsity, junior varsity, middle school Track
ACADEMIC ELIGIBILITY POLICY FOR ATHLETICS AND EXTRA-CURRICULAR ACTIVITIES The policy applies to members of sports teams, co-curricular activities, class officers, other representatives of the school. To be eligible to participate in sports or co-curricular activities, the student must be enrolled fulltime and have passed 5 major subjects the marking period prior to the sport season or time of the co-curricular activity and receive no failures. Major subjects are courses that meet 5 days a week. Second quarter marks and not semester grades determine third quarter eligibility. Eligibility is determined by quarter grades except for fall activities, which are based on the final grade for the previous year’s courses. Students with Incompletes are ineligible until the work is completed and grade is submitted. The eligibility of all students shall be considered official on the date when report cards for that marking period are mailed. Application for a waiver because of a failing grade will be allowed. However, approval is limited to once in the middle school and once in the high school. The waiver will be reviewed by the principal. That decision can be appealed to a committee consisting of the principal, athletic director, teacher, coach, parent and player. See Athletic Handbook for more specific information pertaining to sports. ATTENDANCE POLICY FOR ATHLETICS AND EXTRA-CURRICULAR ACTIVITIES Pioneer has set the standard that a student may only participate in athletics and extra-curricular activities if he/she has been in school for a full day. This is consistent with MIAA rules. To be in attendance for a full day a student must arrive at 7:50, or no later than 8:10 with a signed note from a parent or guardian submitted to the main office and attend all classes. A student who is chronically late to school (excused or unexcused) may lose the privilege of participating. If a student leaves during the school day he or she is not eligible to participate in a practice or game on that day. There are three exceptions: 33
1. Students with senior privileges may use their privileges. 2. A student may submit a note from a parent/guardian to the main office requesting an exception from the attendance requirement for a medical or court appointment that cannot be scheduled at any other time when the appointment does not cause the student to miss more than two hours of school. Only a limited number of exceptions will be approved for a student each season. 3. A senior may make one college visit during a season. We encourage student to make these visits between seasons, on weekend and during holiday. If a student must miss more than 2 hours of school he/she should not expect to practice or play on that day. If you have a concern about whether a dismissal or tardy will be accepted, you can request approval a day ahead. You may also discuss any special circumstances with the athletic director.
CHEMICAL HEALTH POLICY FOR ATHLETICS AND EXTRA-CURRICULAR ACTIVITIES All Pioneer athletes must observe sound health and training rules. MIAA Blue Book states under its Chemical Health section, "From the earliest fall practice date, to the conclusion of the academic year or final athletic event (whichever is latest), a student shall not, regardless of the quantity, use, consume, possess, buy/sell or give away any beverage containing alcohol; any tobacco product; marijuana; steroids; or any controlled substance. This policy includes products such as “NA or near beer.” It is not a violation for a student to be in possession of a legally defined drug specifically prescribed for the student's own use by his/her doctor (see the Athletic Handbook for more information). Participants in extra-curricular clubs and activities are expected to maintain the same chemical health standard as athletes. Students who fail to meet this standard may lose the privilege of participation in athletics or extracurricular activities in addition to school consequences.
SCHOOL VARSITY SWEATSHIRTS Those students participating in sports are eligible for Varsity letters. The requirements for Varsity letters can be found in the Athletic Handbook. Those athletes who receive seven (7) Varsity letters will also receive a Varsity Sweatshirt. Managers are also eligible for this, as they may receive letters for their hard work throughout the season. SCHOOL COLORS The school colors are black, gold and white. STUDENT ACTIVITIES APPEAL BOARD The Pioneer Valley Regional School recognizes the value of participation in co-curricular and other schoolsanctioned activities. Effort will be made by the advisors and coaches of such activities to avoid scheduling conflicts. Should an unavoidable conflict occur and attendance at one activity prevents attendance at another activity, the student involved may appeal any penalties imposed. More information on this process can be obtained from the Athletic Director. STATE LAW REGARDING HAZING CH. 269, S.17. Crime of Hazing; Definition; Penalty Whoever is a principal organizer or participant in the crime of hazing, as defined herein, shall be punished by a fine of not more than three thousand dollars or by imprisonment in a house of correction for not more than one year, or both such fine and imprisonment. 34
The “hazing” as used in this section and in sections eighteen and nineteen, shall mean any conduct or method of initiation into any student organization, whether on public or private property, which willful or recklessly endangers the physical or mental health of any student or other person. Such conduct shall include whipping, beating, branding, forced calisthenics, exposure to the weather, forced consumption of any food, liquor, beverage, drug or other substance, or any other brutal treatment or forced physical activity which is likely to adversely affect the physical health or safety of any such student or other person, or which subject such student or other person to extreme mental stress, including extended deprivation of sleep or rest or extended isolation. Notwithstanding any other provisions of this section to the contrary, consent shall not be available as a defense to any prosecution under this action. Added by St. 1985, c.536; amended by St. 1987, c.665.
CH.269, S. 18. Duty to Report Hazing. Whoever knows that another person is the victim of hazing as defined in section seventeen and is at the scene of such crime, shall, to the extent that such person can do so without danger or peril to himself or others, report such crime to an appropriate law enforcement official as soon as reasonably practical. Whoever fails to report such crime shall be punished by a fine of not more than one thousand dollars. Added by St. 1985, c.536; amended by ST. 1987, c.665. CH. 269, S.19. Hazing statutes to be provided; statement of Compliance and Discipline Policy Required. Each institution of secondary education and each public and private institution of post-secondary education shall issue to every student group, student team or student organization which is part of such institution or is recognized by the institution or permitted by the institution to use its name or facilities or is known by the institution to exist as an unaffiliated student group, student team or student organization, a copy of this section and sections seventeen and eighteen; provided, however, than an institution’s compliance with this section’s requirements that an institution issue copies of this section and sections seventeen and eighteen to unaffiliated student groups, teams or organizations shall not constitute evidence of the institutions recognition or endorsement of said unaffiliated student groups, teams or organizations. Each such group, team or organization shall distribute a copy of this section and sections seventeen and eighteen to each of its members, plebes, pledges or applicants for membership. It shall be the duty of each such group, team or organization, acting through its designated officer, to deliver annually, to the institution an attested acknowledgement stating that such group, team or organization has received a copy of this section and said sections seventeen and eighteen, that each of its members, plebes, pledges, or applicants has received a copy of sections seventeen and eighteen, and that such group, team or organization understand and agrees to comply with the provisions of this section and sections seventeen and eighteen. Each institution of secondary education and each public or private institution of post-secondary education shall, at least annually, before or at the start of enrollment, deliver to each person who enrolls as a full time student in such institution a copy of this section and sections seventeen and eighteen. Each institution of secondary education and each public or private institution of post-secondary education shall file, at least annually, a report with the regents of higher education and in the case of secondary schools, the board of education, certifying that such institution has complied with its responsibility to inform student groups, teams or organization and to notify each full time student enrolled by it of the provisions of this section and sections seventeen and eighteen and also certifying that said institution has adopted a disciplinary policy with regard to the organizers and participants of hazing, and that such policy has been set forth with appropriate emphasis in the student handbook or similar means of communicating the institution’s policies to its students. The board of regents and, in the case of secondary institutions, the board of education shall promulgate regulations governing the content 35
and frequency of such reports, and shall forthwith report to the attorney general any such institution which fails to make such report. Added by St. 1985, c.536; amended by St. 1987, c.665.
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Bernardston Elementary 2017-2018 Family Handbook The Pioneer Valley Regional School District does not discriminate on the basis of race, color, religion, national origin, age, sex, gender identity, sexual orientation, housing status, or disability in admission to, access to, employment in, or treatment in its programs and activities.
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BERNARDSTON ELEMENTARY SCHOOL 37 SCHOOL ROAD BERNARDSTON, MA 01337 PHONE: 413 648.9356 FAX:
413.648.5404
Bob Clancy Principal
[email protected]
Dear Bernardston Elementary School Families, Welcome! I, along with all the BES staff, look forward to a great school year. The Family Handbook will help get you acquainted with the philosophy, goals, and procedures of the BES community. We encourage you to familiarize yourself, and your child, with these guidelines and important information. Please take careful note of the information concerning the lunch payment and attendance policies, as they have recently changed. If at any time you have a question or concern about a policy or practice at BES please contact the school directly. As has been the practice for many years, Bernardston Elementary is committed to building within each student a strong educational foundation and successfully preparing them to meet challenges of the future. Our goal is to help each student grow in knowledge, skills, attitudes, and habits. Teachers encourage initiative, individual and group responsibility, critical thinking and creativity. We expect that all students will develop a strong sense of community. They will feel membership in the community of their classrooms, their school, and their town. It is our intention to work closely with all children and parents/guardians in order to ensure that all students achieve their personal best. We have high expectations for all students and hope that each child will leave this school with an excitement for learning and a motivation to excel. Please do not hesitate to contact me concerning how you might become more involved in your child’s experience at Bernardston Elementary School. Sincerely, Bob Clancy, Principal
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Bernardston Elementary School Family Handbook Table of Contents Page: 4 Staff List 5 District School Committee List 6 Statement of Philosophy, Mission Statement, Notice of NonDiscrimination 7 School Hours / Daily Schedule / Out of School Time Program 8 Concerns Procedure / Attendance Policies and Procedures 10 Dismissal 11 No School Announcements / Bus Policies and Guidelines 13 Curriculum, Home and School Collaboration 14 Student Records 15 Calendars, Newsletters 16 Emergency Response Plans 17 Cafeteria Information and PVRSD Food Service Guidelines, Library 19 Report Cards, Textbooks and Supplies, Parent Teacher Conferences 20 Pictures, Student Directory, Celebrations, Lost and Found 21 Electronic Devices, Clothing Policy 22 Parking, Pets/Animals, Use of School Facilities 23 Homework 24 Open House, Electronic Resources, Testing 25 Visitors, Security of the Building, Volunteering 26 Student Safety and Well-Being 27 Behavior Expectations 28 Discipline of Students Under Special Education and Section 504 30 Recess, Bicycles, Skateboards, Field Trips 31 School Council, Friends of BES 32 Student Health 35 Special Education 37 Due Process for Suspensions 41 PVRSD Americans with Disabilities Act (ADA) 42 PVRSD Sexual Harassment, Bullying & Hazing Policy 48 Bullying Definitions 49 Legal Definitions
Rev. August 21, 2017
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BES FACULTY AND STAFF: 2017-2018 Bob Clancy -
[email protected] ………………….………...………………Principal Kathleen Laraway -
[email protected] …..................Administrative Assistant Mary LaValley -
[email protected] ………………………..…….School Nurse Tiffany Thomas -
[email protected] ………………………....Preschool Teacher Renee Keir -
[email protected] ..............Teacher in Charge, Kindergarten Teacher Kelly Guertin -
[email protected] ………………………...……Grade 1 Teacher Bethany Fowler -
[email protected] ……………………………Grade 2 Teacher Jen Comiskey -
[email protected] ……………………………Grade 3 Teacher Kellie Meuse -
[email protected] ……………………………….Grade 4 Teacher Lauren Clary -
[email protected] ………………………………….Grade 5 Teacher Kelly Palasciano -
[email protected] ………………………Grade 6 Teacher Cassandra Lacoy -
[email protected] …………………………….Grade 6 Teacher Pat Shilo -
[email protected] …..……………………...Special Education Teacher Mikaela Marguet -
[email protected] …………...Special Education Teacher Caroline Page -
[email protected] ….Reading Specialist: Reading Recovery/LLI Cathy Halberg -
[email protected] ………………………...School Psychologist Andrea Franz -
[email protected] ………………………...Adjustment Counselor Elizabeth Ryan -
[email protected] ……………….Speech/Language Pathologist Rosa Kessler -
[email protected] ……………………….Occupational Therapist Kristie Sulda -
[email protected] ………………………………Physical Therapist Susan Guy-Greene -
[email protected] ……................................Title I Tutor Judy Duncan -
[email protected] ……………………………………Title I Tutor Hillary Wilbur-Ferro -
[email protected] ……………………………..Art Teacher Lynette Snedeker -
[email protected] ………….Instrumental Music Teacher Nancy Nesheim -
[email protected] ……………………Vocal Music Teacher Sue Scott -
[email protected] ………Physical Ed/Dist Special Olympics Teacher Mary Leyden -
[email protected] …………Technology Integration Specialist Debbie Fajans -
[email protected] ……………...Library Instructional Assistant t.b.d.-
[email protected] ………………………..…Early Education Coordinator Deb Wood -
[email protected] ……………Out of School Program Coordinator Susan Tormanen -
[email protected] ………………..Instructional Assistant Gina Durarte –
[email protected]………………………Instructional Assistant Jessica Piescik -
[email protected] ……………………….Instructional Assistant Stephanie Halbach -
[email protected] ……..................Instructional Assistant Missy Gondella -
[email protected] …………………Instructional Assistant Ree Martin -
[email protected] …………………………..Instructional Assistant Martha Tolpa -
[email protected] ……………………Instructional Assistant Wendy Trill -
[email protected] ……………………………Instructional Assistant Donna DiGeorge -
[email protected] ………………...Instructional Assistant Jennifer Knight -
[email protected] ……………………...Instructional Assistant Jacqueline Hicks -
[email protected] ………………………Instructional Assistant Gertie Power -
[email protected] ………………………..Instructional Assistant Seth Hoffsommer -
[email protected] ………………….School Custodian Tony Streeter -
[email protected] …………………………...Evening Custodian Susan Townsley -
[email protected] ………..…Cafeteria Assistant Manager Cathleen Tuttle –
[email protected] ………...………..………….Cafeteria Helper
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2017-18 PVRSD School Committee B= Bernardston
L=Leyden
N=Northfield
W=Warwick
See monthly online calendars for scheduled meetings & locations. Jim Bell (B) –
[email protected] Debra Gilbert (B) –
[email protected] Robin L’Etoile (N) –
[email protected] Sharon Fontaine (L) –
[email protected] Peggy Kaeppel (L) –
[email protected] Jeanne Milton (B) –
[email protected] Martha Morse (W) –
[email protected] Sue O’Reilly-McRae (W) –
[email protected] John Rodgers (L) –
[email protected] Pat Shearer (N) –
[email protected] Bill Wahlstrom (N) –
[email protected] David Young (W) –
[email protected]
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Bernardston Elementary School Statement of Philosophy Bernardston Elementary School is a place where students and teachers interact for the purpose of learning. The comprehensive educational program contributes to each student’s intellectual, physical, emotional, creative and social growth. Education results from a cooperative effort between students, staff, family, school committee and community; all will be responsive to the needs of our youth and accept responsibility for their learning. All will help the school address the constant changes in society. Bernardston Elementary School will reflect an environment in which students and staff demonstrate mutual respect, cooperate with each other, appreciate each other’s strengths and accept each other’s differences. The educational program will recognize each student’s particular abilities and needs. Through heterogeneous grouping high expectations are communicated to all students as they are offered an equal opportunity to succeed. An educated student practices learning as a continuous process of growth that includes cultural and environmental appreciation, creative and practical experiences and the learning of subject matter. Therefore, the school will strive to provide a broad variety of situations and subjects enabling students to develop concepts, skills and attitudes with which they can understand, make connections and apply knowledge. In order for learning to thrive, it is essential to create a positive climate for learning – one in which students are responsible for taking an active role in their own education and the professional staff is engaged in a continuous process of development. While school is not the only influence in the student’s life, the educational foundation built during these years is an essential component in creating capable, self-confident adults ready to participate in a democratic society.
Mission Statement “At BES we work with effort toward our greatest potential. We promote respect and truth. Our curriculum is filled with academic vigor and a variety of learning experiences. We value community, diversity, and are welcoming to all.” Mission Statement Adopted April 2012
Notice of Non-Discrimination The Pioneer Valley Regional School District does not discriminate on the basis of race, color, religion, national origin, age, sex, gender identity, sexual orientation, housing status, or disability in admission to, access to, employment in, or treatment in its programs and activities. Chris Maguire 97F Sumner Turner Road Northfield, MA 01360 (413) 498-2911
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SCHOOL HOURS Students should not arrive earlier than 8:40am. Supervision is not available before this time. Students and family members arriving before the start of school will be asked to gather in the tiled foyer. Students who are consistently arriving prior to 8:40am will be sent to the Before School Program and families will be charged for that service. Preschool through Grade 6 8:55am to 3:15pm 1/2 Day Pre-school ~ Fridays 8:55am to 12:00pm Early Release Fridays (K-6) 8:55am to 1:45pm Early Release 1/2 Days (PreK-6) 8:55am to 12:15pm ******************** Breakfast Beginning at 8:30am Recess Schedule 11:10am to 11:40am Grades K, 1, 2 11:40am to 12:10pm Grades 3 & 4 12:10pm to 12:40pm Grades 5 & 6 See preschool schedule for specific times Lunch Schedule 11:40am to 12:10pm Grades K, 1, 2 12:10pm to 12:40pm Grades 3 & 4 12:40pm to 1:10pm Grades 5 & 6 See preschool schedule for specific times Lunch is not served on ½ days unless otherwise noted. Lunch and recess is still scheduled on school wide Friday 1:45pm early releases OUT OF SCHOOL TIME PROGRAM The PVRSD Out of School Time Program provides children (K through 6 grade) with a safe and enriching environment before and after the school day. The program offers a variety of activities including group games, arts and crafts, reading, music, homework time, snack, and free time in an encouraging, safe, and friendly environment. The Before School Program: 7:30 AM until the start of the school day. The After School Program: School dismissal until 5:30 PM. A Sliding fee scale is available. For more information please contact: Deb Wood, OST Coordinator:
[email protected] or 413-648-545.
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CONCERNS When a concern arises: Please seek understanding and resolution of a question, concern or grievance according to the following process: If the matter pertains to the classroom: 1. Talk first with the teacher for clarification of the issue. 2. Meet with the teacher to discuss possible resolutions. If the matter is not a classroom concern, or if no satisfactory resolution to a classroom concern is found, please take your concern forward through these channels in the following order: 1. School Principal. 2. Superintendent of Schools. 3. Full School Committee. Following the process in this order will help to expedite a satisfactory response with individual(s) closest to the situation and most likely able to expedite an appropriate resolution to your concern or grievance. ATTENDANCE POLICIES AND PROCEDURES PVRSD Elementary Attendance Policy (Adopted 2010) We cannot stress too greatly the importance of your child being in school everyday, on time, if he/she is to achieve the greatest success in his/her work. Regular attendance is expected of all students. It is impossible to completely make up everything that is missed. A typical school day is filled with learning that is not limited to books, i.e. group projects, discussions, and activities. Paper work can be made up, but the valuable learning opportunities cannot. However, when children are sick, they should stay home from school. If your child will be absent or tardy, please call the school before 9:30 A.M. Please make every attempt to have your child at school on time. This means your child should be in their classroom before the school day start time ~ not just entering the building. Our day is scheduled and when a child is late, something is missed. Each absence or tardy is recorded. Parents and students are reminded that the number of school absences is reported on the Report Card at the end of each marking period. In addition to this, every effort will be made to notify parents by letter when absences begin to be excessive. Parents are strongly urged to assist the school by supporting its attendance policy. ABSENCE PROCEDURE On the day a student is absent, parent(s)/guardian(s) are expected to call the school before 9:30 a.m. On the day the student returns to school, a written excuse note from the parent stating the date and reason for absence is required and must be turned in to the office upon arrival. EXCUSED ABSENCES From time to time, absence from school is unavoidable and legitimate. The following are the only acceptable excuses for absences:
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1. Personal illness and/or hospitalization (after 3 consecutive days, a doctor’s note and/or school nurse examination may be required); 2. Serious illnesses or death in the family; 3. A religious obligation; 4. Medical appointments that cannot be made at a time other than during school hours; 5. Severe storm or impassable roads; 6. Approved school activities; 7. Court appearance; Any other reason for absence is unexcused. PLANNED ABSENCES By June the School Committee establishes the specific dates for school to be in session for the following academic year in order to allow parents and students adequate time to schedule trips and family vacations to coincide with periods in which school is not in session. By doing so, the Committee recognizes the importance of students’ consistent and prompt attendance to school. PVRSD ABSENCE NOTIFICATION POLICY RE: EXTENDED FAMILY VACATIONS Approved by PVRSD School Committee 6/18/2015: Students who miss school due to family vacations, which occur on school days, are responsible for making up all missed work. Teachers may be able to provide the work ahead of time, but this is not always possible. Please plan accordingly. Note these are unexcused absences. Under unique or unusual circumstances, a parent may request for his/her student(s) to leave school prior to the completion of the marking period or for a period of time during the marking period for reasons not covered under acceptable reasons for school absence. Parents/students must make such requests to the Principal, with reasons stated, at least two weeks prior to the departure date. The Principal will respond to all such requests. If a parent/student fails to notify and receive approval by the school, the absence will be treated as truancy. If the request is approved: 1. Parent should meet with their student(s) teachers to discuss how they will complete the work covered during their absence. 2. Homework will be given in advance if possible. RESPONSE TO EXCESSIVE ABSENCES OR TARDINESS Following 5 incidences of absence or tardiness – letter home from principal reminding parents/guardians of the attendance policy and their responsibility in supporting it. Following 10 incidences of absence or tardiness – certified letter home from principal requesting meeting to develop plan to improve attendance. Following 15 incidences of absence or tardiness – certified letter home from principal requesting meeting to revisit plan to improve attendance; possible referral to Department of Children and Families
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DISMISSAL Written permission from the parent/guardian is required for a child to change regular dismissal procedures - regardless of their grade level. A NOTE IS REQUIRED IN THE FOLLOWING INSTANCES: 1. If a child must leave school at any time other than the regular dismissal time. 2. If a child who regularly rides the school bus is to be picked up by anyone, including a parent. 3. If a child who regularly rides the school bus plans to walk or ride a bicycle home or to another destination. 4. If a child rides a bus to any destination other than his/her regularly scheduled bus stop. (Such a request may not always be possible, depending on the capacity of the bus. Please watch for information in Thursday News)
If the school does not receive a written notification for transportation changes, your child will be placed on her/his regular bus.
If you are picking up your child before 3:00pm, please report to the office and sign him/her out. The school secretary will call your child to the office. If you are here at the end of the school day to pick up your child, please wait for him/her in the parking lot loop for students in grades 1-6 until students are dismissed. Preschool, kindergarten students, and their siblings are picked up in the playground loop. For the safety of the students, we ask that adults picking up students sign them out on the sign out sheets provided by staff at the gym doors. At 3:15pm, students walking and riding bikes are dismissed out the main entrance. Students being picked up are dismissed to either the playground loop for prek-k students, or by the mailbox for students in grades 1-6. Students riding buses will be dismissed out the main entrance as the buses arrive.
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NO SCHOOL ANNOUNCEMENTS If there is a "no school" or delayed opening announcement for Bernardston Elementary School (Pioneer Valley Regional School District), due to inclement weather or other conditions, it will be made over the following stations: Radio stations: WHAI, WYRY, WHYN, WRSI, WTSA, WKVT, WHMP. Television stations: Channels 3, 22, 40 and 6 out of Albany. The announcement will be made utilizing the media at approximately 6:00 a.m. If a delay announcement is made, please continue to monitor the news for a potential school closing. In the event of a one hour delayed opening on a Friday, the morning session of preschool will be conducted. In the event of a two hour delayed opening on a Friday, the morning session of preschool will not be conducted on that day. In addition a phone call from the district’s “Blackboard Connect” system will be placed in order to notify families of a delay, cancellation, or closing. In order to maintain clear communication for emergencies, please notify the school of updated phone numbers. Emergency dismissal seldom occurs. However, if such a situation should occur due to bad weather or a building emergency, please plan with your child the procedure to be followed upon their arrival home. To assist in this process, an Emergency Procedure Sheet will be sent home each year to be filled out by parents, which will identify whether a child will go home as usual or to a different location. BUS POLICIES AND GUIDELINES In late August the policies, guidelines, rules, bus routes and school calendar are available at the school’s main office when school begins. This also lists the bus company’s pick up times, bus number and route taken. The bus company used is Kuzmeskus Bus Co. at 863-2595. Questions or concerns regarding bus matters should be addressed to the bus company. Prior to Loading: 1. Be at the stopping place five minutes prior to the designated pickup time and ready to get into the bus with the least possible delay in order to keep the bus on schedule and to minimize traffic hazards. 2. Students loading the bus on a street where the bus passes in both directions are to wait until the bus passes on their side so they will not have to cross the road. 3. Students having to cross the road when loading and discharging are to cross in front of the bus, upon the driver’s signal. All pupils are advised to use extreme caution by looking at traffic both ways before crossing. 4. Do not stand or play in the roadway while waiting for the bus. 5. Remain at least five feet from the bus when it stops to pick up, and move forward only when the door opens. 6. After boarding the bus, take a seat as quickly as possible. While on the Bus: 1. Do not bring animals, glass, reptiles, or prohibited or illegal items on the bus. 2. Obey the bus operator at all times while under his or her supervision.
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3. Maintain an acceptable manner of conduct at all times. Yelling, smoking, vulgarity, boisterous behavior, spitting, or throwing objects out of windows or other insubordinate behavior will not be permitted. 4. Remain seated while the bus is in motion. 5. Do not extend any part of the body out of the bus windows at any time. 6. Keep aisles clear of lunch boxes, musical instruments, books, etc. 7. Assist the bus driver in keeping the bus clean by not eating or drinking while on the bus. 8. Do not deface or damage any part of the bus. 9. Remain absolutely quiet when approaching a railroad crossing. 10. Do not play a radio or other audio devices on the bus. 11. Do not tamper or try to operate either the service door or the emergency door; this is the responsibility of the bus operator. IT IS MOST IMPORTANT THAT ALL CHILDREN ARE SAFE WHILE ON THE SCHOOL BUS. RIDING THE BUS IS A PRIVILEGE AND ANY INFRACTION OF BUS RULES MAY RESULT IN THE LOSS OF THIS PRIVILEGE. COMPLETE BUS DISCIPLINE PROCEDURE IS AVAILABLE AT THE SCHOOL OFFICE. SCHOOL BUS DISCIPLINARY PROCEDURES The following action will be taken whenever the school bus driver issues a student a bus discipline ticket. The student must have the ticket signed by the Principal, Assistant Principal, or Dean before he/she is allowed to ride the bus home; the ticket must then be signed by the parent/guardian and given to the bus driver the following morning. 1st Ticket: Warning 2nd Ticket: Three-day suspension for bus riding privileges. 3rd Ticket: Five-day suspension of bus riding privileges and a parental conference. 4th Ticket: Indefinite suspension. If deemed necessary by the administration and the bus company, riding privilege may be suspended without using the above system. Questions or concerns regarding bus matters should be addressed to Kuzmeskus Bus Co. at 863-2595.
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CURRICULUM The instructional program in the elementary school is designed to help encourage the pursuit of life long learning and to help the individual develop to the limits of his/her capacity the ability to enjoy a socially responsible life. This is primarily accomplished through the pursuit of excellence in the areas of reading, handwriting, spelling, oral and written language, mathematics, social studies, science, art, music, health, physical education, and computer education. The Massachusetts Curriculum Frameworks provide a foundation for ongoing curriculum development. Teachers and administration work collaboratively to develop curriculum, which aligns with the state frameworks. Teachers implement this basic curriculum in a creative and thought-provoking manner based upon sound educational theory and each teacher's special talents and strengths.
HOME AND SCHOOL COLLABORATION It is our belief that student achievement will improve as a result of collaboration between the school and its families. Parent and teacher communication is encouraged. The following are some suggestions that may help to increase the academic success of your children: • • • • • • • •
Sign and return all papers that require a signature. Encourage positive attitudes toward school. Be certain that your child is absent only when necessary. See that your child arrives to school on time. Attend parent-teacher conferences. Encourage your children to prioritize their activities, putting schoolwork first. Read to your child and encourage your child to read each day. Praise children often and have high expectations for their success
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STUDENT RECORDS Under Chapters 71, 71B, and section 13 of Chapter 76 of the General Laws of the Commonwealth of Massachusetts, student's temporary records (not including transcripts of grades) shall be destroyed five years after transfer, withdrawal, or graduation from school. Any student and/or parents have the right to receive, upon request, such information in whole or in part before its destruction. Non-Custodial Parents Massachusetts law has been revised to standardize the process by which elementary and secondary schools provide student records to parents who do not have physical custody of their children (“non-custodial parents”) The law, M.G.L. Chapter 71, Section 34H, is intended to encourage parents to be involved in and informed about the education of their children, while protecting the rights and safety of all parties. The school is required to give full rights to either parent, unless the school has been provided with evidence that there is a court order, state statute, or legally binding document relating to such matters as divorce, separation, or custody that specifically revokes these rights. Section 34H (b) requires the non-custodial parent to submit a written request to the principal annually. A copy of the required affidavit specifying the mandated documentation is available. Upon receipt of the completed affidavit the school must immediately notify the custodial parent of the receipt of the request and that the school will provide the student record information to the requesting parent pursuant to Section 34H after 21 days, unless the custodial parent provides to the principal of the school with documentation of any court order which prohibits the non-custodial parent from having contact with the child, or prohibits the distribution of the student record information, or is a temporary or permanent order issued to provide protection to the custodial parent or any child in the custodial parent’s custody form abuse by the requesting parent, unless the protective order specifically allows access to the student record information. For a more complete explanation of your rights under the law you may wish to consult with your attorney or the court.
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CALENDARS A current Pioneer Valley Regional School District Calendar has been provided for your family’s reference. This calendar lists all early release, in-service days, holidays, and vacations. In addition, Bernardston Elementary School events will be communicated to you through classroom and school newsletters. Special dates may also be listed on the school’s website. The district calendar, as well as the BES newsletter the Thursday News, our monthly lunch menu, and more can also be found on our school website: https://sites.google.com/a/pvrsdk12.org/bes/ NEWSLETTERS We will continue to use a “Thursday Folder” system in which all notices will be sent home with students each Thursday. It is especially important that families check students’ backpacks each Thursday, as the folder will contain the weekly lunch order forms, a weekly school update, as well as other notices and classroom communication. In general, we will send home one notice per family. This notice will come home with the youngest student in the family. It is our hope that all school, district, and community notices will be sent home in the Thursday folders. Therefore, we ask for cooperation from outside groups in providing their notices to the school no later than Wednesday. Although the majority of school communication will be sent home on Thursdays, it is important to have your child check his/her backpack each night for homework assignments, as well as occasional notices that cannot be sent on Thursday. Occasionally school announcements and reminders may also be sent using the district’s automated phone system, “Blackboard Connect” however, it is our hope to limit the interruptions to the busy lives of our families. Please refer to the Thursday News for regular communication.
EMERGENCY RESPONSE PLAN Bernardston Elementary has a response plan in place in the event of an emergency. We will continue to periodically have drills so that everyone understands the procedures. In case of an accident or emergency at the Vermont Yankee Nuclear Power Station, a specific plan and procedure are in place. Plans are on file in the school office should you wish to read the specific plan for Bernardston Elementary School. FIRE, EVACUATION and SHELTER IN PLACE PRACTICE Fire, Evacuation, Shelter-In-Place practice will be held throughout the school year. When directed students will shelter in place or exit the building in an orderly fashion. It is very important that each student remain calm and attentive. Each classroom has a prescribed plan to shelter in place or exit. If directed, once all the students have cleared the building and have reported to their designated outside meeting areas, they should wait for further instructions from their classroom teacher. CAFETERIA INFORMATION Students may bring their own lunches and purchase milk or buy a school lunch. Snack milk is also available. Prices for lunch and milk are subject to change as voted by the School Committee.
Adult Child Child reduced
2017-2018 Lunch Prices Breakfast Lunch $2.00 $4.10 $1.85 $2.86 $0.30 $0.40
* Milk $ .60 $ .60 $ .60
Student lunch accounts may be paid online at: www.payforit.net. Nutritional, well-balanced lunches are provided. Free and reduced lunches are provided for children whose parents meet the appropriate criteria established by the Massachusetts Department of Education. Applications for free or reduced lunches are distributed to all students in September and may be obtained at any time throughout the year from the school office. * Please note, snack milk or milk with home lunch is charged at full rate for all students regardless of free or reduced lunch status. A lunch calendar will be sent home prior to the first of each month. Weekly lunch order forms will be sent home at the beginning of each
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month in Thursday folders. Order forms and payment should be returned to school on Monday so that the cafeteria manager can plan breakfast and lunches for the week. Classes are accompanied to the cafeteria by assigned staff. The cafeteria staff fills each student's tray with the main course. Each child is encouraged to take a little of everything being served. Children are asked not to bring candy, gum and soda for lunch. Students are reminded to use appropriate table manners. Conversation should be the same as one might use in a restaurant. Once seated, students must stay in that spot until their lunch is finished. Sharing food in the cafeteria is discouraged. Seating in the cafeteria is at the discretion of the Lunchroom Supervisors. The Lunchroom Supervisor dismisses each table individually, however, students should never feel rushed and may remain eating for the entire lunch period if they choose to do so. Students are responsible for maintaining their individual table place. When they have finished eating they will deposit the recyclables and trash in the designated containers. After students are dismissed from their tables they must wait in line until the Lunchroom Supervisor excuses them. They walk to their classrooms in an orderly fashion. It is expected that rules of good health, good manners, and common sense be used during this lunch period. Family members are welcome to have lunch with their children at any time during the year but it is important that you call the office to reserve lunch. NO LUNCHES SERVED ON 1/2 DAY EARLY RELEASE DAYS: Please plan ahead for these days.
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Pioneer Valley Regional School District Food Service Guidelines Pioneer Valley Regional School District offers parents the opportunity to select the best meal plan to meet their children’s needs, the family budget and life style: • Breakfast and/or lunch packed at home, brought to school and eaten in the cafeteria. • Breakfast and/or lunch purchased at full price at your child’s school. • Breakfast and/or lunch at free or reduced lunch fees for families who qualify according to income guidelines. Families may apply at any time during the school year if there is a change in income status. We are committed to working with parents to ensure that all school age children have adequate nourishment. Studies have conclusively associated proper nourishment with a child’s ability to learn. Our PVRSD School Lunch / Breakfast Program operates on a non-profit basis and is not supported by local tax dollars. Its operational budget comes from daily revenues and state and federal subsidies. It is the responsibility of parents who choose to purchase or receive subsidized meals from our program to stay current with their bills and to notify Food Service of any changes in their income status so that we may provide you with Free and Reduced meal applications on a timely basis. Pre-payments may be made by cash, check, or bank check. The following guidelines are currently in effect: All meals must be paid for in advance. Money may be sent in on a monthly or weekly basis with your child. Deductions are made only when students purchase school meals or milks. After five days of non-payment, parents will be notified that their child will be given a sandwich, fruit, and milk until the account resumes to a positive balance. Families are welcome to complete a Free/Reduced Lunch Application at any time during the school year. Should the application for free or reduced status be approved, families are still responsible for the balance due, as the change of status is not retroactive for past due balances.
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REPORT CARDS Student evaluation reports are sent home three times per year in November, March, and June. Parents should look for these evaluations. Specific dates will be published in Thursday News. Report cards and parent/teacher conferences are ways that teachers communicate with parents and guardians about students' academic and social growth. If after checking a student's report card parents have any questions they should contact the teacher for an appointment. TEXTBOOKS AND SUPPLIES All textbooks and curricular materials are supplied at the expense of the district. These books and materials are the property of the district and are loaned to the pupils. When pupils lose, destroy, or damage any schoolbooks, school equipment or school property, parents are responsible and shall be asked by the school personnel to make restitution. The teacher will inform the parent of any supplies students may need to buy. PARENT/TEACHER CONFERENCES Scheduled Parent-Teacher Conferences are held in the Fall & Spring. At this time, your child's progress will be discussed. You are encouraged to make every effort to attend. Additionally, you may request a meeting with your child’s teacher at any point throughout the year. While report cards give valuable information in summary form, they can never take the place of personal contact. Only in a conference can the many aspects of the child's educational development and growth be fully explained and discussed between the people who know the child best - the parents and the teacher. Parents are welcomed and encouraged to come to school to talk with teachers. However, in the interest of not interrupting the children’s school day, we ask parent or guardians to call school to arrange a mutually convenient time to speak with teachers.
LIBRARY Students at Bernardston Elementary may borrow books/materials from the school library during library period each week. The number of books allowed is at the discretion of the school library paraprofessional. Students are responsible for returning any overdue books. If a book is not returned, he/she is responsible for the cost of the book in a timely manner. If a library book is damaged, the replacement charge applies.
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PICTURES School pictures, both individual and class, are taken each fall. Pictures will be taken in late September each school year with retakes taken within approximately 30-days. Information regarding the process and scheduled dates will be sent home in the Thursday News. STUDENT/CLASSROOM DIRECTORY Each fall the Bernardston Elementary PTO will create a grade level student directory. Families may voluntarily provide their address and phone number to be shared with other families in that grade level. This can help to facilitate social interaction outside of school and facilitate communication between families. Families always have the option to elect that their information not be included. CELEBRATIONS Each year every child's birthday is typically recognized in the classroom. Please contact your child's teacher if this practice is contrary to your personal beliefs. Parents are asked to contact their child's teacher if they wish to make arrangements to recognize their child's birthday during the school day. Please familiarize yourself with the PVRSD Wellness Plan to help plan healthy snacks your child might share with his/her class. Parents are also asked to refrain from having their child distribute party invitations in school. This is uncomfortable for excluded children. Families should make use of the student/classroom directories prepared by the BES PTO. LOST AND FOUND All unclaimed clothing items are kept in a specific area within the school. It is recommended that name labels be placed on sweaters, jackets, and other items for easier return. Parents are urged to visit the school to claim lost articles. Small items are kept in the office. The school accepts no responsibility for items lost. Several times throughout the year unclaimed clothing is donated.
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ELECTRONIC DEVICES We encourage families to carefully consider the ramifications of sending electronic devices to school with children. Electronic devices can often cause distraction and may be confiscated in those cases (to be returned to a parent). Students bringing cell phones to school must ensure that they are turned off during all school hours, which includes: snack, recess, lunch, during class, and restroom breaks. The school cannot accept responsibility for these devices and we would encourage families to keep these items at home. It is understood that BES and the PVRSD is not responsible or liable for any damaged, lost, or stolen electronic devices. Students who fail to comply with this policy will have their personal electronic device confiscated by BES staff. CLOTHING POLICY Children are encouraged to choose clothing appropriate for the school environment and weather conditions. During the cooler months, the children should dress accordingly and wear a sweater, sweatshirt, or light jacket when out at recess. Students are encouraged to leave a seasonal spare change of clothes at school. Children in primary grades are required to wear snow pants and boots to recess if they are to play in the snow. This practice is also strongly encouraged at the fifth and sixth grade level. If there is snow on the playground, the children without snow pants and boots must remain on the blacktop area. Heavy outerwear (coats, jackets, snow pants, boots, winter hats/hoods etc.) are not to be worn in school. Sneakers are required for weekly participation in physical education. Once sanding and salting of the roads, sidewalks, and parking lots begins, the children must wear a different pair of sneakers in the gymnasium. This may be an inexpensive pair of sneakers and may be kept at school for gym class. It is also necessary that students wear appropriate clothing for physical exercise on days when they have physical education class.
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PARKING Parking at Bernardston Elementary can be a challenge! To ensure the safety of the children, and to adhere to town guidelines, it is important that parents or visitors park in designated parking spaces. This process is equally as important during arrival and dismissal periods. Cars should never park in the designated bus lane in front of the school during morning unloading times or after they arrive at dismissal. Please exercise caution in the parking lot during arrival and dismissal time, as there are many cars and children walking. Please note that idling for more than 5minutes is against Massachusetts General Law. Thank you for your cooperation in regard to this very important matter. PETS/ANIMALS There is nothing cuter than a fuzzy little animal. Most of us love them and have no problem being near them. That is not the case with all children or adults. Some children are highly allergic to many kinds of animals. Other children have had a frightening experience around animals that may have included being mauled or bitten. Due to these two reasons, we ask that you please do not bring animals with fur/hair into the school. If you make arrangements with a classroom teacher to show an animal, these animals should be viewed outside on the playground. USE OF SCHOOL FACILITIES Community groups or individuals may make arrangements to use the school facilities after school hours by submitting a facilities request form and submitting it to the office. The Principal and the Bernardston Board of Selectmen must approve arrangements. For further information and a facilities request form, please contact the school office.
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HOMEWORK Homework assignments are used to reinforce, to enrich, and to provide the student with the opportunity to prepare subject matter independently. Homework may be assigned in grades one through six as needed. In general, homework will not exceed the following allocations per night: Grade two Grade three Grade four Grade five Grade six
- twenty minutes ‑ thirty minutes ‑ forty minutes ‑ fifty minutes ‑ sixty minutes
If a child is consistently exceeding these guidelines or having difficulty with the work, please contact your child's teacher. Parents need to be aware of the difference between homework and unfinished daily work, which may also need to be completed at home. Generally homework is not given on Friday, however, there may be long term projects assigned which require students to set aside blocks of work time per night. These projects provide students with the opportunity to budget their time to complete assignments. Parents or guardians will be notified if a student continuously fails to complete homework assignments on time. If necessary, the teacher may request a meeting with the student/parents to create a plan to ensure the future completion of homework assignments. Homework Tips: • Provide a quiet place to do homework. • Set aside a specific time to do homework. • See that study area is well equipped with pens-pencils, paper, ruler, markers, glue, dictionary. • Look over homework assignments to check for understanding. • Encourage students to work independently, but be available to assist during homework time.
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OPEN HOUSE Open House at the Bernardston Elementary School is held in late September/early October. This is an opportunity for you to visit your child's classroom and become acquainted with your child's teacher and educational program. Individual conferences are not possible at this time but may be arranged. Information regarding Open House will be sent home prior to the event. ELECTRONIC RESOURCES ACCEPTABLE USE POLICY The Pioneer Valley Regional School District has established certain protocols to insure the safety of the school community, the security of the computer network, and compliance with applicable law. This policy can be found at the school office or on the district website at wwwpvrsdk12.org. A copy may be requested by calling the office. TESTING State standardized testing typically occurs each year for students in grades three through six at BES. The revised MCAS (Massachusetts Comprehensive Assessment System) test has been built upon the best aspects of the previous MCAS assessments and includes innovative items developed by PARCC (Partnership for Assessment of Readiness for College and Careers), along with new items specifically created to assess the Massachusetts learning standards. MCAS is an untimed computerbased test. It includes three parts of English/Language Arts for grades 3 5, two parts of ELA for grade 6, two parts of Math for grades 3 – 6 and two parts of Science & Technology/Engineering for grade 5. The testing window is open from the first week of April through the end of May. These tests will evaluate the student's ability to think critically and to problem solve. MCAS test questions are still available online. If you would like your own copy of prior questions, please visit the DESE website at: http://www.doe.mass.edu/mcas/results.html and http://profiles.doe.mass.edu/.
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VISITORS To ensure the safety of all our students at Bernardston Elementary School all visitors/ volunteers will use the main entrance, report directly to the office where they need to sign in and obtain a visitor pass. Visits to our school and/or classrooms by parents are welcomed. They allow parents the opportunity of observing the teaching and learning process. All school visits must be scheduled in advance with the classroom teacher. SECURITY OF THE BUILDING All doors are locked at Bernardston Elementary School for the safety and security of students, staff, and visitors. When arriving at the front entrance at BES please ring the doorbell and know that someone from the staff will come to the door as soon as possible. We regret any inconvenience that you may experience but safety is first for all building occupants. Please then check in at the front office. Thank you in advance for your patience and understanding. VOLUNTEERS Volunteers within our school provide teachers and other staff members with volunteer assistance by members of the community who have expressed a desire to help provide quality educational services at Bernardston Elementary. Volunteers will assist teachers by fulfilling tasks that teachers or administrators have specifically requested. The purpose is to supplement and enrich the school program at the direction of the professional staff. We have a variety of needs in the following areas: school library, chaperoning, and in the classroom. Parent volunteers are most welcome at Bernardston Elementary School. If you are interested in volunteering in our school, contact the classroom teacher or call the school office at 648-9356 if you have time to offer. The office will provide interested volunteers with a CORI/SORI form and information regarding fingerprinting which is now required in Massachusetts. We will also notify previous volunteers when their CORI expires. When arriving to volunteer, please sign in at the office. Thank you in advance for any assistance you may be willing to provide.
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STUDENT SAFETY AND WELL-BEING The district has been carefully following the creation of legislation adopted by the Commonwealth of Massachusetts. The legislation stresses three components as essential to a school’s efforts to prevent and address bullying: • Age-appropriate instruction for students in each grade on bullying prevention incorporated in a school’s curriculum. PVRSD elementary schools implement the Second Step social curriculum in grades PK-6. A social curriculum helps students learn how to feel good about themselves, interact with each other, and develop healthy relationships. • A clear statement that bullying of any type is not permitted in our schools, the requirement that all adult and student witnesses report it immediately, and clear and easily understood procedures for responding to and investigating reports of bullying. We have a bullying statement and established policies and procedures for reporting and investigating incidents of bullying when they occur that are in compliance with the new MA Anti-Bullying Law. • The development of a bullying prevention and intervention plan to be implemented, including strategies to protect those who report bullying and appropriate services for students who have been bullied or are bullies. Many strategies and services are already in place and we have started the process of documenting our prevention and intervention plan. The MA Department of Elementary and Secondary Education will be required to provide guidance and resources. Throughout this year, the district will ensure that our policies, programs, and strategies meet its intent. We will look for ways to strengthen and improve our efforts to ensure the safety and well being of all our students. We welcome your ideas or questions.
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BEHAVIOR EXPECTATIONS: ! Respect is our guiding principle. It is expected that children and adults will treat each other with respect. We strive to use supportive language and a respectful tone while keeping the Golden Rule in mind. We model and expect kindness and good manners. ! Teachers, staff, and students at Bernardston Elementary School work together in a proactive way to promote appropriate behavior. We help each other understand and reflect on our behavior. Children are empowered to solve their own problems and, when appropriate, are involved in determining consequences for their behavior. ! Developing social skills is a priority in our school. Children need time and guidance in practicing cooperation, negotiation, problem solving, communication and empathy in various school settings. ! A major goal for establishing rules is that students develop mechanisms for self-control such as the ability to attend, the ability to use words rather than force, and the ability to make appropriate choices. ! Teachers and students at the beginning of each school year establish rules for each classroom. In establishing rules together, we build a foundation upon which our community develops. There are also school-wide rules generated by the children. CONSEQUENCES FOR INAPPROPRIATE BEHAVIOR: When students do not follow school rules, consequences are respectful, related, logical, and reasonable. When necessary, parents or guardians will be informed. Parents and/or guardians will be contacted when instances that involve conflict between students occur. " In instances of disruptive behavior, the student is: - Given a reminder or warning - Timed out in the classroom - Timed out in a neighboring classroom - Brought to the office to speak with the principal and parent or guardian may be called (child may be sent to the office with a note from the teacher.) " In instances in which a student physically endangers another person, that student shall be brought to the principal immediately. In all such cases, the students’ family will be notified of the incident. The student may serve an in-school suspension. Repeated or extreme aggressive
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acts will be handled at the discretion of the principal (or head teacher) and may result in an out-of-school suspension. " In instances in which property is damaged, stolen or destroyed, the principal and attending teacher shall determine the consequences. " In repeated or extreme instances in which a student uses hurtful language (put-downs, bullying, swearing, name calling) toward other students, teachers, or staff, that student shall be brought to the principal immediately. The student's parent or guardian will be notified of the incident. Incidents will be dealt with in accordance with the PVRSD bullying policy.
DISCIPLINE OF STUDENTS UNDER SPECIAL EDUCATION AND SECTION 504 The discipline of students with disabilities eligible for special education and students on Section 504 Accommodation Plans is governed by federal and state special education laws and the regulations promulgated there under. These laws include the Individuals with Disabilities Education Act, its implementing regulations 34 C.F.R. et seq.; and Massachusetts General Laws, chapter 71 B and its implementing regulations 603 C.M.R. 28.00. Students with disabilities who violate school rules are subject to removal from their current educational placement for up to ten (10) school days per year, to the extent that such a removal would be applied to students without disabilities, without a prior determination as to whether the misconduct is related to the student’s disability. The student’s IEP or 504 team must meet within ten (10) days of the decision to suspend to review all relevant information in the student’s file. Anytime school personnel seek to remove a student from his or her current educational placement for more than ten (10) days in any school year, this constitutes a ‘change in placement.’ This includes both in school and out of school suspensions. A change in placement invokes certain procedural protections under the IDEA, the federal special education law. These include, but are not limited to: A. If the school did not conduct a functional behavioral assessment and implement a behavioral intervene- tion plan for such a student before the behavior that resulted in the discipline, the school shall convene an IEP meeting to develop an assessment plan to address the behavior, or if the child already has a behavior intervention plan, the IEP Team shall review the plan and modify it, as necessary, to address the behavior. B. A review by the IEP Team of the relationship between the child’s disability and the behavior subject to the disciplinary action, which is often referred to as the Manifestation Determination. School personnel
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may order a change in educational placement of a child with a disability to an appropriate Interim Alternative Educational Setting (IAES) that provides the student with a free appropriate public education for the same amount of time that a child without a disability would be subject to discipline, but not for more than forty-five (45) calendar days if the student: 1. Carries or possesses a weapon to or at school, on school premises, or to or at a school function. 2. Knowingly possesses or uses illegal drugs at school, a school function, or school sponsored event; or sells or solicits the sale of a controlled substance while at school, a school function, or a school sponsored event. School Personnel may also seek an order form the department of Elementary and Secondary Education Bureau of Special Education Appeals (BSEA), using the authority of the hearing officer, placing a student in an Interim Alternative Educational Setting (IAES) for up to forty-five (45) calendar days, when it is determined that the student is “substantially likely” to injure him/herself or others. Parents/guardians and/or students, where appropriate, may request a hearing at the Bureau of Special Education Appeals regarding a disciplinary action described above to challenge the Interim Alternative Educational Setting (IAES) or the manifestation determination. For a copy of the Massachusetts Department of Elementary and Secondary Education brochure on Special Education Parents’ Rights available in many languages visit http://www.doe.mass.edu/sped/prb/ or contact the administrator of Special Education at (413)498-2911.
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RECESS Recess is designed to give your children vigorous exercise, a time to be active and learn to play cooperatively. During regularly scheduled recess periods, there will be adults on the playground. Students are asked to stay within sight of the adults and if they need any special attention, they should see the adult on duty first. All children are required to participate and a doctor’s note is necessary for staying inside on outside recess days. During the winter months please be sure that children dress appropriately for the weather conditions. BICYCLES Children, with parental permission, may ride bicycles to school. Helmets must be worn in compliance with Massachusetts State Law. We urge parents to review safe riding procedures and perform a regular safety inspection of bicycles. Students are reminded to walk their bikes on the school grounds during the school day. There is to be no riding during the school day including recesses. A permission slip will be sent home in the beginning of the year to indicate your permission for your child to ride his/her bike to and from school. SKATEBOARDS AND ROLLERBLADES Skateboards and rollerblades may not be used on school grounds. Students are reminded that skateboards and rollerblades must be carried once on school property. FIELD TRIPS, SCHOOL EVENTS, DISTRICT EVENTS Trips to sites throughout the area can be an important enrichment activity within the scope of the classroom curriculum. Trips connected to classroom curricula will be planned by school staff. Notices and permission slips will be sent home for each individual field trip. In addition, the location of Bernardston Elementary allows for exciting enrichment activities right here in Bernardston! A walking field trip permission form will be sent home in September. This will allow classroom teachers to access the wonderful environment surrounding our school. Children are expected to participate in all school-sponsored or districtsponsored events. These events may be graduation exercises, fine arts concerts, band/music performances, field trips, or other similar events. These activities are scheduled as part of our regular approved curriculum, and, as such, attendance by the children is expected. If you elect not to have your child participate in a scheduled field trip or district event, your family may need to make alternate arrangements for your child.
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SCHOOL COUNCIL The Commonwealth of Massachusetts has enacted legislation, which calls for the establishment of a School Council for each elementary, secondary, and independent vocational school in the Commonwealth. Each council is to have the following categories of membership: school representatives (including principal), parents, and community representatives who are not teachers or parents of students at the school. Councils are to assist principals in adopting educational goals for the school, identifying the educational needs of the students attending the school, and formulating a school improvement plan. Parent representatives on the council are elected our PTO, the Friends of BES. Meetings are held monthly and are open to all. FRIENDS OF BERNARDSTON ELEMENTARY SCHOOL We strongly encourage all parents and guardians to become actively involved in this organization. The Friends of Bernardston Elementary School not only supports the activities at the school such as field trips, programs, etc; it also can provide you with useful information as well as a chance for parents to come together with ideas and concerns. It is the format for one to become actively involved in the whole school program. Please contact the school for more information.
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STUDENT HEALTH Please contact the school nurse at 648-9356 with any questions. Staff - A registered nurse coordinates the health care needs of each student. This includes complying with school health policies mandated by the state of Massachusetts, screening and referring students, attending to sick and injured students, facilitating positive student responses to normal development. Utilizing a team approach, the school nurse promotes the health and safety of the students, and administers medication per doctor’s orders and employs early intervention with potential health problems. Emergency Information - At the beginning of the school year each child receives an Emergency Information form. These forms provide the information necessary to reach parents, guardians, or alternates promptly in case of illness or accidents. Because individual health conditions may vary among children within a family, parents who have more than one child in our school are asked to fill out a separate card for each child. In the event a parent or guardian cannot be reached, the name of a person to be notified in cases or emergency must be included on each card. Please be sure the persons you name are willing and able to serve in this capacity; whenever possible, please list local people. Please update the office with changes to your information as they occur (cell phone, work phone, etc.) Physical Exams - Physical exams are required for entrance to pre-kindergarten, kindergarten, and grades 4, 7, and 11. Annual physical exams are required for all students who play sports. Students are encouraged to go to their own physicians. Your own pediatrician has more knowledge of your child and conducts a more thorough examination. Maintaining a connection with your physician is an important opportunity for you and your child. If necessary, the fourth grade physical will be completed by the school physician if a request is made in writing. The physician must have a written report sent to the school to be kept in the student’s health record. Students who transfer into the Pioneer Valley Regional School District must show evidence of a physical exam within the past six (6) months or make an appointment to satisfy this requirement. The Massachusetts Department of Public Health requires verification of completion of school immunization requirements for all children attending school. Immunizations – In accordance with MGL Ch 75 Sec.15, no student will be admitted to school without documentation of complete immunization. The physician will administer private immunizations and boosters. Any family unable to arrange for the required immunizations will be assisted through referrals by the School Nurse to obtain them. Lead screening is required prior to entering pre-kindergarten or kindergarten. A current immunization schedule is available from the School Nurse. Exemptions for medical or religious reasons must be requested in writing.
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Illness and Injuries at School - If a student is sick or has been injured seriously enough to require further evaluation, school staff will contact a parent or guardian. It is the responsibility of the parent or guardian to take the child home and/or arrange for any needed medical follow-up. The School Nurse will administer first aid only. In case of serious injury requiring emergency medical treatment and a parent or guardian cannot be reached, an ambulance will be called if necessary and a school staff member will accompany the student to the nearest hospital emergency room. For your child's sake, as well as for the sake of others, please keep your child home if he/she is not well. Your child must be fever-free for 24 hours without medication before he/she is permitted to return to school. If your child has a contagious illness such as strep throat, conjunctivitis (pinkeye), or impetigo, he/she must be evaluated by his/her physician and then may return to school 24 hours after beginning the prescribed treatment. Please contact the school nurse if your child has a contagious illness. Notices concerning contagious disease exposure in the school are sent home with the students. Please read these as they contain information about signs and symptoms, and school policy concerning re-entry into class. Medication Policy - The following guidelines must be followed to ensure safe and appropriate administration of all needed medications during school hours. This includes non-prescription medications that are required on a regular basis. State mandated forms are to be completed before any medication is given in school. These forms may be obtained from the school nurse. 1. Written consent from the parent or guardian for the administration of medication during school hours. If a student has multiple medications, including prn, they must be listed individually on this form. 2. A signed and dated order by the doctor that includes the need for the medication, the name of the medication, and the dosage, route of administration, and time(s) to be administered. 3. A medication administration plan (a med plan) is completed and signed by both the parent and the school nurse for each medication taken at school. 4. Each prescription medication should be brought to the Health Office by a responsible adult and in the original container. No more than a 30-day supply of medication can be accepted at one time. Please do not send medication to school with students. Unmonitored medication endangers the health and safety of every child in the school. Medications are kept in a locked cabinet in the health office. All meds are to be picked up at the end of the school year. Meds are not stored during the summer. Any meds left will be discarded.
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5. Students must come to the Health Room for each medication dose. It is each student's responsibility to appear promptly at the prescribed time(s). 6. If a child has a short term (those requiring administration for ten days or less), the pharmacy labeled container may be used in lieu of a physician’s order. A letter from the parent requesting that the medication be administered and the time of the administration must accompany the medication. 7. An Interval Health History is sent home at the beginning of the year. It must be filled out and signed by the parent/guardian each year. This form asks for information about your child’s health, gives permission for the school nurse to treat, as well as offering an optional consent for Tylenol, Ibuprofen, and Benadryl to be given at school should the need arise. These medications can be given no more than 3 times per month without a written order from a physician. Completion of this form assists the nurse in her assessment of your child’s health/illness status. 8.
If your child has a life-threatening allergic reaction to bee stings or other substances (or if he/she has a sibling who reacts), please contact the School Nurse. It is crucial for the school to have a written protocol for dealing with this type of reaction on an individual basis should the need arise. Also, if an EpiPen has been prescribed for your child, please provide one to be kept in the Health Room. (If your child will participate in the after-school program, a second EpiPen will be needed, as staff from this program does not have access to the Health Room after school hours.)
Screenings - Students are screened annually for height, weight, vision and hearing as required by the Massachusetts Department of Public Health. These screenings are not diagnostic. Any child who falls outside the expected parameters for their age or size group, their parent/guardian will be notified. A recommendation for follow up with the appropriate referral will be included with this notification. Postural Screening is done annually for students in grades 5-9. Changes in the spine often develop slowly and without pain during these growthspurt years. The school nurse and the physical education teacher will do the initial examination. Recommendations for further evaluation by a physician are directly forwarded to the parent/guardian. Exemption from this screening is allowed if a student's parent or guardian provides a written request. In this case, the student must be screened by his/her own physician and written verification from the physician given to the school nurse.
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Fluoride Program - Students may participate in a weekly fluoride rinse program. Participation is optional, and written permission by each student's parent or guardian is required. The fluoride rinse program is offered free of charge to all students in grades 1 through 6.
SPECIAL EDUCATION The Massachusetts Special Education Act of 1972, commonly referred to as "Chapter 766", ensures that all children with special needs between the ages of three and twenty-two will receive a free appropriate education in the least restrictive environment. These disabilities include pupils with temporary or permanent intellectual or emotional problems; sensory or physical impairments including vision or hearing problems, speech or communication disorders, cerebral or perceptual dysfunctions or other specific learning difficulties or combinations of them, which interfere with the student's ability to progress effectively in regular education programs. The Pioneer Valley School District makes every effort to educate all the students in our schools if possible. We believe that the environment of the community school is the most normalizing and enriching. To this end attempts are made to do the following: ♦ To find and evaluate at the earliest possible time all children with learning problems ♦ To develop an Individual Education Plan (I. E. P.) for each child who has a disability that significantly impacts his/her educational progress ♦ To provide these services within the local schools whenever possible To accomplish the above responsibilities, Bernardston Elementary School has initiated several procedures to identify and remediate children's learning problems: ♦ All parents of three and four year old children are notified of yearly screenings to determine learning issues. Communication with local agencies is ongoing to help identify any children not yet enrolled who may have potential special needs. All parents of pre‑school-aged children may at any time call to arrange such a screening. ♦ A Child Study Team meets throughout the year where teachers or parents may meet with the Principal and other teachers to discuss children who are not being successful in the classroom. Adaptations and modifications are discussed and implemented. Occasionally Special Education referrals may be made from this group. ♦ Evaluations are carried out by the school evaluation team.
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The members may include parents, the principal, the school psychologist, speech-language pathologist, classroom teachers, the Early Childhood Coordinator, and the school nurse. Overseeing the process is the Director of Special Education. A team chairperson is designated to organize the meeting, and to act as a parent liaison. Parent involvement is both mandatory and encouraged. This program benefits many students allowing them to be as successful as possible. At Bernardston Elementary School the Special Education Department consists of a special education teacher, school psychologist, speech-language pathologist, an Early Childhood Coordinator, occupational and physical therapists and several special education aides, and assistants. If you have specific concerns about your child's academic development, please do not hesitate to contact the teacher or principal.
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DUE PROCESS FOR SUSPENSIONS: NOTICE OF PROPOSED SUSPENSION Except in the case of an emergency removal or disciplinary offense defined under M.G.L. c. 71, §§37H or 37H½, the school shall provide the student and parent/guardian with written and oral notice of the proposed suspension, an opportunity to be heard at hearing, and the opportunity to participate at the hearing. Notice shall set forth in plain language: a) the disciplinary offense; b) the basis for the charge; c) the potential consequences, including the potential length of the student’s suspension; d) the opportunity for the student to have a hearing with the principal concerning the proposed suspension, including the opportunity to dispute the charges and to present the student’s explanation of the alleged incident, and for the parent/guardian to attend the hearing; e) the date, time, and location of the hearing; f) the right of the student and student’s parent/guardian to interpreter services at the hearing if needed to participate; The principal shall make reasonable efforts to notify the parent/guardian orally of the opportunity to attend the hearing. In order to conduct a hearing without the parent/guardian present, the principal must be able to document reasonable efforts to include the parent/guardian. Reasonable effort is presumed if the principal sent written notice and documented at least two attempts to contact the parent/guardian in the manner specified by the parent/guardian for emergency situations. All written communications regarding notice of proposed suspension shall be either by hand delivery or delivered by first-class mail, certified mail, or email to address provided by the parent/guardian for school communications (or other method agreed to by the principal and parent/guardian) in English, and in the primary language in the home if other than English, or other means of communication where appropriate. DUE PROCESS FOR SHORT-TERM SUSPENSIONS: HEARING AND PRINCIPAL DETERMINATION A short-term suspension is the removal of the student from the school premises and regular classroom activities for ten (10) consecutive days or less. Short-term suspensions which do not cumulatively over the course of the school year exceed ten (10) days of suspension shall be conducted in accordance with this section. Principal Hearing. The purpose of the hearing with the principal is to hear and consider information regarding the alleged incident for which the student may be suspended, provide the student an opportunity to dispute the charges and explain the circumstances surrounding the alleged incident, determine if the student has committed the disciplinary offense, the basis for the charge, and any other pertinent information. The student shall
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have an opportunity to present information, including mitigating facts. A parent/guardian present at the hearing shall have the opportunity to discuss the student’s conduct and offer information, including mitigating circumstances. Based on the available information, including mitigating circumstances, the principal will make a determination whether the student committed the disciplinary offense, and if so, the consequence. The principal will provide notification in writing of his/her determination in the form of an update to the student and parent/guardian, and provide reasons for the determination. If the student is suspended, the principal shall inform the parent/guardian of the type and duration of the suspension, and shall provide an opportunity for the student to make up assignments and other school work as needed to make academic progress during the period of removal. If the student is in grades pre-k through 3, the principal shall send his/her determination to the superintendent and explain the reasons prior to imposing an out-of-school suspension, before the short-term suspension takes effect. All written communications regarding the hearing and principal determination shall be either hand delivery or delivered by first-class mail, certified mail, or email to the address provided by the parent/guardian for school communications (or other method agreed to by the principal and parent/guardian) in English, and in the primary language in the home if other than English, or other means of communication where appropriate. DUE PROCESS FOR LONG-TERM SUSPENSIONS: HEARING AND PRINCIPAL DETERMINATION A long-term suspension is the removal of a student from the school premises and regular classroom activities for more than ten (10) consecutive school days, or for more than ten (10) school days cumulatively for multiple disciplinary offenses in any school year. The purpose of the hearing with the principal is to hear and consider information regarding the alleged incident for which the student may be suspended, provide the student an opportunity to dispute the charges and explain the circumstances surrounding the alleged incident, determine if the student has committed the disciplinary offense, the basis for the charge, and any other pertinent information. The student shall have an opportunity to present information, including mitigating facts, that the principal will consider in determining whether alternatives to suspension such as loss of privileges, detention, an apology, a student contract, restitution, and/or probation are appropriate. Additionally, the student shall have the following additional rights: i.
In advance of the hearing, the opportunity to review the student’s record and the documents upon which the principal may rely in making a determination to suspend the student or not; ii. the right to be represented by counsel or a lay person of the student’s choice, at the student’s and or parent’s/guardian’s expense;
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iii. the right to produce witnesses on his or her behalf and to present the student’s explanation of the alleged incident, but the student may not be compelled to do so; and iv. the right to cross-examine witnesses presented by the school district; v. the right to request that the hearing be recorded by the principal. All participants shall be informed that the hearing is being recorded by audio. A copy of the audio recording will be provided to the student or parent/guardian upon request. Based on the evidence submitted at the hearing the principal shall make a determination as to whether the student committed the disciplinary offense, and, if so, after considering mitigating circumstances and alternatives to suspension (the use of evidence-based strategies and programs, such as mediation, conflict resolution, restorative justice, and positive interventions and supports) what remedy or consequence will be imposed. If the principal decides to impose a long-term suspension, the written determination shall: i.
Identify the disciplinary offense, the date on which the hearing took place, and the participants at the hearing; ii. Set out key facts and conclusions reached by the principal; iii. Identify the length and effective date of the suspension, as well as a date of return to school; iv. Include notice of the student’s opportunity to receive a specific list of education services to make academic progress during removal, and the contact information of a school member who can provided more detailed information. v. Inform the student of the right to appeal the principal’s decision to the superintendent or his/her designee (only if a long-term suspension has been imposed) within five (5) calendar days, which may be extended by parent/guardian request in writing an additional seven (7) calendar days. The long-term suspension will remain in effect unless and until the superintendent decides to reverse the principal’s determination on appeal. If the student is in grades pre-k through grade 3, the principal shall send his/her determination to the superintendent and explain the reasons prior to imposing an out-ofschool suspension, whether short-term or long-term, before the suspension takes effect. All written communications regarding the hearing and principal determination shall be either hand delivery or delivered by first-class mail, certified mail, or email to the provided by the parent/guardian for school communications (or other method agreed to by the principal and parent/guardian) in English, and in the primary language in the home if other than English, or by other means of communication where appropriate. DUE PROCESS FOR SUPENSIONS: APPEAL OF LONG-TERM SUSPENSION A student who is placed on a long-term suspension shall have the right to appeal the principal’s decision to the superintendent if properly and timely filed. A good faith effort
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shall be made to include the parent/guardian at the hearing. The appeal shall be held within three (3) school days of the appeal, unless the student or parent/guardian requests an extension of up to seven (7) additional calendar days, which the superintendent shall grant. The student and parent/guardian shall have the same rights afforded at the long-term suspension principal hearing. Within five (5) calendar days of the hearing the superintendent shall issue his/her written decision which meets the criteria required of the principal’s determination. If the superintendent determines the student committed the disciplinary offense, the superintendent may impose the same or a lesser consequence than that of the principal. The superintendent’s decision shall be final. DUE PROCESS FOR SUSPENSIONS: EMERGENCY REMOVAL A student may be temporarily removed prior to notice and hearing when a student is charged with a disciplinary offense and the continued presence of the student poses a danger to persons or property, or materially and substantially disrupts the order of the school and, in the principal’s judgment, there is no alternative available to alleviate the danger or disruption. The temporary removal shall not exceed two (2) school days, following the day of the emergency removal. During the emergency, removal the principal shall make immediate and reasonable efforts to orally notify the student and student’s parent/guardian of the emergency removal and the reason for the emergency removal. The principal shall also provide the due process requirements of written notice for suspensions and provide for a hearing which meets the due process requirements of a long-term suspension within the two (2) school day time period, unless an extension of time for the hearing is otherwise agreed to by the principal, student, and parent/guardian. A decision shall be rendered orally on the same day as the hearing, and in writing no later than the following school day. The decision shall meet all of the due process requirements of a principal’s determination in a long-term suspension. SUSPENSION OR EXPULSION FOR DISCIPLINARY OFFENSES UNDER M.G.L. 71 §§37H and 37H½ 1.
2.
The due process procedures above do not apply to a) possession of a dangerous weapon; b) possession of a controlled substance; c) an assault on a member of the educational staff; or d) a felony charge or felony delinquency complaint or conviction, or adjudication or admission of guilt with respect to such felony if the principal determines that the student’s continued presence in school would have a substantial detrimental effect on the general welfare of the school, as provided in M.G.L. c.71, §§37H or 37H½. The principal will inform the student of the specific charges in writing, informing the student of the right to be represented by counsel (at the student’s expense) and
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3. 4. 5. 6.
the right to provide evidence and question witnesses, on the proposed hearing date. The student may appeal the principal’s expulsion determination to the Superintendent of Schools within ten (10) days of notification of the expulsion. The superintendent may uphold, reduce, or reverse the disciplinary action after the appeal hearing. Note that a failure to make an appeal to the superintendent within the ten (10)-day period will exhaust any further right of appeal. All students who have been suspended or expelled who remain residents of the District shall have an opportunity to make academic progress during their period of suspension, expulsion, or removal from regular classroom activities. If the superintendent upholds the expulsion decision, if the student moves to another district during the period of suspension or expulsion, the new district of residence shall either admit the student to its schools or provide educational services to the student under an education service plan. PIONEER VALLEY REGIONAL SCHOOL DISTRICT ADA GRIEVANCE PROCEDURE
This grievance procedure is established to meet the requirements of the Americans with Disabilities Act. It may be used by anyone who wishes to file a complaint alleging discrimination in employment practices and policies of the provision of services, activities, programs, or benefits by the Pioneer Valley Regional School District. The complaint should be in writing or on audiotape and contain information about the alleged discrimination including name, address, phone number of complainant and location, date, and description of the problem. Alternative means of filing complaints, such as personal interview, will be made available for persons with disabilities upon request. The grievant and/or his/her designee should submit the complaint as soon as possible but no later than 60 calendar days after the alleged violation to: CHRIS MAGUIRE, ADMINISTRATOR OF SPECIAL EDUCATION PIONEER VALLEY REGIONAL SCHOOL DISTRICT 97F SUMNER TURNER ROAD NORTHFIELD, MA 01360 Within 15 calendar days after receipt of the complaint, the ADA Coordinator will meet with the complainant to discuss the complaint and possible resolutions. Within 15 calendar days after the meeting, the ADA Coordinator will respond in writing and, where appropriate, in a format accessible (e.g. large print, Braille, audiotape) to the
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complainant. The response will explain the position of the Pioneer Valley Regional School District and offer options for substantive resolution of the complaint. If the response by the ADA Coordinator does not satisfactorily resolve the issue, the complainant and/or his/her designee may appeal the decision of the ADA Coordinator within 15 days after receipt of the response to the Superintendent of Schools. Within 15 calendar days after receipt of the appeal, the Superintendent will meet with the complainant to discuss the complaint and possible resolutions. Within 15 calendar days after the meeting the Superintendent will respond in writing in a format accessible to the complainant with a final resolution of the complaint. Individuals always have the legal right to file a complaint independent of the grievance procedure with an appropriate agency if they so choose.
PIONEER VALLEY REGIONAL SCHOOL DISTRICT SEXUAL HARASSMENT, BULLYING & HAZING POLICY I. Policy A.
It is the policy of the Pioneer Valley Regional School District to provide a learning and working atmosphere for students, employees and visitors free from sexual harassment, bullying, hazing, and intimidation. These terms are referenced herein as “harassment”. Such action may occur on the basis of race, color, religion, national origin, age, gender, sexual orientation or disability, or for any other reason.
B.
It is a violation of this policy for any administrator, teacher or other employee, or any student to engage in or condone harassment in school or to fail to report or otherwise take reasonable corrective measures when they become aware of an incident of harassment.
C.
This policy is not designed or intended to limit the school’s authority to take disciplinary action or take remedial action when such harassment occurs out of school but has a nexus to school, or is disruptive to an employee’s or student’s work or participation in school related activities. Reports of cyber bullying by electronic or other means, occurring in or out of school will be reviewed and, when a nexus to work or school exists, will result in discipline.
D.
It is the responsibility of every employee, student and parent to recognize acts of harassment and take every action necessary to ensure that the applicable policies and procedures of this school district are implemented.
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E.
Any employee or student who believes that he or she has been subjected to harassment has the right to file a complaint and to receive prompt and appropriate handling of the complaint. Further, all reasonable efforts shall be made to maintain the confidentiality and protect the privacy of all parties, but proper enforcement of this policy may require disclosure of any or all information received.
F.
The Building Principal/Designee shall be responsible for assisting employees and students seeking guidance or support in addressing matters relating to any form of harassment. II.
Procedures A.
Definitions – Sexual Harassment Prohibited
“Sexual Harassment” means unwelcome sexual advances, requests for sexual favors, and other inappropriate verbal, written, electronically transmitted, or physical conduct of a sexual nature, including but not limited to unwelcome comments, touching, written notes, pictures/cartoons or other inappropriate conduct, such as leering, whistling, brushing up against the body, commenting on sexual activity or body parts or other activity referred to by the Model MCAD policy prohibiting such behavior. Harassment has the effect of creating an intimidating, hostile, or offensive work or learning environment that takes place under any of the following circumstances: 1. 2.
B.
When submission to such conduct is made, explicitly or implicitly, a term or condition of employment, instruction, or participation in school activities or programs; When submission to or rejection of such conduct by an individual is used by the offender as the basis for making personal or academic decisions affecting the individual subjected to sexual advances
3.
When such conduct has the effect of unreasonably interfering with the individual's work, attendance at school or participation in academic or curricular activities, or
4.
When such conduct has the effect of creating an intimidating, hostile, or offensive work or learning environment. Definitions – Bullying Prohibited Bullying may take a variety of forms. It is unacceptable in a school or work environment. As a result no student or employee shall be subjected to harassment, intimidation, bullying, or cyberbullying in any public educational institute:
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1. “Bullying and cyberbullying,” means severe or repeated unwelcome written, electronic, verbal or physical acts or gestures where a student or employee feels coerced, intimidated, harassed or threatened and under the circumstances (1) may cause a reasonable person to suffer physical or emotional harm, (2) may cause damage to another student’s or employee’s property, or (3) may cause a disruptive or hostile school environment. The behavior must interfere with an employee’s ability to perform his or her duties or with a student’s academic performance or ability to learn, or interfere with a student’s ability to participate in or benefit from services, activities, or privileges: a. That are being offered through the school district; or b. During any education program or activity; or c. While in school, on school equipment or property, in school vehicles, on school buses, at designated school bus stops, at school-sponsored activities, at schoolsanctioned events; or 2. Through the use of data, telephone or computer software that is accessed through a computer, computer system, or computer network of any public education institute. 3. As used in this Section, “electronic communication” means any communication through an electronic device including a telephone, cellular phone, computer or pager.
C.
Definitions – Hazing Prohibited The term “hazing” shall mean any conduct or method of initiation, even if consented to, into any student organization, whether on public or private property, which willfully or recklessly endangers the physical or mental health of any student or other person. 1. Such conduct shall include, but is not limited to, whipping, beating, branding, forced calisthenics, exposure to the weather, forced consumption of any food, liquor, beverage, drug or other substance or any other brutal treatment or forced physical activity which is likely to adversely affect the physical health or safety of any such student or person, or which subjects such student or other person to extreme mental stress, including extended deprivation of sleep or rest or extended isolation. 2. Whoever knows that another person is the victim of hazing and is at the scene of such activity, shall, to the extent that such person can do so without danger or peril to himself or others, report such activity to an appropriate law enforcement official as soon as reasonably practicable. Whoever fails to report such behavior shall be subject to discipline.
D.
Guidelines for Investigating Harassment Claims
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1.
In school systems, harassment may take many forms and cross many lines. The situation may be an instance of staff member to staff member, staff member to student, student to staff member, or student to student. Guidelines for dealing with any report of harassment are as follows: By law, harassment is defined by the victim’s perception in combination with objective standards or expectations. What one person may consider acceptable behavior may be viewed as harassment by another person. Therefore, in order to protect the rights of both parties, it is important that the victim make it clear to the harasser that the behavior is objectionable.
2.
In all reports of harassment, the victim or witness should describe in writing the specifics of the complaint to ensure that the subsequent investigation is focused on the relevant facts. Oral and anonymous complaints will be reviewed but are inherently difficult to investigate and may not be procedurally fair; as a result no disciplinary action shall be taken on anonymous complaints unless verified by clear and convincing evidence. All other complaints will be reviewed based on a preponderance of evidence standard.
3.
Any school employee or community member that has reliable information that would lead a reasonable person to suspect that a person is a target of harassment, bullying, or intimidation shall immediately report it to the administration; each school shall document any prohibited incident that is reported and confirmed, and report all incidents of discrimination, harassment, intimidation, bullying or cyberbullying and the resulting consequences, including discipline and referrals, to the Superintendent’s office as they occur.
4.
A good faith report from a staff member renders the staff member immune from discipline for making a report and is considered to have been made in the course of the staff member’s employment for purposes of M.G.L. c. 258. As a result, the school district shall indemnify staff members from any cause of action arising out of a good faith report of harassment or the district’s subsequent actions or inaction in connection thereto.
5.
If an instance of student to student harassment is reported to a staff member other than an administrator, the staff member must inform the Assistant Principal or the Building Principal.
6.
If a situation involving a report of staff member to student harassment is brought to the attention of any staff member, the staff member must notify the Building Principal or Superintendent immediately.
7.
In a situation involving a report of student to staff member sexual harassment the staff member must notify the Building Principal or Superintendent.
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8.
In a situation involving a report of staff member to staff member harassment the staff member must notify the Building Principal or the Superintendent.
9.
Once a report of harassment has been made, including reports of mental, emotional or physical harassment as well as threats to a person's safety or position in the school or work environment, the following course of action should be taken. a. The Building Principal/designee should investigate the report through discussions with the individuals involved. In situations involving allegations against a staff member, he/she should be informed of his/her rights to have a third party present at the time of the discussion. In situations involving students the Principal/designee should engage the appropriate classroom or special subject area teacher. Parents of students alleged to have engaged in harassment may be invited to attend a meeting at which the complaint and potential resolution will be discussed. If excluded, a student disciplined for bullying will not be re-admitted to the regular school program until his or her parent(s) attend such a meeting. It is important that the situation be resolved as confidentially and as quickly as the circumstances permit. b. If the harasser and the victim are willing to discuss the matter at a resolution meeting in the presence of the Principal/designee or Superintendent, a supportive faculty member and/or parent may be included in the discussion. During this discussion, the offending behavior should be described by the victim and administration, a request for a change in behavior should be made, and a promise should be made that the described behavior will stop. If circumstances do not permit a face-to-face meeting the administration will present the victim’s position. Follow-up verification procedures will be explained. Failure to comply after a resolution meeting will result in appropriate discipline.
10.
If after a resolution meeting with the involved parties, the Building Principal determines that further disciplinary action must be taken, the following could occur: a. In instances involving student to student or student to staff member harassment, the student may be subject to discipline including but not limited to counseling, suspension, and in appropriate cases expulsion. b. In instances involving staff member to student and staff member to staff member harassment, findings will be reported to the Superintendent of Schools for further action. Personnel action may also be initiated at this point, consistent with the applicable law and collective bargaining agreement.
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c. In all cases a referral to law enforcement will be considered by the Principal or Superintendent based on the circumstances. School officials will coordinate with the Police Department to identify a police liaison for harassment cases.
11.
Retaliation: Retaliation in any form against any person who has made or filed a complaint relating to harassment is forbidden. If it occurs, it could be considered grounds for dismissal of staff personnel and/or removal from the educational setting for a student. A referral to law enforcement may be made.
12.
Confidentiality: Reports of harassment should be kept confidential, consistent with necessary investigation procedures, with the goal of protecting the victim and stopping the behavior. For further information about these guidelines or help with sexual harassment problems or any other form of harassment, consult: Chris Maguire Harassment Coordinator, Pioneer Valley R.S.D. If the alleged harasser is responsible for conducting an investigation, the Superintendent or Committee shall designate an alternative Harassment Coordinate, who is Chris Maguire.
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DEFINITIONS Several of the following definitions are copied directly from M.G.L. c. 71, § 37O, as noted below. Schools or districts may add specific language to these definitions to clarify them, but may not alter their meaning or scope. Plans may also include additional definitions that are aligned with local policies and procedures. Aggressor is a student or a member of a school staff who engages in bullying, cyberbullying, or retaliation towards a student. Bullying, as defined in M.G.L. c. 71, § 37O, is the repeated use by one or more students or a member of a school staff of a written, verbal, or electronic expression or a physical act or gesture or any combination thereof, directed at a target that: i. causes physical or emotional harm to the target or damage to the target’s property; ii. places the target in reasonable fear of harm to himself or herself or of damage to his or her property; iii. creates a hostile environment at school for the target; iv. infringes on the rights of the target at school; or v. materially and substantially disrupts the education process or the orderly operation of a school. Cyberbullying, is bullying through the use of technology or electronic devices such as telephones, cell phones, computers, and the Internet. It includes, but is not limited to, email, instant messages, text messages, and Internet postings. See M.G.L. c. 71, § 37O for the legal definition of cyberbullying. Hostile environment, as defined in M.G.L. c. 71, § 37O, is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of a student’s education. Retaliation is any form of intimidation, reprisal, or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying. School Staff includes, but is not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, support staff, or paraprofessionals. Target is a student against whom bullying, cyberbullying, or retaliation has been perpetrated.
Support Services: The strategy to help the target and aggressor will be based on the nature of the offense, the age of the victims & aggressors, and the decision based upon the results of the investigation. It may require the district to review its student curriculum to assure it is clear, and achieves the objectives of properly
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educating and imparting the message to the students. This will require pre & posttests of understanding and comprehending lessons. This district incorporates 2nd Step in the elementary schools, and practices Positive Behavior Support. The counseling services for the aggressor and victim may include the following: Social emotional skills programs to prevent bullying by: • Classroom Teachers • Guidance Counselors • School Adjustment Counselors • School Psychologists • Behavior Analyst Intervention services for students exhibiting bullying behaviors: • Guidance Counselors • School Adjustment Counselor • School Psychologists To provide services for targets, aggressors and their families, the district uses culturally and linguistically appropriate resources outside the district. The district maintains a list of translation and/or interpreter services. LEGAL REFERENCES 1.
Title VII of the 1964 Civil Rights Act, Section 703
2.
Title IX of the 1972 U.S. Civil Rights Act.
3.
Chapter 151C, Massachusetts General Laws
4.
M.G.L. Chapter 76 § 5
5.
M.G.L. Chapter 269 § 17, 18, 19
6.
M.G.L. Chapter 71, §§82, 84
7.
Pioneer Valley Regional School District Bullying Policies (All of these
documents are available on the PVRSD website or in the school front office): A. Appendix A -‐ Summary for Parents and Guardians, and Student Handbooks; Bullying Prevention and Intervention
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B. Appendix A – Summary for Staff Handbooks; Bullying Prevention and Intervention C. Appendix B – Pioneer Valley Regional School District Sexual Harassment, Bullying and Hazing Policy D. Appendix C – Pioneer Valley Regional School District Incident Reporting Form E. Appendix D – Anti-‐Bullying Legislation and Special Education F. PVRSD Policy Bullying Prevention and Intervention Plan G. Education Laws and Regulations 603 CMR 49.00 Notification of Bullying or Retaliation Regulations
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Pearl Rhodes Elementary 2017-2018 Family Handbook
The Pioneer Valley Regional School District does not discriminate on the basis of race, color, religion, national origin, age, sex, gender identity, sexual orientation, housing status, or disability in admission to, access to, employment in, or treatment in its programs and activities.
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Pioneer Valley Regional School District
Pearl Rhodes Elementary School 7 Brattleboro Road Leyden, MA 01301 Phone: 413-772-6245
Fax: 413-772-1030
Dear Families and Students, The Pearl Rhodes Elementary School Staff are delighted to welcome you to the 2017-18 school year at Pearl Rhodes Elementary School. The Family Handbook has been designed by our School Council and our staff to acquaint you with the philosophy, procedures and policies of Pearl Rhodes Elementary School in the Pioneer Valley Regional School District. We encourage you to review this handbook yearly with your child, and keep it as a resource throughout the school year. Pearl Rhodes Elementary School strives to prepare every child to meet the challenges of the future by building within them a strong educational foundation. We cultivate academic knowledge, social skills, critical thinking, creativity and positive attitudes. Our students will promote up to the next stage of their education with a strong sense of community within their classrooms, their school and their town. We will work closely with parents/guardians, students and staff to ensure that all students achieve their personal best. We set high expectations for all students academically and socially, while supporting them as they need it. We hope that every child leaves Pearl Rhodes Elementary School with an excitement for learning and the motivation to excel. Please contact your child’s teacher about becoming more involved in your child's experience at Pearl Rhodes Elementary School. Sincerely,
Pearl Rhodes Elementary School Staff
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Pearl Rhodes Elementary School Family Handbook Table of Contents Page: 4 Staff List 5 District School Committee List 6 Statement of Philosophy, Mission Statement, Notice of NonDiscrimination 7 School Hours / Daily Schedule 8 Concerns Procedure / Attendance Policies and Procedures 10 Dismissal 11 No School Announcements / Bus Policies and Guidelines 13 Curriculum, Home and School Collaboration 14 Student Records 15 Calendars, Newsletters 16 Emergency Response Plans 17 Cafeteria Information and PVRSD Food Service Guidelines 19 Report Cards, Textbooks and Supplies, Parent Teacher Conferences 20 Library, Pictures, Student Directory, Celebrations, 21 Lost and Found, Electronic Devices, Clothing Policy 22 Parking, Pets/Animals, Use of School Facilities 23 Homework 24 Open House, Electronic Resources, Testing 25 Visitors, Security of the Building, Volunteering 26 Student Safety and Well-Being 27 Behavior Expectations 29 Discipline of Students Under Special Education and Section 504 31 Recess, Bicycles, Skateboards, Field Trips 32 School Council, Friends of BES 33 Student Health 36 Special Education 38 Due Process for Suspensions 43 PVRSD Americans with Disabilities Act (ADA) 44 PVRSD Sexual Harassment, Bullying & Hazing Policy 49 Bullying Definitions 51 Legal Definitions
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PRES FACULTY AND STAFF: 2017-2018
Carolyn Curtis -
[email protected] ………….................Administrative Assistant Deborah Hawkins -
[email protected] …………………..…….School Nurse Ellen Bealer -
[email protected] in Charge, Pre-K/K Teacher Jenay Haskins -
[email protected] ………………………Grade 1 and 2 Teacher Patricia Solomon -
[email protected] ………………………Grade 3 and 4 Teacher Lisa Armstrong -
[email protected] ……………...…Grade 5 and 6 Teacher Jennifer Glazier -
[email protected] ………………....Special Education Teacher Cathy Halberg -
[email protected] ………………………...School Psychologist Andrea Franz -
[email protected] ………………………...Adjustment Counselor Dana Unaitis -
[email protected] ……………….Speech/Language Pathologist Rosa Kessler -
[email protected] ……………………….Occupational Therapist Kristie Sulda -
[email protected] ………………………………Physical Therapist t.b.d.-
[email protected] …………. ……………………………………Title I Tutor Rhonda Wainshilbaum -
[email protected] ………………..Art Teacher Lynette Snedeker -
[email protected] ………….Instrumental Music Teacher Nancy Nesheim -
[email protected] ……………………Vocal Music Teacher Sue Scott -
[email protected] ………Physical Ed/Dist Special Olympics Teacher Mary Leyden -
[email protected] …………Technology Integration Specialist Michelle Avery -
[email protected] …………...Library Instructional Assistant t.b.d.-
[email protected] ………………………..…Early Education Coordinator Emma Sweitzer –
[email protected] …………………..Instructional Assistant Jessica Gondella–
[email protected]…….……………Instructional Assistant t.b.d. -
[email protected] …………………….…………….Instructional Assistant t.b.d. -
[email protected] ……..............................................Instructional Assistant Josh Chapin -
[email protected] ……………………………….School Custodian Michelle Avery -
[email protected] …………………………Cafeteria Personnel
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2017-18 Pioneer Valley Regional School District School Committee B= Bernardston
L=Leyden
N=Northfield
W=Warwick
See monthly online calendars for scheduled meetings & locations. Jim Bell (B) –
[email protected] Debra Gilbert (B) –
[email protected] Robin L’Etoile (N) –
[email protected] Sharon Fontaine (L) –
[email protected] Peggy Kaeppel (L) –
[email protected] Jeanne Milton (B) –
[email protected] Martha Morse (W) –
[email protected] Sue O’Reilly-McRae (W) –
[email protected] John Rodgers (L) –
[email protected] Pat Shearer (N) –
[email protected] Bill Wahlstrom (N) –
[email protected] David Young (W) –
[email protected]
Pioneer Valley Regional School District Committee Meeting Schedule, 2017/2018 at 7:00 p.m. Thursday, July 13, 2017 PVRS Thursday, August 24, 2017 PVRS Thursday, September 28, 2017 PVRS Thursday, October 26, 2017 WCS Thursday, November 16, 2017 NES Thursday, December 21, 2017 PVRS Thursday, January 25, 2018 PVRS Thursday, February 15, 2018 PVRS Thursday, March 22, 2018 PVRS Thursday, April 26, 2018 BES Thursday, May 24, 2018 PRES Thursday, June 28, 2018 PVRS
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Pearl Rhodes Elementary School Statement of Philosophy Pearl Rhodes is committed to building within each student a strong educational foundation and successfully preparing them to meet the challenges of the future. Our goal is to help each student grow in knowledge, skills, attitudes and habits. Teachers encourage initiative, individual and group responsibility, critical thinking and creativity. We expect that all students will develop a strong sense of community. They will feel membership in the community of their classrooms, their school and their town. It is our intention to work closely with all children and parents/guardians in order to ensure that all students achieve their personal best. We have high expectations for all students and hope that each child will leave this school with an excitement for learning and a motivation to excel.
Pearl Rhodes Elementary School Vision In partnership with students, parents, and community members, the vision of the Pearl Rhodes Elementary School community is to:
Promote a safe, equitable, enjoyable, nurturing, and healthy environment that fosters self-esteem and academic excellence.
Provide engaging, challenging, and developmentally appropriate learning opportunities for all children, while laying the foundations for a lifelong love of learning.
Prepare each child to become a responsible, productive, and contributing citizen.
Foster an appreciation of cultural, social, and learning differences through mutual respect for all students and adults.
Notice of Non-Discrimination The Pioneer Valley Regional School District does not discriminate on the basis of race, color, religion, national origin, age, sex, gender identity, sexual orientation, housing status, or disability in admission to, access to, employment in, or treatment in its programs and activities. Chris Maguire 97F Sumner Turner Road Northfield, MA 01360 (413) 498-2911
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SCHOOL HOURS Students should not arrive earlier than 8:30am. Supervision is not available before this time. Students and family members arriving before the start of school will be asked to gather in the cafeteria. Parents are welcome to join students in the cafeteria until after the Pledge of Allegiance at 8:40 am.
Preschool through Grade 6 8:40am to 3:00pm 1/2 Day Pre-school ~ Fridays 8:40am to 11:30am Early Release Fridays (K-6) 8:40am to 1:45pm Early Release 1/2 Days (PreK-6) 8:40am to 12:00pm
******************** Breakfast Beginning at 8:30am
Recess Schedule 11:15am to 11:45am Grades Pre-K and K 11:30am to 12:00pm Grades 1-6
Lunch Schedule 11:45am to 12:15pm Grades Pre-K and K 12:00pm to 12:30pm Grades 1-6
Lunch is not served on ½ days unless otherwise noted. Lunch and recess is still scheduled on school wide Friday 1:45pm early releases
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CONCERNS When a concern arises: Please seek understanding and resolution of a question, concern or grievance according to the following process: If the matter pertains to the classroom: 1. Talk first with the teacher for clarification of the issue. 2. Meet with the teacher to discuss possible resolutions. If the matter is not a classroom concern, or if no satisfactory resolution to a classroom concern is found, please take your concern forward through these channels in the following order: 1. School Principal. 2. Superintendent of Schools. 3. Full School Committee. Following the process in this order will help to expedite a satisfactory response with individual(s) closest to the situation and most likely able to expedite an appropriate resolution to your concern or grievance. ATTENDANCE POLICIES AND PROCEDURES PVRSD Elementary Attendance Policy (Adopted 2010) We cannot stress too greatly the importance of your child being in school everyday, on time, if he/she is to achieve the greatest success in his/her work. Regular attendance is expected of all students. It is impossible to completely make up everything that is missed. A typical school day is filled with learning that is not limited to books, i.e. group projects, discussions, and activities. Paper work can be made up, but the valuable learning opportunities cannot. However, when children are sick, they should stay home from school. If your child will be absent or tardy, please call the school before 9:30 A.M. Please make every attempt to have your child at school on time. This means your child should be in their classroom before the school day start time ~ not just entering the building. Our day is scheduled and when a child is late, something is missed. Each absence or tardy is recorded. Parents and students are reminded that the number of school absences is reported on the Report Card at the end of each marking period. In addition to this, every effort will be made to notify parents by letter when absences begin to be excessive. Parents are strongly urged to assist the school by supporting its attendance policy. ABSENCE PROCEDURE On the day a student is absent, parent(s)/guardian(s) are expected to call the school before 9:30 a.m. On the day the student returns to school, a written excuse note from the parent stating the date and reason for absence is required and must be turned in to the office upon arrival.
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EXCUSED ABSENCES From time to time, absence from school is unavoidable and legitimate. The following are the only acceptable excuses for absences: 1. Personal illness and/or hospitalization (after 3 consecutive days, a doctor’s note and/or school nurse examination may be required); 2. Serious illnesses or death in the family; 3. A religious obligation; 4. Medical appointments that cannot be made at a time other than during school hours; 5. Severe storm or impassable roads; 6. Approved school activities; 7. Court appearance; Any other reason for absence is unexcused. PLANNED ABSENCES By June the School Committee establishes the specific dates for school to be in session for the following academic year in order to allow parents and students adequate time to schedule trips and family vacations to coincide with periods in which school is not in session. By doing so, the Committee recognizes the importance of students’ consistent and prompt attendance to school. PVRSD ABSENCE NOTIFICATION POLICY RE: EXTENDED FAMILY VACATIONS Approved by PVRSD School Committee 6/18/2015: Students who miss school due to family vacations, which occur on school days, are responsible for making up all missed work. Teachers may be able to provide the work ahead of time, but this is not always possible. Please plan accordingly. Note these are unexcused absences. Under unique or unusual circumstances, a parent may request for his/her student(s) to leave school prior to the completion of the marking period or for a period of time during the marking period for reasons not covered under acceptable reasons for school absence. Parents/students must make such requests to the Principal, with reasons stated, at least two weeks prior to the departure date. The Principal will respond to all such requests. If a parent/student fails to notify and receive approval by the school, the absence will be treated as truancy. If the request is approved: 1. Parent should meet with their student(s) teachers to discuss how they will complete the work covered during their absence. 2. Homework will be given in advance if possible.
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RESPONSE TO EXCESSIVE ABSENCES OR TARDINESS Following 5 incidences of absence or tardiness – letter home from principal reminding parents/guardians of the attendance policy and their responsibility in supporting it. Following 10 incidences of absence or tardiness – certified letter home from principal requesting meeting to develop plan to improve attendance. Following 15 incidences of absence or tardiness – certified letter home from principal requesting meeting to revisit plan to improve attendance; possible referral to Department of Children and Families DISMISSAL Written permission from the parent/guardian is required for a child to change regular dismissal procedures - regardless of their grade level.
A NOTE IS REQUIRED IN THE FOLLOWING INSTANCES: 1. If a child must leave school at any time other than the regular dismissal time. 2. If a child who regularly rides the school bus is to be picked up by anyone, including a parent. 3. If a child who regularly rides the school bus plans to walk or ride a bicycle home or to another destination. 4. If a child rides a bus to any destination other than his/her regularly scheduled bus stop. (Such a request may not always be possible, depending on the capacity of the bus. Please watch for information in Thursday News)
If the school does not receive a written notification for transportation changes, your child will be placed on her/his regular bus.
If you are picking up your child before 3:00pm, please report to the office and sign him/her out. The school administrative assistant will call your child to the office. If you are here at the end of the school day to pick up your child, please wait for him/her in the cafeteria until your child’s class is dismissed.
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NO SCHOOL ANNOUNCEMENTS If there is a "no school" or delayed opening announcement for Pearl Rhodes Elementary School (Pioneer Valley Regional School District), due to inclement weather or other conditions, it will be made over the following stations: Radio stations: WHAI, WYRY, WHYN, WRSI, WTSA, WKVT, WHMP. Television stations: Channels 3, 22, 40 and 6 out of Albany. The announcement will be made utilizing the media at approximately 6:00 a.m. If a delay announcement is made, please continue to monitor the news for a potential school closing. In the event of a one hour delayed opening on a Friday, the morning session of preschool will be conducted. In the event of a two hour delayed opening on a Friday, the morning session of preschool will not be conducted on that day. In addition a phone call from the district’s “Blackboard Connect” system will be placed in order to notify families of a delay, cancellation, or closing. In order to maintain clear communication for emergencies, please notify the school of updated phone numbers. Emergency dismissal seldom occurs. However, if such a situation should occur due to bad weather or a building emergency, please plan with your child the procedure to be followed upon their arrival home. To assist in this process, an Emergency Procedure Sheet will be sent home each year to be filled out by parents, which will identify whether a child will go home as usual or to a different location. BUS POLICIES AND GUIDELINES In late August the policies, guidelines, rules, bus routes and school calendar are available at the school’s main office when school begins. This also lists the bus company’s pick up times, bus number and route taken. The bus company used is Kuzmeskus Bus Co. at 863-2595. Questions or concerns regarding bus matters should be addressed to the bus company. Prior to Loading: 1. Be at the stopping place five minutes prior to the designated pickup time and ready to get into the bus with the least possible delay in order to keep the bus on schedule and to minimize traffic hazards. 2. Students loading the bus on a street where the bus passes in both directions are to wait until the bus passes on their side so they will not have to cross the road.
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3. Students having to cross the road when loading and discharging are to cross in front of the bus, upon the driver’s signal. All pupils are advised to use extreme caution by looking at traffic both ways before crossing. 4. Do not stand or play in the roadway while waiting for the bus. 5. Remain at least five feet from the bus when it stops to pick up, and move forward only when the door opens. 6. After boarding the bus, take a seat as quickly as possible.
While on the Bus: 1. Do not bring animals, glass, reptiles, or prohibited or illegal items on the bus. 2. Obey the bus operator at all times while under his or her supervision. 3. Maintain an acceptable manner of conduct at all times. Yelling, smoking, vulgarity, boisterous behavior, spitting, or throwing objects out of windows or other insubordinate behavior will not be permitted. 4. Remain seated while the bus is in motion. 5. Do not extend any part of the body out of the bus windows at any time. 6. Keep aisles clear of lunch boxes, musical instruments, books, etc. 7. Assist the bus driver in keeping the bus clean by not eating or drinking while on the bus. 8. Do not deface or damage any part of the bus. 9. Remain absolutely quiet when approaching a railroad crossing. 10. Do not play a radio or other audio devices on the bus. 11. Do not tamper or try to operate either the service door or the emergency door; this is the responsibility of the bus operator.
IT IS MOST IMPORTANT THAT ALL CHILDREN ARE SAFE WHILE ON THE SCHOOL BUS. RIDING THE BUS IS A PRIVILEGE AND ANY INFRACTION OF BUS RULES MAY RESULT IN THE LOSS OF THIS PRIVILEGE. COMPLETE BUS DISCIPLINE PROCEDURE IS AVAILABLE AT THE SCHOOL OFFICE. SCHOOL BUS DISCIPLINARY PROCEDURES The following action will be taken whenever the school bus driver issues a student a bus discipline ticket. The student must have the ticket signed by the Principal, Assistant Principal, or Dean before he/she is allowed to ride the bus home; the ticket must then be signed by the parent/guardian and given to the bus driver the following morning. 1st Ticket: Warning 2nd Ticket: Three-day suspension for bus riding privileges. 3rd Ticket: Five-day suspension of bus riding privileges and a parental conference. 4th Ticket: Indefinite suspension.
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If deemed necessary by the administration and the bus company, riding privilege may be suspended without using the above system. Questions or concerns regarding bus matters should be addressed to Kuzmeskus Bus Co. at 863-2595. CURRICULUM The instructional program in the elementary school is designed to help encourage the pursuit of life-long learning and to help the individual develop to the limits of his/her capacity the ability to enjoy a socially responsible life. This is primarily accomplished through the pursuit of excellence in the areas of reading, handwriting, spelling, oral and written language, mathematics, social studies, science, art, music, health, physical education, and computer education. The Massachusetts Curriculum Frameworks provide a foundation for ongoing curriculum development. Teachers and administration work collaboratively to develop curriculum, which aligns with the state frameworks. Teachers implement this basic curriculum in a creative and thought-provoking manner based upon sound educational theory and each teacher's special talents and strengths. HOME AND SCHOOL COLLABORATION It is our belief that student achievement will improve as a result of collaboration between the school and its families. Parent and teacher communication is encouraged. The following are some suggestions that may help to increase the academic success of your children:
Sign and return all papers that require a signature. Encourage positive attitudes toward school. Be certain that your child is absent only when necessary. See that your child arrives to school on time. Attend parent-teacher conferences. Encourage your children to prioritize their activities, putting schoolwork first. Read to your child and encourage your child to read each day. Praise children often and have high expectations for their success
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STUDENT RECORDS Under Chapters 71, 71B, and section 13 of Chapter 76 of the General Laws of the Commonwealth of Massachusetts, student's temporary records (not including transcripts of grades) shall be destroyed five years after transfer, withdrawal, or graduation from school. Any student and/or parents have the right to receive, upon request, such information in whole or in part before its destruction. Non-Custodial Parents Massachusetts law has been revised to standardize the process by which elementary and secondary schools provide student records to parents who do not have physical custody of their children (“non-custodial parents”) The law, M.G.L. Chapter 71, Section 34H, is intended to encourage parents to be involved in and informed about the education of their children, while protecting the rights and safety of all parties. The school is required to give full rights to either parent, unless the school has been provided with evidence that there is a court order, state statute, or legally binding document relating to such matters as divorce, separation, or custody that specifically revokes these rights. Section 34H (b) requires the non-custodial parent to submit a written request to the principal annually. A copy of the required affidavit specifying the mandated documentation is available. Upon receipt of the completed affidavit the school must immediately notify the custodial parent of the receipt of the request and that the school will provide the student record information to the requesting parent pursuant to Section 34H after 21 days, unless the custodial parent provides to the principal of the school with documentation of any court order which prohibits the non-custodial parent from having contact with the child, or prohibits the distribution of the student record information, or is a temporary or permanent order issued to provide protection to the custodial parent or any child in the custodial parent’s custody form abuse by the requesting parent, unless the protective order specifically allows access to the student record information. For a more complete explanation of your rights under the law you may wish to consult with your attorney or the court.
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CALENDARS A current Pioneer Valley Regional School District Calendar has been provided for your family’s reference. This calendar lists all early release, in-service days, holidays, and vacations. In addition, Bernardston Elementary School events will be communicated to you through classroom and school newsletters. Special dates may also be listed on the school’s website. The district calendar, as well as the BES newsletter the Thursday News, our monthly lunch menu, and more can also be found on our school website: https://sites.google.com/a/pvrsdk12.org/bes/
NEWSLETTERS We will continue to use a “Thursday Folder” system in which all notices will be sent home with students each Thursday. It is especially important that families check students’ backpacks each Thursday, as the folder will contain the weekly lunch order forms, a weekly school update, as well as other notices and classroom communication. In general, we will send home one notice per family. This notice will come home with the youngest student in the family. It is our hope that all school, district, and community notices will be sent home in the Thursday folders. Therefore, we ask for cooperation from outside groups in providing their notices to the school no later than Wednesday. Although the majority of school communication will be sent home on Thursdays, it is important to have your child check his/her backpack each night for homework assignments, as well as occasional notices that cannot be sent on Thursday. Occasionally school announcements and reminders may also be sent using the district’s automated phone system, “Blackboard Connect” however, it is our hope to limit the interruptions to the busy lives of our families. Please refer to the Thursday News for regular communication.
EMERGENCY RESPONSE PLAN Pearl Rhodes Elementary has a response plan in place in the event of an emergency. We will continue to periodically have drills so that everyone understands the procedures. In case of an accident or emergency at the Vermont Yankee Nuclear Power Station, a specific plan and procedure are in place. Plans are on file in the school office should you wish to read the specific plan for Pearl Rhodes Elementary School.
FIRE, EVACUATION and SHELTER IN PLACE PRACTICE Fire, Evacuation, Shelter-In-Place practice will be held throughout the school year. When directed students will shelter in place or exit the building in an orderly fashion. It is very important that each student remain calm and attentive. Each classroom has a prescribed plan to shelter in place or exit. If directed, once all the students have cleared the building and have reported to their designated outside meeting areas, they should wait for further instructions from their classroom teacher. CAFETERIA INFORMATION Students may bring their own lunches and purchase milk or buy a school lunch. Snack milk is also available. Prices for lunch and milk are subject to change as voted by the School Committee.
Adult Child Child reduced
2017-2018 Lunch Prices Breakfast Lunch $2.00 $4.10 $1.85 $2.86 $0.30 $0.40
* Milk $ .60 $ .60 $ .60
Student lunch accounts may be paid online at: www.payforit.net. Nutritional, well-balanced lunches are provided. Free and reduced lunches are provided for children whose parents meet the appropriate criteria established by the Massachusetts Department of Education. Applications for free or reduced lunches are distributed to all students in September and may be obtained at any
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time throughout the year from the school office. * Please note, snack milk or milk with home lunch is charged at full rate for all students regardless of free or reduced lunch status. A lunch calendar will be sent home prior to the first of each month. Weekly lunch order forms will be sent home at the beginning of each month in Thursday folders. Order forms and payment should be returned to school on Monday so that the cafeteria manager can plan breakfast and lunches for the week. Classes are accompanied to the cafeteria by assigned staff. The cafeteria staff fills each student's tray with the main course. Each child is encouraged to take a little of everything being served. Children are asked not to bring candy, gum and soda for lunch. Students are reminded to use appropriate table manners. Conversation should be the same as one might use in a restaurant. Once seated, students must stay in that spot until their lunch is finished. Sharing food in the cafeteria is discouraged. Seating in the cafeteria is at the discretion of the Lunchroom Supervisors. The Lunchroom Supervisor dismisses each table individually, however, students should never feel rushed and may remain eating for the entire lunch period if they choose to do so. Students are responsible for maintaining their individual table place. When they have finished eating they will deposit the recyclables and trash in the designated containers. After students are dismissed from their tables they must wait in line until the Lunchroom Supervisor excuses them. They walk to their classrooms in an orderly fashion. It is expected that rules of good health, good manners, and common sense be used during this lunch period. Family members are welcome to have lunch with their children at any time during the year but it is important that you call the office to reserve lunch.
NO LUNCHES SERVED ON 1/2 DAY EARLY RELEASE DAYS: Please plan ahead for these days.
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Pioneer Valley Regional School District Food Service Guidelines Pioneer Valley Regional School District offers parents the opportunity to select the best meal plan to meet their children’s needs, the family budget and life style: Breakfast and/or lunch packed at home, brought to school and eaten in the cafeteria. Breakfast and/or lunch purchased at full price at your child’s school. Breakfast and/or lunch at free or reduced lunch fees for families who qualify according to income guidelines. Families may apply at any time during the school year if there is a change in income status. We are committed to working with parents to ensure that all school age children have adequate nourishment. Studies have conclusively associated proper nourishment with a child’s ability to learn. Our PVRSD School Lunch / Breakfast Program operates on a non-profit basis and is not supported by local tax dollars. Its operational budget comes from daily revenues and state and federal subsidies. It is the responsibility of parents who choose to purchase or receive subsidized meals from our program to stay current with their bills and to notify Food Service of any changes in their income status so that we may provide you with Free and Reduced meal applications on a timely basis. Pre-payments may be made by cash, check, or bank check. The following guidelines are currently in effect: All meals must be paid for in advance. Money may be sent in on a monthly or weekly basis with your child. Deductions are made only when students purchase school meals or milks. After five days of non-payment, parents will be notified that their child will be given a sandwich, fruit, and milk until the account resumes to a positive balance. Families are welcome to complete a Free/Reduced Lunch Application at any time during the school year. Should the application for free or reduced status be approved, families are still responsible for the balance due, as the change of status is not retroactive for past due balances.
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REPORT CARDS Student evaluation reports are sent home three times per year in November, March, and June. Parents should look for these evaluations. Specific dates will be published in Thursday News. Report cards and parent/teacher conferences are ways that teachers communicate with parents and guardians about students' academic and social growth. If after checking a student's report card parents have any questions they should contact the teacher for an appointment. TEXTBOOKS AND SUPPLIES All textbooks and curricular materials are supplied at the expense of the district. These books and materials are the property of the district and are loaned to the pupils. When pupils lose, destroy, or damage any schoolbooks, school equipment or school property, parents are responsible and shall be asked by the school personnel to make restitution. The teacher will inform the parent of any supplies students may need to buy. PARENT/TEACHER CONFERENCES Scheduled Parent-Teacher Conferences are held in the Fall & Spring. At this time, your child's progress will be discussed. You are encouraged to make every effort to attend. Additionally, you may request a meeting with your child’s teacher at any point throughout the year. While report cards give valuable information in summary form, they can never take the place of personal contact. Only in a conference can the many aspects of the child's educational development and growth be fully explained and discussed between the people who know the child best - the parents and the teacher. Parents are welcomed and encouraged to come to school to talk with teachers. However, in the interest of not interrupting the children’s school day, we ask parent or guardians to call school to arrange a mutually convenient time to speak with teachers.
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LIBRARY Students at Pearl Rhodes Elementary may borrow books/materials from the school library during library period each week. The number of books allowed is at the discretion of the school library paraprofessional. Students are responsible for returning any overdue books. If a book is not returned, he/she is responsible for the cost of the book in a timely manner. If a library book is damaged, the replacement charge applies. PICTURES School pictures, both individual and class, are taken each fall. Pictures will be taken in late September each school year with retakes taken within approximately 30-days. Information regarding the process and scheduled dates will be sent home in the Thursday News. STUDENT/CLASSROOM DIRECTORY Each fall, the Pearl Rhodes Elementary PTO will create a student directory. Families may voluntarily provide their address and phone number to be shared with other families in that grade level. This can help to facilitate social interaction outside of school and facilitate communication between families. Families always have the option to elect that their information not be included. CELEBRATIONS Each year every child's birthday is typically recognized in the classroom. Please contact your child's teacher if this practice is contrary to your personal beliefs. Parents are asked to contact their child's teacher if they wish to make arrangements to recognize their child's birthday during the school day. Please familiarize yourself with the PVRSD Wellness Plan to help plan healthy snacks your child might share with his/her class. Parents are also asked to refrain from having their child distribute party invitations in school. This is uncomfortable for excluded children. Families should make use of the student/classroom directories provided at the beginning of the school year.
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LOST AND FOUND All unclaimed clothing items are kept in the nurse’s office. It is recommended that name labels be placed on sweaters, jackets, and other items for easier return. Parents are urged to visit the school to claim lost articles. Small items are kept in the office. The school accepts no responsibility for items lost. Several times throughout the year unclaimed clothing is donated. ELECTRONIC DEVICES We encourage families to carefully consider the ramifications of sending electronic devices to school with children. Electronic devices can often cause distraction and may be confiscated in those cases (to be returned to a parent). Students bringing cell phones to school must ensure that they are turned off during all school hours, which includes: snack, recess, lunch, during class, and restroom breaks. The school cannot accept responsibility for these devices and we would encourage families to keep these items at home. It is understood that BES and the PVRSD is not responsible or liable for any damaged, lost, or stolen electronic devices. Students who fail to comply with this policy will have their personal electronic device confiscated by BES staff. CLOTHING POLICY Children are encouraged to choose clothing appropriate for the school environment and weather conditions. During the cooler months, the children should dress accordingly and wear a sweater, sweatshirt, or light jacket when out at recess. Students are encouraged to leave a seasonal spare change of clothes at school. Children in primary grades are required to wear snow pants and boots to recess if they are to play in the snow. This practice is also strongly encouraged at the fifth and sixth grade level. If there is snow on the playground, the children without snow pants and boots must remain on the sidewalk/ramp area. Heavy outerwear (coats, jackets, snow pants, boots, winter hats/hoods etc.) are not to be worn in school.
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Sneakers are required for weekly participation in physical education, except in winter when boots are requested by our physical education teacher. It is also necessary that students wear appropriate clothing for physical exercise on days when they have physical education class. PARKING Parking at Pearl Rhodes Elementary can be a challenge! To ensure the safety of the children, and to adhere to town guidelines, it is important that parents or visitors park in designated parking spaces. This process is equally as important during arrival and dismissal periods. Cars should never park in the designated bus lane or in the space next to the dumpsters as that is the emergency vehicle access. Families should only use handicapped parking if they have the appropriate tags. Please exercise caution in the parking lot during arrival and dismissal time, as there are many cars and children walking. Please note that idling for more than 5-minutes is against Massachusetts General Law. Thank you for your cooperation in regard to this very important matter. PETS/ANIMALS There is nothing cuter than a fuzzy little animal. Most of us love them and have no problem being near them. That is not the case with all children or adults. Some children are highly allergic to many kinds of animals. Other children have had a frightening experience around animals that may have included being mauled or bitten. Due to these two reasons, we ask that you please do not bring animals with fur/hair into the school. If you make arrangements with a classroom teacher to show an animal, these animals should be viewed outside on the playground. USE OF SCHOOL FACILITIES Community groups or individuals may make arrangements to use the school facilities after school hours by submitting a facilities request form to the office. The Principal and the Leyden Board of Selectmen must approve arrangements. For further information and a facilities request form, please contact the school office.
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HOMEWORK Homework assignments are used to reinforce, to enrich, and to provide the student with the opportunity to prepare subject matter independently. Homework may be assigned in grades one through six as needed. In general, homework will not exceed the following allocations per night: Grade two Grade three Grade four Grade five Grade six
- twenty minutes ‑ thirty minutes ‑ forty minutes ‑ fifty minutes ‑ sixty minutes
If a child is consistently exceeding these guidelines or having difficulty with the work, please contact your child's teacher. Parents need to be aware of the difference between homework and unfinished daily work, which may also need to be completed at home. Generally homework is not given on Friday, however, there may be long term projects assigned which require students to set aside blocks of work time per night. These projects provide students with the opportunity to budget their time to complete assignments. Parents or guardians will be notified if a student continuously fails to complete homework assignments on time. If necessary, the teacher may request a meeting with the student/parents to create a plan to ensure the future completion of homework assignments. Homework Tips: Provide a quiet place to do homework. Set aside a specific time to do homework. See that study area is well equipped with pens-pencils, paper, ruler, markers, glue, dictionary. Look over homework assignments to check for understanding. Encourage students to work independently, but be available to assist during homework time.
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OPEN HOUSE Open House at the Pearl Rhodes Elementary School is held in early October. This is an opportunity for you to visit your child's classroom and become acquainted with your child's teacher and educational program. Individual conferences are not possible at this time but may be arranged. Information regarding Open House will be sent home prior to the event. ELECTRONIC RESOURCES ACCEPTABLE USE POLICY The Pioneer Valley Regional School District has established certain protocols to insure the safety of the school community, the security of the computer network, and compliance with applicable law. This policy can be found at the school office or on the district website at wwwpvrsdk12.org. A copy may be requested by calling the office. TESTING State standardized testing typically occurs each year for students in grades three through six at PRES. The revised MCAS (Massachusetts Comprehensive Assessment System) test has been built upon the best aspects of the previous MCAS assessments and includes innovative items developed by PARCC (Partnership for Assessment of Readiness for College and Careers), along with new items specifically created to assess the Massachusetts learning standards. MCAS is an untimed computerbased test. It includes three parts of English/Language Arts for grades 3 -5, two parts of ELA for grade 6, two parts of Math for grades 3 – 6 and two parts of Science & Technology/Engineering for grade 5. The testing window is open from the first week of April through the end of May. These tests will evaluate the student's ability to think critically and to problem solve. MCAS test questions are still available online. If you would like your own copy of prior questions, please visit the DESE website at: http://www.doe.mass.edu/mcas/results.html and http://profiles.doe.mass.edu/.
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VISITORS To ensure the safety of all our students at Pearl Rhodes Elementary School all visitors/ volunteers will use the front entrance, sign in and report to the main office to check in with the administrative assistant. Visits to our school and/or classrooms by parents are welcomed. They allow parents the opportunity of observing the teaching and learning process. All school visits must be scheduled in advance with the classroom teacher. SECURITY OF THE BUILDING All doors are locked at Pearl Rhodes Elementary School for the safety and security of students, staff, and visitors. When arriving at the front entrance at PRES please ring the doorbell and know that someone from the staff will come to the door as soon as possible. We regret any inconvenience that you may experience but safety is first for all building occupants. Please then check in at the front office. Thank you in advance for your patience and understanding. VOLUNTEERS Volunteers within our school provide teachers and other staff members with volunteer assistance by members of the community who have expressed a desire to help provide quality educational services at Pearl Rhodes Elementary. Volunteers will assist teachers by fulfilling tasks that teachers or administrators have specifically requested. The purpose is to supplement and enrich the school program at the direction of the professional staff. We have a variety of needs in the following areas: school library, chaperoning, and in the classroom. Parent volunteers are most welcome at Pearl Rhodes Elementary School. If you are interested in volunteering in our school, contact the classroom teacher or call the school office at 772-6245 if you have time to offer. The office will provide interested volunteers with a CORI/SORI form and information regarding fingerprinting which is now required in Massachusetts. We will also notify previous volunteers when their CORI expires. When arriving to volunteer, please sign in at the office. Thank you in advance for any assistance you may be willing to provide.
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STUDENT SAFETY AND WELL-BEING The district has been carefully following the creation of legislation adopted by the Commonwealth of Massachusetts. The legislation stresses three components as essential to a school’s efforts to prevent and address bullying:
Age-appropriate instruction for students in each grade on bullying prevention incorporated in a school’s curriculum. PVRSD elementary schools implement the Second Step social curriculum in grades PK-6. A social curriculum helps students learn how to feel good about themselves, interact with each other, and develop healthy relationships.
A clear statement that bullying of any type is not permitted in our schools, the requirement that all adult and student witnesses report it immediately, and clear and easily understood procedures for responding to and investigating reports of bullying. We have a bullying statement and established policies and procedures for reporting and investigating incidents of bullying when they occur that are in compliance with the new MA Anti-Bullying Law.
The development of a bullying prevention and intervention plan to be implemented, including strategies to protect those who report bullying and appropriate services for students who have been bullied or are bullies. Many strategies and services are already in place and we have started the process of documenting our prevention and intervention plan. The MA Department of Elementary and Secondary Education will be required to provide guidance and resources.
Throughout this year, the district will ensure that our policies, programs, and strategies meet its intent. We will look for ways to strengthen and improve our efforts to ensure the safety and well being of all our students. We welcome your ideas or questions. BEHAVIOR EXPECTATIONS: Respect is our guiding principle. It is expected that children and adults will treat each other with respect. We strive to use supportive language and a respectful tone while keeping the Golden Rule in mind. We model and expect kindness and good manners.
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Teachers, staff, and students at Pearl Rhodes Elementary School work together in a proactive way to promote appropriate behavior. We help each other understand and reflect on our behavior. Children are empowered to solve their own problems and, when appropriate, are involved in determining consequences for their behavior. Developing social skills is a priority in our school. Children need time and guidance in practicing cooperation, negotiation, problem solving, communication and empathy in various school settings. A major goal for establishing rules is that students develop mechanisms for self-control such as the ability to attend, the ability to use words rather than force, and the ability to make appropriate choices. Rules for each classroom are established by teachers and students at the beginning of each school year. In establishing rules together, we build a foundation upon which our community develops. There are also school-wide rules generated by the children. Our staff have worked together to develop school-wide expectations for all students. Our students are expected to be safe, responsible and respectful in all areas of the school. The matrix of expectations provided on the next page describes what this looks like in each area of our school. We will review these expectations with students regularly, and ask that families review them with children as well. Together, we will cultivate a safe, responsible and respectful school culture. Be Safe
Hallway
Bathroom
Be Responsible
Be Respectful
*Hands, Feet and Other Objects to Yourself *Look where you are walking *Use walking feet
*Hang up your things *Keep the walkway clear
*Voices off while others are working *Touch only your own things
*Keep your hands, feet and other objects to yourself *Wash your hands *Keep the lights on
*3 students at a time in the bathroom *Let an adult know if paper towels, toilet paper or soap are out
*Throw trash in the garbage can *Flush the toilet *allow others to have privacy
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Cafeteria
Outside
Classroom
*Keep your hands, feet and other objects to yourself *Use walking feet *Touch only your own food
*Clean up after yourself *Ask before you take *Raise your hand to get out of your seat *If you drop it, pick it up
*Allow others to sit with you *Use quiet voices
*Keep hands, feet and other objects to yourself *Run only on the field *Keep all other equipment (balls, sleds) off the structure *Walk at least a whole person length in front of or behind the swings
*Return all equipment *Keep sticks, large rocks and other debris off the playground
*Anyone can play any game *You can join a game once and you can quit a game once
*Keep hands, feet and other objects to yourself. *Use walking feet
*Follow directions *Use materials properly *Put things away when you are finished with them *Participate whenever you can, do your best
*Give others personal space *Be kind to others, especially if they are struggling *Ask before you borrow *One person speaks at a time
HOW WE HANDLE UNEXPECTED BEHAVIOR When students do not follow school rules, consequences are respectful, related, logical, and reasonable. If necessary, parents or guardians will be informed. In instances of unexpected behavior, the student is : - given a reminder or warning - timed out in the classroom - timed out in a neighboring classroom - brought to the office to problem solve with the principal (or head teacher) and parent or guardian may be called.
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In instances in which a student physically endangers another person and/or uses hurtful language that student shall be brought to the principal immediately. In all such cases, the student’s family will be notified of the incident. In school and out of school suspensions may be assigned at the principal’s discretion. In instances in which property is damaged, stolen or destroyed, the consequences shall be determined by the principal and attending teacher. In repeated or extreme instances in which a student uses hurtful language (put-downs, bullying, swearing, name calling) toward other students, teachers, or staff, that student shall be brought to the principal immediately. The student's parent or guardian will be notified of the incident. Repeated incidents may result in an in-school suspension.
DISCIPLINE OF STUDENTS UNDER SPECIAL EDUCATION AND SECTION 504 The discipline of students with disabilities eligible for special education and students on Section 504 Accommodation Plans is governed by federal and state special education laws and the regulations promulgated there under. These laws include the Individuals with Disabilities Education Act, its implementing regulations 34 C.F.R. et seq.; and Massachusetts General Laws, chapter 71 B and its implementing regulations 603 C.M.R. 28.00. Students with disabilities who violate school rules are subject to removal from their current educational placement for up to ten (10) school days per year, to the extent that such a removal would be applied to students without disabilities, without a prior determination as to whether the misconduct is related to the student’s disability. The student’s IEP or 504 team must meet within ten (10) days of the decision to suspend to review all relevant information in the student’s file. Anytime school personnel seek to remove a student from his or her current educational placement for more than ten (10) days in any school year, this constitutes a ‘change in placement.’ This includes both in school and out of school suspensions. A change in placement invokes certain procedural protections under the IDEA, the federal special education law.
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These include, but are not limited to: A. If the school did not conduct a functional behavioral assessment and implement a behavioral intervene- tion plan for such a student before the behavior that resulted in the discipline, the school shall convene an IEP meeting to develop an assessment plan to address the behavior, or if the child already has a behavior intervention plan, the IEP Team shall review the plan and modify it, as necessary, to address the behavior. B. A review by the IEP Team of the relationship between the child’s disability and the behavior subject to the disciplinary action, which is often referred to as the Manifestation Determination. School personnel may order a change in educational placement of a child with a disability to an appropriate Interim Alternative Educational Setting (IAES) that provides the student with a free appropriate public education for the same amount of time that a child without a disability would be subject to discipline, but not for more than forty-five (45) calendar days if the student: 1. Carries or possesses a weapon to or at school, on school premises, or to or at a school function. 2. Knowingly possesses or uses illegal drugs at school, a school function, or school sponsored event; or sells or solicits the sale of a controlled substance while at school, a school function, or a school sponsored event. School Personnel may also seek an order form the department of Elementary and Secondary Education Bureau of Special Education Appeals (BSEA), using the authority of the hearing officer, placing a student in an Interim Alternative Educational Setting (IAES) for up to forty-five (45) calendar days, when it is determined that the student is “substantially likely” to injure him/herself or others. Parents/guardians and/or students, where appropriate, may request a hearing at the Bureau of Special Education Appeals regarding a disciplinary action described above to challenge the Interim Alternative Educational Setting (IAES) or the manifestation determination. For a copy of the Massachusetts Department of Elementary and Secondary Education brochure on Special Education Parents’ Rights available in many languages visit http://www.doe.mass.edu/sped/prb/ or contact the administrator of Special Education at (413)498-2911.
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RECESS Recess is designed to give your children vigorous exercise, a time to be active and learn to play cooperatively. During regularly scheduled recess periods, there will be adults on the playground. Students are asked to stay within sight of the adults and if they need any special attention, they should see the adult on duty first. All children are required to participate and a doctor’s note is necessary for staying inside on outside recess days. During the winter months please be sure that children dress appropriately for the weather conditions. BICYCLES Children, with parental permission, may ride bicycles to school. Helmets must be worn in compliance with Massachusetts State Law. We urge parents to review safe riding procedures and perform a regular safety inspection of bicycles. Students are reminded to walk their bikes on the school grounds during the school day. There is to be no riding during the school day including recesses. A permission slip will be sent home in the beginning of the year to indicate your permission for your child to ride his/her bike to and from school. SKATEBOARDS AND ROLLERBLADES Skateboards and rollerblades may not be used on school grounds. Students are reminded that skateboards and rollerblades must be carried once on school property. FIELD TRIPS, SCHOOL EVENTS, DISTRICT EVENTS Trips to sites throughout the area can be an important enrichment activity within the scope of the classroom curriculum. Trips connected to classroom curricula will be planned by school staff. Notices and permission slips will be sent home for each individual field trip. In addition, the location of Pearl Rhodes Elementary allows for exciting enrichment activities right here in Leyden! A walking field trip permission
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form will be sent home in September. This will allow classroom teachers to access the wonderful environment surrounding our school. Children are expected to participate in all school-sponsored or districtsponsored events. These events may be graduation exercises, fine arts concerts, band/music performances, field trips, or other similar events. These activities are scheduled as part of our regular approved curriculum, and, as such, attendance by the children is expected. If you elect not to have your child participate in a scheduled field trip or district event, your family may need to make alternate arrangements for your child. SCHOOL COUNCIL The Commonwealth of Massachusetts has enacted legislation, which calls for the establishment of a School Council for each elementary, secondary, and independent vocational school in the Commonwealth. Each council is to have the following categories of membership: school representatives (including principal), parents, and community representatives who are not teachers or parents of students at the school. Councils are to assist principals in adopting educational goals for the school, identifying the educational needs of the students attending the school, and formulating a school improvement plan. Parent representatives on the council are elected our PTO, the Friends of BES. Meetings are held monthly and are open to all. STUDENT HEALTH Please contact the school nurse at 648-9356 with any questions. Staff - A registered nurse coordinates the health care needs of each student. This includes complying with school health policies mandated by the state of Massachusetts, screening and referring students, attending to sick and injured students, facilitating positive student responses to normal development. Utilizing a team approach, the school nurse promotes the health and safety of the students, and administers medication per doctor’s orders and employs early intervention with potential health problems. Emergency Information - At the beginning of the school year each child receives
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an Emergency Information form. These forms provide the information necessary to reach parents, guardians, or alternates promptly in case of illness or accidents. Because individual health conditions may vary among children within a family, parents who have more than one child in our school are asked to fill out a separate card for each child. In the event a parent or guardian cannot be reached, the name of a person to be notified in cases or emergency must be included on each card. Please be sure the persons you name are willing and able to serve in this capacity; whenever possible, please list local people. Please update the office with changes to your information as they occur (cell phone, work phone, etc.) Physical Exams - Physical exams are required for entrance to pre-kindergarten, kindergarten, and grades 4, 7, and 11. Annual physical exams are required for all students who play sports. Students are encouraged to go to their own physicians. Your own pediatrician has more knowledge of your child and conducts a more thorough examination. Maintaining a connection with your physician is an important opportunity for you and your child. If necessary, the fourth grade physical will be completed by the school physician if a request is made in writing. The physician must have a written report sent to the school to be kept in the student’s health record. Students who transfer into the Pioneer Valley Regional School District must show evidence of a physical exam within the past six (6) months or make an appointment to satisfy this requirement. The Massachusetts Department of Public Health requires verification of completion of school immunization requirements for all children attending school. Immunizations – In accordance with MGL Ch 75 Sec.15, no student will be admitted to school without documentation of complete immunization. The physician will administer private immunizations and boosters. Any family unable to arrange for the required immunizations will be assisted through referrals by the School Nurse to obtain them. Lead screening is required prior to entering pre-kindergarten or kindergarten. A current immunization schedule is available from the School Nurse. Exemptions for medical or religious reasons must be requested in writing. Illness and Injuries at School - If a student is sick or has been injured seriously enough to require further evaluation, school staff will contact a parent or guardian. It is the responsibility of the parent or guardian to take the child home and/or arrange for any needed medical follow-up. The School Nurse will administer first aid only. In case of serious injury requiring emergency medical
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treatment and a parent or guardian cannot be reached, an ambulance will be called if necessary and a school staff member will accompany the student to the nearest hospital emergency room. For your child's sake, as well as for the sake of others, please keep your child home if he/she is not well. Your child must be fever-free for 24 hours without medication before he/she is permitted to return to school. If your child has a contagious illness such as strep throat, conjunctivitis (pinkeye), or impetigo, he/she must be evaluated by his/her physician and then may return to school 24 hours after beginning the prescribed treatment. Please contact the school nurse if your child has a contagious illness. Notices concerning contagious disease exposure in the school are sent home with the students. Please read these as they contain information about signs and symptoms, and school policy concerning re-entry into class. Medication Policy - The following guidelines must be followed to ensure safe and appropriate administration of all needed medications during school hours. This includes non-prescription medications that are required on a regular basis. State mandated forms are to be completed before any medication is given in school. These forms may be obtained from the school nurse. 1. Written consent from the parent or guardian for the administration of medication during school hours. If a student has multiple medications, including prn, they must be listed individually on this form. 2. A signed and dated order by the doctor that includes the need for the medication, the name of the medication, and the dosage, route of administration, and time(s) to be administered. 3. A medication administration plan (a med plan) is completed and signed by both the parent and the school nurse for each medication taken at school. 4. Each prescription medication should be brought to the Health Office by a responsible adult and in the original container. No more than a 30-day supply of medication can be accepted at one time. Please do not send medication to school with students. Unmonitored medication endangers the health and safety of every child in the school. Medications are kept in a locked cabinet in the health office. All meds
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are to be picked up at the end of the school year. Meds are not stored during the summer. Any meds left will be discarded. 5. Students must come to the Health Room for each medication dose. It is each student's responsibility to appear promptly at the prescribed time(s). 1.
If a child has a short term (those requiring administration for ten days or less), the pharmacy labeled container may be used in lieu of a physician’s order. A letter from the parent requesting that the medication be administered and the time of the administration must accompany the medication.
7. An Interval Health History is sent home at the beginning of the year. It must be filled out and signed by the parent/guardian each year. This form asks for information about your child’s health, gives permission for the school nurse to treat, as well as offering an optional consent for Tylenol, Ibuprofen, and Benadryl to be given at school should the need arise. These medications can be given no more than 3 times per month without a written order from a physician. Completion of this form assists the nurse in her assessment of your child’s health/illness status. 8.
If your child has a life-threatening allergic reaction to bee stings or other substances (or if he/she has a sibling who reacts), please contact the School Nurse. It is crucial for the school to have a written protocol for dealing with this type of reaction on an individual basis should the need arise. Also, if an EpiPen has been prescribed for your child, please provide one to be kept in the Health Room. (If your child will participate in the after-school program, a second EpiPen will be needed, as staff from this program does not have access to the Health Room after school hours.)
Screenings - Students are screened annually for height, weight, vision and hearing as required by the Massachusetts Department of Public Health. These screenings are not diagnostic. Any child who falls outside the expected parameters for their age or size group, their parent/guardian will be notified. A recommendation for follow up with the appropriate referral will be included with this notification.
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Postural Screening is done annually for students in grades 5-9. Changes in the spine often develop slowly and without pain during these growthspurt years. The school nurse and the physical education teacher will do the initial examination. Recommendations for further evaluation by a physician are directly forwarded to the parent/guardian. Exemption from this screening is allowed if a student's parent or guardian provides a written request. In this case, the student must be screened by his/her own physician and written verification from the physician given to the school nurse. Fluoride Program - Students may participate in a weekly fluoride rinse program. Participation is optional, and written permission by each student's parent or guardian is required. The fluoride rinse program is offered free of charge to all students in grades 1 through 6.
SPECIAL EDUCATION The Massachusetts Special Education Act of 1972, commonly referred to as "Chapter 766", ensures that all children with special needs between the ages of three and twenty-two will receive a free appropriate education in the least restrictive environment. These disabilities include pupils with temporary or permanent intellectual or emotional problems; sensory or physical impairments including vision or hearing problems, speech or communication disorders, cerebral or perceptual dysfunctions or other specific learning difficulties or combinations of them, which interfere with the student's ability to progress effectively in regular education programs. The Pioneer Valley School District makes every effort to educate all the students in our schools if possible. We believe that the environment of the community school is the most normalizing and enriching. To this end attempts are made to do the following: To find and evaluate at the earliest possible time all children with learning problems To develop an Individual Education Plan (I. E. P.) for each child who has a disability that significantly impacts his/her educational progress
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To provide these services within the local schools whenever possible To accomplish the above responsibilities, Bernardston Elementary School has initiated several procedures to identify and remediate children's learning problems: All parents of three and four year old children are notified of yearly screenings to determine learning issues. Communication with local agencies is ongoing to help identify any children not yet enrolled who may have potential special needs. All parents of pre‑school-aged children may at any time call to arrange such a screening. A Child Study Team meets throughout the year where teachers or parents may meet with the Principal and other teachers to discuss children who are not being successful in the classroom. Adaptations and modifications are discussed and implemented. Occasionally Special Education referrals may be made from this group. Evaluations are carried out by the school evaluation team. The members may include parents, the principal, the school psychologist, speech-language pathologist, classroom teachers, the Early Childhood Coordinator, and the school nurse. Overseeing the process is the Director of Special Education. A team chairperson is designated to organize the meeting, and to act as a parent liaison. Parent involvement is both mandatory and encouraged. This program benefits many students allowing them to be as successful as possible. At Bernardston Elementary School the Special Education Department consists of a special education teacher, school psychologist, speech-language pathologist, an Early Childhood Coordinator, occupational and physical therapists and several special education aides, and assistants. If you have specific concerns about your child's academic development, please do not hesitate to contact the teacher or principal.
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DUE PROCESS FOR SUSPENSIONS: NOTICE OF PROPOSED SUSPENSION Except in the case of an emergency removal or disciplinary offense defined under M.G.L. c. 71, §§37H or 37H½, the school shall provide the student and parent/guardian with written and oral notice of the proposed suspension, an opportunity to be heard at hearing, and the opportunity to participate at the hearing. Notice shall set forth in plain language: a) the disciplinary offense; b) the basis for the charge; c) the potential consequences, including the potential length of the student’s suspension; d) the opportunity for the student to have a hearing with the principal concerning the proposed suspension, including the opportunity to dispute the charges and to present the student’s explanation of the alleged incident, and for the parent/guardian to attend the hearing; e) the date, time, and location of the hearing; f) the right of the student and student’s parent/guardian to interpreter services at the hearing if needed to participate; The principal shall make reasonable efforts to notify the parent/guardian orally of the opportunity to attend the hearing. In order to conduct a hearing without the parent/guardian present, the principal must be able to document reasonable efforts to include the parent/guardian. Reasonable effort is presumed if the principal sent written notice and documented at least two attempts to contact the parent/guardian in the manner specified by the parent/guardian for emergency situations. All written communications regarding notice of proposed suspension shall be either by hand delivery or delivered by first-class mail, certified mail, or email to address provided by the parent/guardian for school communications (or other method agreed to by the principal and parent/guardian) in English, and in the primary language in the home if other than English, or other means of communication where appropriate. DUE PROCESS FOR SHORT-TERM SUSPENSIONS: HEARING AND PRINCIPAL DETERMINATION A short-term suspension is the removal of the student from the school premises and regular classroom activities for ten (10) consecutive days or less. Short-term suspensions which do not cumulatively over the course of the school year exceed ten (10) days of suspension shall be conducted in accordance with this section. Principal Hearing. The purpose of the hearing with the principal is to hear and consider information regarding the alleged incident for which the student may be suspended, provide the student an opportunity to dispute the charges and explain the circumstances surrounding the alleged incident, determine if the student has committed the disciplinary offense, the basis for the charge, and any other pertinent information. The student shall
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have an opportunity to present information, including mitigating facts. A parent/guardian present at the hearing shall have the opportunity to discuss the student’s conduct and offer information, including mitigating circumstances. Based on the available information, including mitigating circumstances, the principal will make a determination whether the student committed the disciplinary offense, and if so, the consequence. The principal will provide notification in writing of his/her determination in the form of an update to the student and parent/guardian, and provide reasons for the determination. If the student is suspended, the principal shall inform the parent/guardian of the type and duration of the suspension, and shall provide an opportunity for the student to make up assignments and other school work as needed to make academic progress during the period of removal. If the student is in grades pre-k through 3, the principal shall send his/her determination to the superintendent and explain the reasons prior to imposing an out-of-school suspension, before the short-term suspension takes effect. All written communications regarding the hearing and principal determination shall be either hand delivery or delivered by first-class mail, certified mail, or email to the address provided by the parent/guardian for school communications (or other method agreed to by the principal and parent/guardian) in English, and in the primary language in the home if other than English, or other means of communication where appropriate. DUE PROCESS FOR LONG-TERM SUSPENSIONS: HEARING AND PRINCIPAL DETERMINATION A long-term suspension is the removal of a student from the school premises and regular classroom activities for more than ten (10) consecutive school days, or for more than ten (10) school days cumulatively for multiple disciplinary offenses in any school year. The purpose of the hearing with the principal is to hear and consider information regarding the alleged incident for which the student may be suspended, provide the student an opportunity to dispute the charges and explain the circumstances surrounding the alleged incident, determine if the student has committed the disciplinary offense, the basis for the charge, and any other pertinent information. The student shall have an opportunity to present information, including mitigating facts, that the principal will consider in determining whether alternatives to suspension such as loss of privileges, detention, an apology, a student contract, restitution, and/or probation are appropriate. Additionally, the student shall have the following additional rights: i.
In advance of the hearing, the opportunity to review the student’s record and the documents upon which the principal may rely in making a determination to suspend the student or not; ii. the right to be represented by counsel or a lay person of the student’s choice, at the student’s and or parent’s/guardian’s expense;
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iii. the right to produce witnesses on his or her behalf and to present the student’s explanation of the alleged incident, but the student may not be compelled to do so; and iv. the right to cross-examine witnesses presented by the school district; v. the right to request that the hearing be recorded by the principal. All participants shall be informed that the hearing is being recorded by audio. A copy of the audio recording will be provided to the student or parent/guardian upon request. Based on the evidence submitted at the hearing the principal shall make a determination as to whether the student committed the disciplinary offense, and, if so, after considering mitigating circumstances and alternatives to suspension (the use of evidence-based strategies and programs, such as mediation, conflict resolution, restorative justice, and positive interventions and supports) what remedy or consequence will be imposed. If the principal decides to impose a long-term suspension, the written determination shall: i.
Identify the disciplinary offense, the date on which the hearing took place, and the participants at the hearing; ii. Set out key facts and conclusions reached by the principal; iii. Identify the length and effective date of the suspension, as well as a date of return to school; iv. Include notice of the student’s opportunity to receive a specific list of education services to make academic progress during removal, and the contact information of a school member who can provided more detailed information. v. Inform the student of the right to appeal the principal’s decision to the superintendent or his/her designee (only if a long-term suspension has been imposed) within five (5) calendar days, which may be extended by parent/guardian request in writing an additional seven (7) calendar days. The long-term suspension will remain in effect unless and until the superintendent decides to reverse the principal’s determination on appeal. If the student is in grades pre-k through grade 3, the principal shall send his/her determination to the superintendent and explain the reasons prior to imposing an out-ofschool suspension, whether short-term or long-term, before the suspension takes effect. All written communications regarding the hearing and principal determination shall be either hand delivery or delivered by first-class mail, certified mail, or email to the provided by the parent/guardian for school communications (or other method agreed to by the principal and parent/guardian) in English, and in the primary language in the home if other than English, or by other means of communication where appropriate. DUE PROCESS FOR SUPENSIONS: APPEAL OF LONG-TERM SUSPENSION A student who is placed on a long-term suspension shall have the right to appeal the principal’s decision to the superintendent if properly and timely filed. A good faith effort
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shall be made to include the parent/guardian at the hearing. The appeal shall be held within three (3) school days of the appeal, unless the student or parent/guardian requests an extension of up to seven (7) additional calendar days, which the superintendent shall grant. The student and parent/guardian shall have the same rights afforded at the long-term suspension principal hearing. Within five (5) calendar days of the hearing the superintendent shall issue his/her written decision which meets the criteria required of the principal’s determination. If the superintendent determines the student committed the disciplinary offense, the superintendent may impose the same or a lesser consequence than that of the principal. The superintendent’s decision shall be final. DUE PROCESS FOR SUSPENSIONS: EMERGENCY REMOVAL A student may be temporarily removed prior to notice and hearing when a student is charged with a disciplinary offense and the continued presence of the student poses a danger to persons or property, or materially and substantially disrupts the order of the school and, in the principal’s judgment, there is no alternative available to alleviate the danger or disruption. The temporary removal shall not exceed two (2) school days, following the day of the emergency removal. During the emergency, removal the principal shall make immediate and reasonable efforts to orally notify the student and student’s parent/guardian of the emergency removal and the reason for the emergency removal. The principal shall also provide the due process requirements of written notice for suspensions and provide for a hearing which meets the due process requirements of a long-term suspension within the two (2) school day time period, unless an extension of time for the hearing is otherwise agreed to by the principal, student, and parent/guardian. A decision shall be rendered orally on the same day as the hearing, and in writing no later than the following school day. The decision shall meet all of the due process requirements of a principal’s determination in a long-term suspension. SUSPENSION OR EXPULSION FOR DISCIPLINARY OFFENSES UNDER M.G.L. 71 §§37H and 37H½ 1.
2.
The due process procedures above do not apply to a) possession of a dangerous weapon; b) possession of a controlled substance; c) an assault on a member of the educational staff; or d) a felony charge or felony delinquency complaint or conviction, or adjudication or admission of guilt with respect to such felony if the principal determines that the student’s continued presence in school would have a substantial detrimental effect on the general welfare of the school, as provided in M.G.L. c.71, §§37H or 37H½. The principal will inform the student of the specific charges in writing, informing the student of the right to be represented by counsel (at the student’s expense) and
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3. 4. 5. 6.
the right to provide evidence and question witnesses, on the proposed hearing date. The student may appeal the principal’s expulsion determination to the Superintendent of Schools within ten (10) days of notification of the expulsion. The superintendent may uphold, reduce, or reverse the disciplinary action after the appeal hearing. Note that a failure to make an appeal to the superintendent within the ten (10)-day period will exhaust any further right of appeal. All students who have been suspended or expelled who remain residents of the District shall have an opportunity to make academic progress during their period of suspension, expulsion, or removal from regular classroom activities. If the superintendent upholds the expulsion decision, if the student moves to another district during the period of suspension or expulsion, the new district of residence shall either admit the student to its schools or provide educational services to the student under an education service plan.
PIONEER VALLEY REGIONAL SCHOOL DISTRICT ADA GRIEVANCE PROCEDURE This grievance procedure is established to meet the requirements of the Americans with Disabilities Act. It may be used by anyone who wishes to file a complaint alleging discrimination in employment practices and policies of the provision of services, activities, programs, or benefits by the Pioneer Valley Regional School District. The complaint should be in writing or on audiotape and contain information about the alleged discrimination including name, address, phone number of complainant and location, date, and description of the problem. Alternative means of filing complaints, such as personal interview, will be made available for persons with disabilities upon
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request. The grievant and/or his/her designee should submit the complaint as soon as possible but no later than 60 calendar days after the alleged violation to: CHRIS MAGUIRE, ADMINISTRATOR OF SPECIAL EDUCATION PIONEER VALLEY REGIONAL SCHOOL DISTRICT 97F SUMNER TURNER ROAD NORTHFIELD, MA 01360 Within 15 calendar days after receipt of the complaint, the ADA Coordinator will meet with the complainant to discuss the complaint and possible resolutions. Within 15 calendar days after the meeting, the ADA Coordinator will respond in writing and, where appropriate, in a format accessible (e.g. large print, Braille, audiotape) to the complainant. The response will explain the position of the Pioneer Valley Regional School District and offer options for substantive resolution of the complaint. If the response by the ADA Coordinator does not satisfactorily resolve the issue, the complainant and/or his/her designee may appeal the decision of the ADA Coordinator within 15 days after receipt of the response to the Superintendent of Schools. Within 15 calendar days after receipt of the appeal, the Superintendent will meet with the complainant to discuss the complaint and possible resolutions. Within 15 calendar days after the meeting the Superintendent will respond in writing in a format accessible to the complainant with a final resolution of the complaint. Individuals always have the legal right to file a complaint independent of the grievance procedure with an appropriate agency if they so choose.
PIONEER VALLEY REGIONAL SCHOOL DISTRICT SEXUAL HARASSMENT, BULLYING & HAZING POLICY I. Policy A.
It is the policy of the Pioneer Valley Regional School District to provide a learning and working atmosphere for students, employees and visitors free from sexual harassment, bullying, hazing, and intimidation. These terms are referenced herein as “harassment”. Such action may occur on the basis of race, color, religion, national origin, age, gender, sexual orientation or disability, or for any other reason.
B.
It is a violation of this policy for any administrator, teacher or other employee, or
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any student to engage in or condone harassment in school or to fail to report or otherwise take reasonable corrective measures when they become aware of an incident of harassment. C.
This policy is not designed or intended to limit the school’s authority to take disciplinary action or take remedial action when such harassment occurs out of school but has a nexus to school, or is disruptive to an employee’s or student’s work or participation in school related activities. Reports of cyber bullying by electronic or other means, occurring in or out of school will be reviewed and, when a nexus to work or school exists, will result in discipline.
D.
It is the responsibility of every employee, student and parent to recognize acts of harassment and take every action necessary to ensure that the applicable policies and procedures of this school district are implemented.
E.
Any employee or student who believes that he or she has been subjected to harassment has the right to file a complaint and to receive prompt and appropriate handling of the complaint. Further, all reasonable efforts shall be made to maintain the confidentiality and protect the privacy of all parties, but proper enforcement of this policy may require disclosure of any or all information received.
F.
The Building Principal/Designee shall be responsible for assisting employees and students seeking guidance or support in addressing matters relating to any form of harassment. II.
Procedures A.
Definitions – Sexual Harassment Prohibited
“Sexual Harassment” means unwelcome sexual advances, requests for sexual favors, and other inappropriate verbal, written, electronically transmitted, or physical conduct of a sexual nature, including but not limited to unwelcome comments, touching, written notes, pictures/cartoons or other inappropriate conduct, such as leering, whistling, brushing up against the body, commenting on sexual activity or body parts or other activity referred to by the Model MCAD policy prohibiting such behavior. Harassment has the effect of creating an intimidating, hostile, or offensive work or learning environment that takes place under any of the following circumstances: 1.
2.
When submission to such conduct is made, explicitly or implicitly, a term or condition of employment, instruction, or participation in school activities or programs; When submission to or rejection of such conduct by an individual is used by the offender as the basis for making personal or academic decisions affecting the
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individual subjected to sexual advances
B.
3.
When such conduct has the effect of unreasonably interfering with the individual's work, attendance at school or participation in academic or curricular activities, or
4.
When such conduct has the effect of creating an intimidating, hostile, or offensive work or learning environment. Definitions – Bullying Prohibited Bullying may take a variety of forms. It is unacceptable in a school or work environment. As a result no student or employee shall be subjected to harassment, intimidation, bullying, or cyberbullying in any public educational institute: 1. “Bullying and cyberbullying,” means severe or repeated unwelcome written, electronic, verbal or physical acts or gestures where a student or employee feels coerced, intimidated, harassed or threatened and under the circumstances (1) may cause a reasonable person to suffer physical or emotional harm, (2) may cause damage to another student’s or employee’s property, or (3) may cause a disruptive or hostile school environment. The behavior must interfere with an employee’s ability to perform his or her duties or with a student’s academic performance or ability to learn, or interfere with a student’s ability to participate in or benefit from services, activities, or privileges: a. That are being offered through the school district; or b. During any education program or activity; or c. While in school, on school equipment or property, in school vehicles, on school buses, at designated school bus stops, at school-sponsored activities, at schoolsanctioned events; or 2. Through the use of data, telephone or computer software that is accessed through a computer, computer system, or computer network of any public education institute. 3. As used in this Section, “electronic communication” means any communication through an electronic device including a telephone, cellular phone, computer or pager.
C.
Definitions – Hazing Prohibited The term “hazing” shall mean any conduct or method of initiation, even if consented to, into any student organization, whether on public or private property, which willfully or recklessly endangers the physical or mental health of any student or other person. 1. Such conduct shall include, but is not limited to, whipping, beating, branding,
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forced calisthenics, exposure to the weather, forced consumption of any food, liquor, beverage, drug or other substance or any other brutal treatment or forced physical activity which is likely to adversely affect the physical health or safety of any such student or person, or which subjects such student or other person to extreme mental stress, including extended deprivation of sleep or rest or extended isolation. 2. Whoever knows that another person is the victim of hazing and is at the scene of such activity, shall, to the extent that such person can do so without danger or peril to himself or others, report such activity to an appropriate law enforcement official as soon as reasonably practicable. Whoever fails to report such behavior shall be subject to discipline. D.
1.
Guidelines for Investigating Harassment Claims In school systems, harassment may take many forms and cross many lines. The situation may be an instance of staff member to staff member, staff member to student, student to staff member, or student to student. Guidelines for dealing with any report of harassment are as follows: By law, harassment is defined by the victim’s perception in combination with objective standards or expectations. What one person may consider acceptable behavior may be viewed as harassment by another person. Therefore, in order to protect the rights of both parties, it is important that the victim make it clear to the harasser that the behavior is objectionable.
2.
In all reports of harassment, the victim or witness should describe in writing the specifics of the complaint to ensure that the subsequent investigation is focused on the relevant facts. Oral and anonymous complaints will be reviewed but are inherently difficult to investigate and may not be procedurally fair; as a result no disciplinary action shall be taken on anonymous complaints unless verified by clear and convincing evidence. All other complaints will be reviewed based on a preponderance of evidence standard.
3.
Any school employee or community member that has reliable information that would lead a reasonable person to suspect that a person is a target of harassment, bullying, or intimidation shall immediately report it to the administration; each school shall document any prohibited incident that is reported and confirmed, and report all incidents of discrimination, harassment, intimidation, bullying or cyberbullying and the resulting consequences, including discipline and referrals, to the Superintendent’s office as they occur.
4.
A good faith report from a staff member renders the staff member immune from discipline for making a report and is considered to have been made in the course of the staff member’s employment for purposes of M.G.L. c. 258. As a result, the
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school district shall indemnify staff members from any cause of action arising out of a good faith report of harassment or the district’s subsequent actions or inaction in connection thereto. 5.
If an instance of student to student harassment is reported to a staff member other than an administrator, the staff member must inform the Assistant Principal or the Building Principal.
6.
If a situation involving a report of staff member to student harassment is brought to the attention of any staff member, the staff member must notify the Building Principal or Superintendent immediately.
7.
In a situation involving a report of student to staff member sexual harassment the staff member must notify the Building Principal or Superintendent.
8.
In a situation involving a report of staff member to staff member harassment the staff member must notify the Building Principal or the Superintendent.
9.
Once a report of harassment has been made, including reports of mental, emotional or physical harassment as well as threats to a person's safety or position in the school or work environment, the following course of action should be taken. a. The Building Principal/designee should investigate the report through discussions with the individuals involved. In situations involving allegations against a staff member, he/she should be informed of his/her rights to have a third party present at the time of the discussion. In situations involving students the Principal/designee should engage the appropriate classroom or special subject area teacher. Parents of students alleged to have engaged in harassment may be invited to attend a meeting at which the complaint and potential resolution will be discussed. If excluded, a student disciplined for bullying will not be re-admitted to the regular school program until his or her parent(s) attend such a meeting. It is important that the situation be resolved as confidentially and as quickly as the circumstances permit. b. If the harasser and the victim are willing to discuss the matter at a resolution meeting in the presence of the Principal/designee or Superintendent, a supportive faculty member and/or parent may be included in the discussion. During this discussion, the offending behavior should be described by the victim and administration, a request for a change in behavior should be made, and a promise should be made that the described behavior will stop. If circumstances do not permit a face-to-face meeting the administration will present the victim’s position. Follow-up verification procedures will be explained. Failure to comply after a resolution meeting will result in appropriate discipline.
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10.
If after a resolution meeting with the involved parties, the Building Principal determines that further disciplinary action must be taken, the following could occur: a. In instances involving student to student or student to staff member harassment, the student may be subject to discipline including but not limited to counseling, suspension, and in appropriate cases expulsion. b. In instances involving staff member to student and staff member to staff member harassment, findings will be reported to the Superintendent of Schools for further action. Personnel action may also be initiated at this point, consistent with the applicable law and collective bargaining agreement. c. In all cases a referral to law enforcement will be considered by the Principal or Superintendent based on the circumstances. School officials will coordinate with the Police Department to identify a police liaison for harassment cases.
11.
Retaliation: Retaliation in any form against any person who has made or filed a complaint relating to harassment is forbidden. If it occurs, it could be considered grounds for dismissal of staff personnel and/or removal from the educational setting for a student. A referral to law enforcement may be made.
12.
Confidentiality: Reports of harassment should be kept confidential, consistent with necessary investigation procedures, with the goal of protecting the victim and stopping the behavior. For further information about these guidelines or help with sexual harassment problems or any other form of harassment, consult: Chris Maguire Harassment Coordinator, Pioneer Valley R.S.D. If the alleged harasser is responsible for conducting an investigation, the Superintendent or Committee shall designate an alternative Harassment Coordinate, who is Chris Maguire.
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DEFINITIONS Several of the following definitions are copied directly from M.G.L. c. 71, § 37O, as noted below. Schools or districts may add specific language to these definitions to clarify them, but may not alter their meaning or scope. Plans may also include additional definitions that are aligned with local policies and procedures. Aggressor is a student or a member of a school staff who engages in bullying, cyberbullying, or retaliation towards a student. Bullying, as defined in M.G.L. c. 71, § 37O, is the repeated use by one or more students or a member of a school staff of a written, verbal, or electronic expression or a physical act or gesture or any combination thereof, directed at a target that: i. causes physical or emotional harm to the target or damage to the target’s property; ii. places the target in reasonable fear of harm to himself or herself or of damage to his or her property; iii. creates a hostile environment at school for the target; iv. infringes on the rights of the target at school; or v. materially and substantially disrupts the education process or the orderly operation of a school. Cyberbullying, is bullying through the use of technology or electronic devices such as telephones, cell phones, computers, and the Internet. It includes, but is not limited to, email, instant messages, text messages, and Internet postings. See M.G.L. c. 71, § 37O for the legal definition of cyberbullying. Hostile environment, as defined in M.G.L. c. 71, § 37O, is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of a student’s education. Retaliation is any form of intimidation, reprisal, or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying. School Staff includes, but is not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, support staff, or paraprofessionals. Target is a student against whom bullying, cyberbullying, or retaliation has been perpetrated.
Support Services: The strategy to help the target and aggressor will be based on the nature of the offense, the age of the victims & aggressors, and the decision based upon the results of the investigation. It may require the district to review its
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student curriculum to assure it is clear, and achieves the objectives of properly educating and imparting the message to the students. This will require pre & posttests of understanding and comprehending lessons. This district incorporates 2nd Step in the elementary schools, and practices Positive Behavior Support.
The counseling services for the aggressor and victim may include the following: Social emotional skills programs to prevent bullying by: Classroom Teachers Guidance Counselors School Adjustment Counselors School Psychologists Behavior Analyst Intervention services for students exhibiting bullying behaviors: Guidance Counselors School Adjustment Counselor School Psychologists To provide services for targets, aggressors and their families, the district uses culturally and linguistically appropriate resources outside the district. The district maintains a list of translation and/or interpreter services.
LEGAL REFERENCES 1.
Title VII of the 1964 Civil Rights Act, Section 703
2.
Title IX of the 1972 U.S. Civil Rights Act.
3.
Chapter 151C, Massachusetts General Laws
4.
M.G.L. Chapter 76 § 5
5.
M.G.L. Chapter 269 § 17, 18, 19
6.
M.G.L. Chapter 71, §§82, 84
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7.
Pioneer Valley Regional School District Bullying Policies (All of these
documents are available on the PVRSD website or in the school front office): A. Appendix A - Summary for Parents and Guardians, and Student Handbooks; Bullying Prevention and Intervention B. Appendix A – Summary for Staff Handbooks; Bullying Prevention and Intervention C. Appendix B – Pioneer Valley Regional School District Sexual Harassment, Bullying and Hazing Policy D. Appendix C – Pioneer Valley Regional School District Incident Reporting Form E. Appendix D – Anti-Bullying Legislation and Special Education F. PVRSD Policy Bullying Prevention and Intervention Plan G. Education Laws and Regulations 603 CMR 49.00 Notification of Bullying or Retaliation Regulations
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WELCOME
TO
Student/Parent Handbook 2017-2018 The Pioneer Valley Regional School District does not discriminate on the basis of race, color, religion, national origin, age, sex, gender identity, sexual orientation, housing status, or disability in admission to, access to, employment in, or treatment in its programs and activities.
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Table of Contents Principal’s Message………………………………………………………………….4 Vision & Mission……………………………………………………………………...5 Community Profile…………………………………………………………………...6 School Committee.............................................................................................6 Faculty & Staff Directory…………………………………………………………...7 School Hours.....................................................................................................8 -Out of School Time Program -No School Announcements -Calendars Safety and Security…………………………………………………………………10 -Visitors -Parking -Emergency Response Plan -Fire, Evacuation, and Lock Down, and Shelter-in-Place Communication and Collaboration………………………………………………11 -Home and School Collaboration -Process for Communication -Notices and Newsletters -Open House -Parent Teacher Conferences -Volunteer Program -Parent Teacher Organization (PTO) -School Council -Use of School Facilities Curriculum and Educational Programs…………………………………………14 -Homework -Report Cards -Special Education -Testing -Textbooks and Supplies -Library -Field Trips, School Events, and District Events -Electronic Resources Acceptable Use Policy -Electronic Devices Student Safety, Conduct, and Discipline………………………………………20 -Student Safety and Well Being -Behavior Expectations -Consequences for Inappropriate Behavior -Recess
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-Playground Rules Transportation…………………………………………………………………………23 -Bus Policy and Guidelines -School Bus Disciplinary Procedures -Bicycles, Skateboards, Scooters, and Rollerblades Food Service Guidelines…………………………………………………………….25 -Cafeteria Information -Lunch Prices Health…………………………………………………………………………………...27 -Staff -Emergency Information -Physical Exams -Immunizations -Illness and Injuries at School -Medication Policy -Screenings -Fluoride Program General School Information………………………………………………………..30 -Pets/Animals -Celebrations -Student/Classroom Directory -Telephone -Pictures -Clothing -Lost and Found
Policies………………………………………………………………………………..33 Appendix A – Notice of Non-Discrimination Appendix B – Student Records Appendix C – Elementary Attendance Policy Appendix D – Bullying Prevention and Intervention Appendix E – Sexual Harassment, Bullying, and Hazing Policy Appendix F – Due Process for Suspensions Appendix G – Discipline of Students Under Special Education and Section 504 Appendix H – ADA Grievance Procedures
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Northfield Elementary School 104 Main Street Northfield, MA 01360 Megan Desmarais Principal
[email protected]
Phone (413) 498-5842 Fax (413) 498-5459
Dear Parents/Guardians and Students, With the teachers and staff, I welcome you to the Pioneer Valley Regional School District and to Northfield Elementary School. In an effort to start your time with us on a positive supportive footing, this handbook has been prepared for you. This Student/Parent Handbook has been designed to acquaint you with the philosophy, goals, and procedures of the Northfield Elementary School community as well as some of the relevant district policies. We ask that you take time to familiarize yourself and your child with these guidelines and important information. Northfield Elementary School is committed to building within each student a strong educational foundation and successfully preparing them to meet challenges of the future. Our goal is to help each student grow in knowledge, skills, attitudes, and habits. Teachers encourage initiative, individual and group responsibility, critical thinking and creativity. We expect that all students will develop a strong sense of community. They will feel membership in the community of their classrooms, their school, and their town. It is our intention to work closely with all children and parents/guardians in order to ensure that all students achieve their personal best. We have high expectations for all students and hope that each child will leave this school with an excitement for learning and a motivation to excel. Please do not hesitate to contact me concerning how you might become more involved in your child’s experience at Northfield Elementary School. Sincerely,
Megan Desmarais Principal
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VISION
Our vision at Northfield Elementary School is to introduce our students to the life-long pursuit of knowledge in a caring, safe, and challenging environment which is responsive to children's learning abilities and needs and which encourages students to reach their fullest potential.
MISSION
To achieve this vision, our mission at Northfield Elementary School is: -to introduce children to a developmentally appropriate and comprehensive curriculum that includes experiences for academic, social, physical, and emotional growth and that is sensitive to the changing needs of society; -to build a solid foundation for students to become lifelong learners by fostering natural curiosity and developing positive attitudes; -to provide for each child multi-faceted experiences encompassing effective communication, critical thinking, creative and cooperative problem solving, independence, responsibility, self-esteem and discipline, accountability, and socialization skills; -to encourage acceptance and respect for the differences that exist within our school community and an appreciation for cultural and learning diversity in our own society and throughout the world; -to develop creativity and nurture aesthetic appreciation through curriculum and class exposures to art, music, literature and theater; -to maintain a safe, secure physical, social, and emotional environment that encourages risk-taking and ensures that maximum benefits for learning take place; -and, to involve parents and the community at large in as many aspects of the school as possible.
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COMMUNITY PROFILE
Northfield is a rural New England community nestled in the northern Connecticut River Valley of Western Massachusetts. It is the only town in Massachusetts that borders both New Hampshire and Vermont, and the only community which is bisected by the Connecticut River. Northfield is located in the center of the Tri State region, with Greenfield, the county seat, fifteen minutes to the southwest, Athol twenty-five minutes to the southeast, and the communities of Brattleboro, Vermont twenty minutes to the northwest and Keene, New Hampshire twenty-five minutes to the northeast. There are two schools in town: Northfield Elementary School and Pioneer Valley Regional School. Five schools make up our Pioneer Valley Regional School District: Bernardston Elementary, Northfield Elementary, Pearl Rhodes Elementary, Warwick Community School and Pioneer Valley Regional School.
2017-18 Pioneer Valley Regional School District School Committee B= Bernardston
L=Leyden
N=Northfield
W=Warwick
See monthly online calendars for scheduled meetings & locations. Jim Bell (B) –
[email protected] Debra Gilbert (B) –
[email protected] Robin L’Etoile (N) –
[email protected] Sharon Fontaine (L) –
[email protected] Peggy Kaeppel (L) –
[email protected] Jeanne Milton (B) –
[email protected] Martha Morse (W) –
[email protected] Sue O’Reilly-McRae (W) –
[email protected] John Rodgers (L) –
[email protected] Pat Shearer (N) –
[email protected] Bill Wahlstrom (N) –
[email protected] David Young (W) –
[email protected]
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FACULTY AND STAFF DIRECTORY Megan Desmarais Bridget Hammond Kristen Whittle Daphne Clark Ashley Fogle Lisa Wheeler Jen Edwards Amy Tibbetts Jane Geidel Nolan Kitfield Carolyn Baskowski Elizabeth Aekus Ellenjo Gries Shannon Miner Jay Loubris Erin Thayer Claudia Christmann Kristen Prophet Andrea Cummings Margaret Roberge Cathy Halberg Beth Davis Christina Dibble Corrina Stokes Hillary Wilbur Ferro Kim Wallach Lynette Snedeker Richard Trowell Kristie Sulda Rosa Kessler Sue Bockus Margie Babbitt Ursla Chodosh Roberta Gomarlo Amy Hendricks Dawn Hubbard Megan Kratz Jill Leger Wanda McIsaac Linda Momaney Laurie Parker Melissa Porter Carole Rose Theresa Tsipenyuk Tracey Welcome Peter Blake Tony Streeter Holly Manson Tina Hamel
Principal Administrative Assistant Nurse Preschool Teacher Kindergarten Teacher Grade 1 Teacher Grade 2 Teacher Grade 2 Teacher Grade 3 Teacher Grade 3 Teacher Grade 4 Teacher Grade 5 Teacher Grade 5 Teacher Grade 6 Teacher Grade 6 Teacher Special Education Teacher Special Education Teacher Special Education Teacher Behaviorist Speech/Language Pathologist School Psychologist School Adjustment Counselor Technology Literacy Coach Library Instructional Assistant Visual Art Teacher Music Teacher Instrumental Music Teacher Physical Education Teacher Physical Therapist Occupational Therapist Reading Teacher/Title 1 Tutor Title 1 Tutor Instructional Assistant Instructional Assistant Instructional Assistant Instructional Assistant Instructional Assistant Instructional Assistant Instructional Assistant Instructional Assistant Instructional Assistant Instructional Assistant Instructional Assistant Instructional Assistant Instructional Assistant Custodian Custodian Cafeteria Manager Cafeteria Aide
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SCHOOL HOURS
KINDERGARTEN THROUGH GRADE 6 8:55 - 3:10 (Early Release Days- 1:45 dismissal) PRESCHOOL 8:55 - 3:05 (Fridays- 12:15 dismissal) BREAKFAST 8:50 am LUNCH SCHEDULE 11:45 - 12:10 Preschool 11:50 - 12:15 Gr. 5 & 6 12:15 - 12:40 Gr. 3 & 4 12:25 – 12:55 Kindergarten 12:45 - 1:10 Gr. 1 & 2 Administrative Assistant Office Hours: 8:30 AM – 3:30 PM ARRIVAL Students and family members arriving before the start of school will be asked to gather on the ramp to the main entrance. Supervision will be available beginning at 8:45 am. Students should not arrive earlier than 8:45 am. Those who are consistently arriving prior to 8:45 without adult supervision will be sent to the Before School Program and families will be charged for that service. Breakfast for walkers and children being dropped off will be available starting at 8:50 am. Students are considered tardy at 9:05 and will be required to check in at the front office before going to their classrooms.
Elementary Attendance Policy – See Appendix C for more information OUT OF SCHOOL TIME PROGRAM The PVRSD Out of School Time Program provides children (K through 6 grade) with a safe and enriching environment before and after the school day. The program offers a variety of activities including group games, arts and crafts, reading, music, homework time, snack, and free time in an encouraging, safe, and friendly environment. The Before School Program: 7:30 AM until the start of the school day. The After School Program: School dismissal until 5:30 PM.
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A Sliding fee scale is available. For more information please contact: Deb Wood, OST Coordinator:
[email protected] or 413-648-545 NO SCHOOL ANNOUNCEMENTS If there is a "no school" or delayed opening announcement for the Northfield Elementary School (Pioneer Valley Regional School District), due to inclement weather or other conditions, it will be made over the following stations: Radio stations: WHAI, WMAS, WYRY, WHYN, WRSI, WTSA, WCAT, WKUT, WPVQ. Television stations: Channels 22, 40 and 6 out of Albany. The announcement will be made utilizing the media at approximately 6:00 a.m. If a delay announcement is made, please continue to monitor the news for a potential school closing. In the event of a one hour delayed opening, the morning session of preschool will be conducted. In the event of a two-hour delayed opening, the morning session of this class will not be conducted on that day. In addition, a phone call from the district’s “Blackboard Connect” system will be placed in order to notify families of a delay, cancellation, or closing. In order to maintain clear communication for emergencies, please notify the school of updated phone numbers. Emergency dismissal seldom occurs. However, if such a situation should occur due to bad weather or a building emergency, please plan with your child the procedure to be followed upon their arrival home. To assist in this process, an Emergency Procedure Sheet will be sent home each year to be filled out by parents which will identify whether a child will go home as usual or to a different location. In the event of an emergency closing during school hours we have the ability to notify parents via “Blackboard Connect”. The After School Program and other after school activities are not available on emergency closing days. Elementary Attendance Policy: See Appendix C
CALENDARS The Pioneer Valley Regional School District calendar is included in the opening package at the beginning of school. This calendar lists all early release, in-service days, holidays, and vacations. The District School Year Calendar as well as Northfield Elementary School calendars are available online at: nes.pvrsdk12.org. School events and notices are listed for your convenience.
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SAFETY AND SECURITY
You have entrusted us with the care and wellbeing of your children, and we take this responsibility seriously. We must do everything possible to ensure that your children are safe while they are at school. Everything we do is with this in mind and all safety procedures must be followed without exception.
VISITORS Except for student arrival times, all exterior doors of the building will be locked during the day for the safety and security of students, staff, and visitors. When arriving at the front entrance at NES please ring the buzzer and know that someone from the staff will come to the door as soon as possible. We regret any inconvenience that you may experience but safety is first for all building occupants. This is in keeping with the School Committee Building Safety and Security Policy. Thank you in advance for your patience and understanding. Please understand that we do not always recognize every face and even if the office staff may recognize you, others in the building may not. For the safety of the children, the following guidelines must be employed at all times. All visitors/ volunteers will use the main entrance, report directly to the office, and sign in to receive a visitor pass. Visits to our school and/or classrooms by parents are welcomed. They allow parents the opportunity of observing the teaching and learning process. All school visits must be scheduled in advance with the classroom teacher.
PARKING Parking at Northfield Elementary can be a challenge! To ensure the safety of the children, and to adhere to town guidelines, it is important that parents or visitors park in designated parking spaces. This process is equally as important during arrival and dismissal periods. It is extremely important that parents or visitors not park or drive on the circular driveway in front of the school during the school day between the hours of 8:30 to 3:30 PM. Please exercise caution in the parking lot during arrival and dismissal time, as there are many cars and children walking. Thank you for your cooperation in regard to this very important matter. NES is an Idle Free Zone, please do not leave vehicles running.
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EMERGENCY RESPONSE PLAN Northfield Elementary School has a response plan in place in the event of an emergency. We will continue to periodically have drills so that everyone understands the procedures. Plans are on file in the school office should you wish to read the specific plan for Northfield Elementary School.
FIRE, EVACUATION, LOCK DOWN AND SHELTER-IN-PLACE PRACTICE Fire, Evacuation, Lock down, and Shelter-in-place drills will be held throughout the school year. When directed students will shelter-in-place or exit the building in an orderly fashion. It is very important that each student remain calm and attentive. Each classroom has a prescribed plan for these emergency procedures. If directed, once all the students have cleared the building and have reported to their designated outside meeting areas, they should wait for further instructions from their classroom teacher.
COMMUNICATION AND COLLABORATION
HOME AND SCHOOL COLLABORATION It is our belief that student achievement will improve as a result of collaboration between the school and its families. Parent and teacher communication is encouraged. The following are some suggestions that may help to increase the academic success of your children: ● ● ● ● ● ● ● ●
Sign and return all papers that require a signature. Encourage positive attitudes toward school. Be certain that your child is absent only when necessary. See that your child arrives to school on time. Attend parent-teacher conferences. Encourage your children to prioritize their activities, putting school work first. Read to your child and encourage your child to read each day. Praise children often and have high expectations for their success.
PROCESS FOR COMMUNICATION Complaints or concerns from students and/or their parents are encouraged to follow the order below whenever possible: 1. Talk first with the teacher for clarification of the issue. 2. Meet with the teacher to discuss possible resolutions.
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If the matter is not a classroom concern, or if no satisfactory resolution to a classroom concern is found, please take your concerns forward through these channels in the following order: a) Principal b) Superintendent of Schools c)Full School Committee Following the above order will help to expedite the procedure in that the individual(s) closest to the situation can most likely be those expected to help with the resolution.
NOTICES AND NEWSLETTERS It is important that families check students’ backpacks each day for any notices, forms, or classroom communication that may be sent home. In general, we will send home one notice per family. This notice will come home with the youngest student in the family. Families will also receive a monthly lunch calendar as well as a monthly school events calendar. Newsletters will be sent home, and posted on our school website approximately once a month. Occasionally school announcements and reminders may also be sent using the district’s automated phone system, “Blackboard Connect”. Please provide the school with a preferred phone number to receive these calls if you do not already get them.
OPEN HOUSE Open House at the Elementary School is held early in the school year. This is an opportunity for you to visit your child's classroom and become acquainted with your child's teacher and educational program. Individual conferences are not possible at this time but may be arranged.
PARENT/TEACHER CONFERENCES Scheduled Parent-Teacher Conferences are held in the fall and spring for grades PreKindergarten through Six. At this time, your child's progress will be discussed. You are encouraged to make every effort to attend. While report cards give valuable information in summary form, they can never take the place of personal contact. Only in a conference can the many aspects of the child's educational development and growth be fully explained and discussed between the people who know the child best - the parents and the teacher. Parents are welcomed and encouraged to come to school to talk with teachers. However, in the interest of not interrupting the children’s school day, we ask parent or guardians to call school to arrange a mutually convenient time to speak with teachers.
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VOLUNTEER PROGRAM The School Volunteer Program provides teachers and other staff members with volunteer assistance by members of the community who have expressed a desire to help provide quality educational services in Northfield. Volunteers may assist teachers by fulfilling tasks which teachers or administrators have specifically requested. The purpose is to supplement and enrich the school program at the direction of the professional staff. We have a variety of needs in the following areas: school library, recess or lunch supervision, chaperoning, and in the classroom. Parent volunteers are most welcome at Northfield Elementary School. Volunteers must be CORI approved every three years. CORI forms may be completed at the main office. You may contact the classroom teacher or call the Principal's Office at 498-5842 if you have time to offer. When arriving to volunteer, please sign in at the office. Thank you in advance for any assistance you may be willing to provide.
PARENT/TEACHER ORGANIZATION (PTO) The Northfield Elementary School Parent-Teacher Organization is an incorporated, nonprofit, 501(c)(3) tax-exempt organization whose mission is to enrich the educational experience for the school community. This is accomplished by assisting with funding for classroom supplies, school enrichment programs, field trips and other activities. The NES PTO also provides special events to help engage families and build a strong school community. All parents of NES students, as well as all NES Teachers & Staff, are considered to be members of the PTO and are welcome to attend meetings to share ideas about the PTO and its activities. More information about the PTO is available on the PTO website, www.nespto.org and on the PTO Facebook page, Northfield Elementary PTO. Please contact the PTO anytime at
[email protected]. SCHOOL COUNCIL The Commonwealth of Massachusetts has enacted legislation which calls for the establishment of a School Council for each elementary, secondary, and independent vocational school in the Commonwealth. Each council is to have the following categories of membership: school representatives (including principal), parents, and community representatives who are not teachers or parents of students at the school. Councils are to assist principals in adopting educational goals for the school, identifying the educational needs of the students attending the school, and formulating a school improvement plan. Meetings are held monthly and are open to all.
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USE OF SCHOOL FACILITIES Community groups or individuals may make arrangements to use the school facilities after school hours by completing a facilities request form and submitting it to the office. The Principal and the Northfield Board of Selectmen must approve arrangements. For further information and a facilities request form, please contact the school office.
CURRICULUM AND EDUCATIONAL PROGRAMS
The instructional program in the elementary school is designed to help encourage the pursuit of lifelong learning and to help the individual develop to the limits of his/her capacity the ability to enjoy a socially responsible life. This is primarily accomplished through the pursuit of excellence in the areas of reading, handwriting, spelling, oral and written language, mathematics, social studies, science, art, music, health, physical education, and computer education. The Massachusetts Curriculum Frameworks provide a foundation for ongoing curriculum development. Teachers and administration work collaboratively to develop curriculum, which aligns with the state frameworks. Teachers implement this basic curriculum in a creative and thought-provoking manner based upon sound educational theory and each teacher's special talents and strengths. HOMEWORK Homework assignments are used to reinforce, to enrich, and to provide the student with the opportunity to practice subject matter independently. Homework may be assigned in grades one through six as needed. In general, homework will not exceed the following allocations per night: Grade two Grade three Grade four Grade five Grade six
- twenty minutes ‑ thirty minutes ‑ forty minutes ‑ fifty minutes ‑ sixty minutes
If a child is consistently exceeding these guidelines or having difficulty with the work, please contact your child's teacher. Parents need to be aware of the difference between homework and unfinished daily work, which may also need to be completed at home.
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Generally, homework is not given on Friday. However, long term projects may be assigned which require students to set aside blocks of work time per night. These projects provide students with the opportunity to budget their time to complete assignments. Parents or guardians will be notified if a student continuously fails to complete homework assignments on time. If necessary, the teacher may request a meeting with the student/parents to create a plan to ensure the future completion of homework assignments. Homework Tips: ● Provide a quiet place to do homework. ● Set aside a specific time to do homework. ● See that study area is well equipped with pens-pencils, paper, ruler, markers, glue, dictionary. ● Look over homework assignments to check for understanding. ● Encourage students to work independently, but be available to assist during homework time.
REPORT CARDS Student evaluation reports are sent home three times per year; Fall, Winter, and Spring. Report cards are one of the ways that teachers communicate with parents and guardians about students' academic and social growth. If, after checking a student's report card, parents have any questions they should contact the teacher for an appointment. The report format is designed to promote consistency and provide clear communication regarding student progress and achievement in relationship to the Massachusetts State Standards and district grade level performance expectations. This report system is intended to provide a comprehensive description of a student’s progress from K to 6th grade. The report cards accurately reflect the standards and benchmarks identified by the Pioneer Valley Regional Elementary Schools as necessary for grade level success. Reporting proficiency on standards and benchmarks compares the student’s performance against a set of standards. It does not compare the student’s performance against the performance of other students. The student is rated on a continuum of performance as it relates to the standards. It is not a record of student’s effort; this will be reported in the Social Skills section of the report card. What are standards and benchmarks? Standards and benchmarks identify the essential knowledge and skills that should be taught and learned in school. They define what students should know and be able to do at each grade level. Concepts and skills based on the standards are woven through the grades to provide students with an opportunity to develop increasing levels of understanding over time. Standards and benchmarks are shared across our school district and provide the structure for our local curriculum. The standards used on the report card are aligned with the
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Massachusetts State Framework standards in mathematics and English Language Arts. Why use this type of an evaluation system? Standards-based reporting focuses instruction on student-centered learning and thus increases student achievement. Areas where students are below expectancy become evident which create drive for different instruction and for greater parent involvement in addressing areas of student need. The current system focuses on the product rather than the process. The new evaluation system places the focus on the expectations themselves and the process involved in generating the work or product. At the elementary level, classroom instruction is being geared to build the skills or processes necessary to learn higher level concepts. The “Exceeds, Meets, Making Progress” system allows teachers to assess and determine how well students are meeting expectations– it’s more diagnostic and more effective in focusing on student learning. How to interpret the evaluation system. The standards-based system reports how students are progressing toward meeting grade level standards and benchmarks. A lack of proficiency on any standard or benchmark does not signal failure. It means the student needs to continue developing in that area. The following performance levels will be used by elementary teachers to report student achievement: 4 – Exceeding Grade Level Expectations 3 – Meeting Grade Level Expectations 2 – Making Progress toward Grade Level Expectations 1 – Not on Grade Level but Making Progress M – Modified NA – Not Assessed at This Time
How can I tell how my child is progressing? Progress by students will be reported on grade level standards and benchmarks. Again, a lack of proficiency on any standard or benchmark does not signal failure—but that the student needs to continue developing in that area. Individual student progress will also be identified through the teacher’s comments section of the report card. Conferences and ongoing oneon-one communication among teachers, students, and parents are other ways to accurately report individual student progress and to help all students achieve success. How does the new evaluation system equate with letter grades? Simple answer is that it doesn’t. The two systems are not based on the same criteria and are not interchangeable. SPECIAL EDUCATION The Massachusetts Special Education Act of 1972, commonly referred to as "Chapter 766",
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ensures that all children with special needs between the ages of three and twenty-two will receive a free appropriate education in the least restrictive environment. These disabilities include pupils with temporary or permanent intellectual or emotional problems; sensory or physical impairments including vision or hearing problems, speech or communication disorders, cerebral or perceptual dysfunctions or other specific learning difficulties or combinations of them which interfere with the student's ability to progress effectively in regular education programs. The Pioneer Valley School District makes every effort to educate all the students in our schools if possible. We believe that the environment of the community school is the most normalizing and enriching. To this end attempts are made to do the following: ♦ To find and evaluate at the earliest possible time all children with learning problems ♦ To develop an Individual Education Plan (I. E. P.) for each child who has a disability that significantly impacts his/her educational progress ♦ To provide these services within the local schools whenever possible To accomplish the above responsibilities, Northfield Elementary School has initiated several procedures to identify and remediate children's learning problems: ♦ All parents of three and four year old children are notified of yearly screenings to determine learning issues. Communication with local agencies is ongoing to help identify any children not yet enrolled who may have potential special needs. All parents of pre-school aged children may at any time call to arrange such a screening. ♦ A Child Study Team meets as needed throughout the year where teachers or parents may meet with the Principal and other teachers to discuss children who are not being successful in the classroom. Adaptations and modifications are discussed and implemented. Occasionally Special Education referrals may be made from this group. ♦ Evaluations are carried out by the school SPED Department. The team members may include parents, the principal, the school psychologist, one of the Learning Center teachers, speech-language pathologist, classroom teachers, the Early Childhood Coordinator, and the school nurse. Overseeing the process is the Director of Special Education. A team chairperson is designated to organize the meeting, and to act as a parent liaison. Parent involvement is both mandatory and encouraged. This program benefits many students allowing them to be as successful as possible. At Northfield Elementary School the Special Education Department consists of two special education teachers, school psychologist, speech-language pathologist, an Early Childhood Coordinator, occupational and physical therapists and several special education aides, and assistants.
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If you have specific concerns about your child's academic development, please do not hesitate to contact the teacher or principal. TESTING State standardized testing typically occurs each year for students in grades three through six at NES and throughout the state. MCAS (Massachusetts Comprehensive Assessment System) is an example of assessments that measure whether students are on track to be successful in college and their careers. These high quality computer-based assessments in Mathematics, English Language Arts, and Science Engineering and Technology give teachers, schools, students, and parents better information whether students are on track in their learning and for success after high school. It provides tools to help teachers customize learning to meet student needs. MCAS testing will be administered this spring to students in grades 3 through 8 and grade 10. The tests reflect the curriculum outlined in the State Curriculum Frameworks. These tests will evaluate the student's ability to think critically and to problem solve. MCAS test questions are available online. If you would like your own copy of prior questions, please visit the DESE website at: http://www.doe.mass.edu/mcas/results.html and http://profiles.doe.mass.edu TEXTBOOKS AND SUPPLIES All textbooks and curricular materials are supplied at the expense of the district. These books and materials are the property of the district and are loaned to the pupils. When pupils lose, destroy, or damage any schoolbooks, school equipment or school property, parents are responsible and shall be asked by the school personnel to make restitution. The teacher will inform the parent of any supplies students may need to buy. LIBRARY Students in pre-kindergarten through grade 2 may borrow one book and students in grades 3 through 6 may borrow three books or as needed for school projects for two weeks. Students are responsible for returning any overdue books. If a book is not returned, he/she is responsible for the cost of the book. If a library book is damaged, the replacement charge applies. FIELD TRIPS, SCHOOL EVENTS, DISTRICT EVENTS Trips to sites throughout the area can be an important enrichment activity within the scope of the classroom curriculum. Trips connected to classroom curricula will be planned by school staff. Notices and permission slips will be sent home for each individual field trip. In addition, the location of Northfield Elementary allows for exciting enrichment activities right here in Northfield! A walking field trip permission form will be sent home in September. This will allow classroom teachers to access the wonderful environment surrounding our school.
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Children are expected to participate in all school-sponsored or district-sponsored events. These events may be graduation exercises, fine arts concerts, band/music performances, field trips, or other similar events. These activities are scheduled as part of our regular approved curriculum, and, as such, attendance by the children is expected. If you elect not to have your child participate in a scheduled field trip or district event, your family may need to make alternate arrangements for your child. All field trip chaperones must be CORI approved. CORI forms can be completed at the front office and must be updated every three years.
ELECTRONIC RESOURCES ACCEPTABLE USE POLICY The Pioneer Valley Regional School District has established certain protocols to insure the safety of the school community, the security of the computer network, and compliance with applicable law. This policy can be found on the district website.
ELECTRONIC DEVICES We encourage families to carefully consider the ramifications of sending electronic devices to school with children. Electronic devices from home, such as iPods, MP3 players, cell phones, or other electronic devices cause distraction and are not allowed to be used during the school day. Students bringing cell phones to school must ensure that they are turned off during all school hours, which includes: snack, recess, lunch, during class, and restroom breaks and cell phones must be stored in student backpacks (not kept on their person). Students who fail to comply with this policy will have their cell phone confiscated by their teacher, staff member or administrator (to be returned to a parent/guardian). In the event of a parent/guardian needs to contact their child, they should call the school office directly and not their child’s cell phone. It is understood that NES and the PVRSD is not responsible or liable for any damaged, lost, or stolen electronic devices.
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STUDENT SAFETY, CONDUCT, AND DISCIPLINE
STUDENT SAFETY AND WELL-BEING The district has been carefully following the creation of legislation adopted by the Commonwealth of Massachusetts. The legislation stresses three components as essential to a school’s efforts to prevent and address bullying: ● Age-appropriate instruction for students in each grade on bullying prevention incorporated in a school’s curriculum. PVRSD elementary schools implement the Second Step curriculum in grades PK-6. ● A clear statement that bullying of any type is not permitted in our schools, the requirement that all adult and student witnesses report it immediately, and clear and easily understood procedures for responding to and investigating reports of bullying. We have a bullying statement and established policies and procedures for reporting and investigating incidents of bullying when they occur that are in compliance with the new MA Anti-Bullying Law. ● The development of a bullying prevention and intervention plan to be implemented, including strategies to protect those who report bullying and appropriate services for students who have been bullied or are bullies. Many strategies and services are already in place and we have started the process of documenting our prevention and intervention plan. The MA Department of Elementary and Secondary Education will be required to provide guidance and resources. Throughout this year, the district will ensure that our policies, programs, and strategies meet its intent. We will look for ways to strengthen and improve our efforts to ensure the safety and well-being of all our students. We welcome your ideas or questions. See Appendix D for Bullying Prevention and Intervention Policy
BEHAVIOR EXPECTATIONS: Respect is our guiding principle. It is expected that children and adults will treat each other with respect. We strive to use supportive language and a respectful tone while keeping the Golden Rule in mind. We model and expect kindness and good manners. ➢ Teachers, staff, and students at Northfield Elementary School work together in a proactive way to promote appropriate behavior. We help each other understand and reflect on our behavior. Children are empowered to solve their own problems and, when appropriate, are involved in determining consequences for their behavior.
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➢ Developing social skills is a priority in our school. Children need time and guidance in practicing cooperation, negotiation, problem solving, communication and empathy in various school settings. ➢ A major goal for establishing rules is that students develop mechanisms for self-control such as the ability to attend, the ability to use words rather than force, and the ability to make appropriate choices. ➢ Rules for each classroom are established by teachers and students at the beginning of each school year. In establishing rules together, we build a foundation upon which our community develops. There are also school-wide rules generated by the children. CONSEQUENCES FOR INAPPROPRIATE BEHAVIOR: When students do not follow school rules, consequences are respectful, related, logical, and reasonable. If necessary, parents or guardians will be informed. ❖ In instances of disruptive behavior, the student is : - given a reminder or warning - timed out in the classroom - timed out in a neighboring classroom - brought to the office to speak with the principal and parent or guardian may be called (child may be sent to the office with a note from the teacher.) ❖ In instances in which a student physically endangers another person, that student shall be brought to the principal immediately. In all such cases, the student’s family will be notified of the incident. The student may serve an in-school suspension. Repeated or extreme aggressive acts will be handled at the discretion of the principal and may result in an out-of-school suspension. ❖ In instances in which property is damaged, stolen or destroyed, the consequences shall be determined by the principal and attending teacher. ❖ In repeated or extreme instances in which a student uses hurtful language (put-downs, bullying, swearing, name calling) toward other students, teachers, or staff, that student shall be brought to the principal immediately. The student's parent or guardian will be notified of the incident. Repeated incidents may result in an in-school suspension. RECESS Recess is designed to give your children vigorous exercise, a time to be active and learn to play cooperatively. During regularly scheduled recess periods, there will be adults on the playground. Students are asked to stay within sight of the adults and if they need any special
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attention, they should see the adult on duty first. All children are required to participate and a doctor’s note is necessary for staying inside on outside recess days. During the winter months, please be sure that children dress appropriately for the weather conditions. PLAYGROUND RULES Recess at Northfield Elementary School is a time when the children should be involved in safe play. In order to insure this, we have developed rules which should make this possible. We encourage all children to respect the rights of others. As some rules differ according to grade levels, final discretion is left to the teachers on duty. Physical Boundaries ♦ ♦ ♦
Children and duty teacher must be able to see each other at all times. Children are not allowed in the wooded areas. Only children in PreK-2 are allowed to use the primary play structure.
General Rules ♦ ♦ ♦ ♦
It is up to the discretion of the teachers on duty to determine the safety of the playground, equipment, and activities. Children may not play tag or run around the structure areas. Soccer and other team games are only to be played on the fields. Inappropriate objects may not be thrown such as snowballs, stones, sticks, or sand.
Slides ♦ Students should check to see that the slide is clear before they slide. ♦ Students must use the slide in a front position, feet first. ♦ Students are not allowed to climb up the slides. ♦ Students may not sit on top of the tube slides. Swings ♦ Students must be seated in a forward position when using the swings. ♦ Students are not allowed to move side to side or twist while using the swings. ♦ Students are not allowed to "duck under" the swings. ♦ The swing must come to a complete stop before the student gets off. No jumping off moving swings. Students may organize a variety of games such as softball, soccer, kickball, etc. Students are reminded, however, not to swing or climb on the soccer goals. Children should not play near the classroom windows as this may disturb other classes in
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session. In the winter, this becomes a safety issue, with the possibility of snow coming off the roof. Children should exit and enter the building in an orderly fashion. Children are not to re-enter the building during recess without permission.
TRANSPORTATION
BUS POLICIES AND GUIDELINES In late August the policies, guidelines, rules, bus routes and school calendar are available at the Northfield IGA and at the school’s main office when school begins. This also lists the bus companies pick up times, bus number and route taken. The bus company used is Kuzmeskus Bus Co. at 863-2595. Questions or concerns regarding bus matters should be addressed to the bus company. Prior to Loading: 1. Be at the stopping place five minutes prior to designated pick up time and ready to get into the bus with the least possible delay in order to keep the bus on schedule and to minimize traffic hazards. 1. Students loading the bus on a street where the bus passes in both directions are to wait until the bus passes on their side so they will not have to cross the road. 2. Students having to cross the road when loading and discharging are to cross in front of the bus, upon the driver’s signal. All pupils are advised to use extreme caution by looking at traffic both ways before crossing. 3. Do not stand or play in the roadway while waiting for the bus. 4. Remain at least five feet from the bus when it stops to pick up, and move forward only when the door opens. 5. After boarding the bus, take a seat as quickly as possible. While on the Bus: 1. Do not bring animals, glass, reptiles, or prohibited or illegal items on the bus. 2. Obey the bus operator at all times while under his or her supervision. 3. Maintain an acceptable manner of conduct at all times. Yelling, smoking, vulgarity, boisterous behavior, spitting, or throwing objects out of windows or other insubordinate behavior will not be permitted. 4. Remain seated while the bus is in motion. 5. Do not extend any part of the body out of the bus windows at any time. 6. Keep aisles clear of lunch boxes, musical instruments, books, etc. 7. Assist the bus driver in keeping the bus clean by not eating or drinking while on the bus. 8. Do not deface or damage any part of the bus. 9. Remain absolutely quiet when approaching a railroad crossing. 10. Do not play a radio or other audio devices on the bus.
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11.
Do not tamper or try to operate either the service door or the emergency door; this is the responsibility of the bus operator.
IT IS MOST IMPORTANT THAT ALL CHILDREN ARE SAFE WHILE ON THE SCHOOL BUS. RIDING THE BUS IS A PRIVILEGE AND ANY INFRACTION OF BUS RULES MAY RESULT IN THE LOSS OF THIS PRIVILEGE. COMPLETE BUS DISCIPLINE PROCEDURE IS AVAILABLE AT THE SCHOOL OFFICE. Questions or concerns regarding bus matters should be addressed to Kuzmeskus Bus Co. at 863-2595 Please note: Kindergarten children must be met by a known caretaker when being dropped off. Children who are not met will be returned to the school. A regular and consistent bus schedule is necessary for every child. Children may be transported to and from home, or be discharged at another consistent location on the route. A change to the regular home-bound bus travel of your child must be authorized in writing by the parent, and received by the child’s teacher no later than arrival at school on the same day. The permission note must contain: your child’s name, date of change, name and address of the child that your child will visit and travel with, and your signature. The school will deliver a copy to the bus driver. Students transported in a school bus are under the authority of the school district and under the control of the bus driver. Bus rides are considered to be an extension of the school day and student behavior is expected to conform to school rules. Disorderly conduct, persistent refusal to submit to the authority of the driver, or any infraction of the rules of the Kuzmeskus Bus Company shall be sufficient reason for the student to be denied the privilege of riding the bus in future. Parents may ride the bus only with prior approval of the school administrator. For safety reasons, bus drivers are trained to carefully inspect their vehicles at the conclusion of every run. If vandalism of property is noted, the student(s) seated where damage occurred will be held accountable.
SCHOOL BUS DISCIPLINARY PROCEDURES The following action will be taken whenever the school bus driver issues a student a bus discipline ticket. The student must have the ticket signed by the Principal, Assistant Principal, or Dean before he/she is allowed to ride the bus home; the ticket must then be signed by the parent/guardian and given to the bus driver the following morning. 1st Ticket: Warning 2nd Ticket: Three-day suspension for bus riding privileges. 3rd Ticket: Five-day suspension of bus riding privileges and a parental conference. 4th Ticket: Indefinite suspension. If deemed necessary by the administration and the bus company, riding privilege may be
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suspended without using the above system.
BICYCLES, SKATEBOARDS, SCOOTERS, AND ROLLERBLADES Students may ride bicycles scooters to school with permission from their parent/guardian. Helmets must be worn in compliance with Massachusetts State Law. We urge parents to review safe riding procedures and perform a regular safety inspection of bicycles. There is to be no riding on school grounds during the school day. Students are reminded to walk their bikes on the sidewalk which leads to the bike racks located at the side of the building near the basketball court. Bicycles should be secured as the school is not responsible for stolen or damaged bicycles. Skateboards, scooter, and rollerblades must be carried once on school property.
FOOD SERVICE GUIDELINES
Pioneer Valley Regional School District offers parents the opportunity to select the best meal plan to meet their children’s needs, the family budget and life style: ● Breakfast and/or lunch packed at home, brought to school and eaten in the cafeteria. ● Breakfast and/or lunch purchased at full price at your child’s school. ● Breakfast and/or lunch at free or reduced lunch fees for families who qualify according to income guidelines. Families may apply at any time during the school year if there is a change in income status. We are committed to working with parents to ensure that all school age children have adequate nourishment. Studies have conclusively associated proper nourishment with a child’s ability to learn. Our PVRSD School Lunch / Breakfast Program operates on a non-profit basis and is not supported by local tax dollars. Its operational budget comes from daily revenues and state and federal subsidies. It is the responsibility of parents who choose to purchase or receive subsidized meals from our program to stay current with their bills and to notify Food Service of any changes in their income status so that we may provide you with Free and Reduced meal applications on a timely basis. Pre-payments may be made by cash, check, bank check or by setting up an account on PayForIt (www.payforit.net) . The following guidelines are currently in effect:
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All meals must be paid for in advance. Money may be sent in on a monthly or weekly basis with your child. Deductions are made only when students purchase school meals or milks. After five days of non-payment, parents will be notified that their child will be given a sandwich, fruit, and milk until the account resumes to a positive balance. Families are encouraged to complete a Free/Reduced Lunch Application at any time during the school year. Should the application for free or reduced status be approved, families are still responsible for the balance due, as the change of status is not retroactive for past due balances.
CAFETERIA INFORMATION Students may bring their own lunches and purchase milk or buy a school lunch. Snack milk is also available. Prices for lunch and milk are subject to change as voted by the School Committee. 2017-2018 LUNCH PRICES
Adult Child Child reduced
Breakfast $2.00 $1.85 $0.30
Lunch $4.10 $2.86 $0.40
* Milk $ .60 $ .60 $ .60
Nutritional, well-balanced lunches are provided. Free and reduced lunches are provided for children whose parents meet the appropriate criteria established by the Massachusetts Department of Education. Applications for free or reduced lunches are distributed to all students in September and may be obtained at any time throughout the year from the school office. * Please note, snack milk or milk with home lunch is charged at full rate for all students regardless of free or reduced lunch status. A lunch calendar will be sent home prior to the first of each month and will be posted on our website. Classes are accompanied to the cafeteria by assigned staff. The cafeteria staff fills each student's tray with the main course. Each child is encouraged to take a little of everything being served. Candy, gum and soda are not permitted in school. Students are reminded to use appropriate table manners. Conversation should be the same as one might use in a restaurant. Once seated, students must stay in that spot until their lunch is finished. Sharing food in the cafeteria is not allowed. Seating in the cafeteria is at the discretion of the Lunchroom Supervisors.
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The Lunchroom Supervisor dismisses each table individually, however, students should never feel rushed and may remain eating for the entire lunch period if they choose to do so. Students are responsible for maintaining their individual table place. When they have finished eating they will deposit the recyclables and trash in the designated containers. Their tray is then brought to the receiving window. After students are dismissed from their tables they must wait in line until the Lunchroom Supervisor excuses them. They walk to their classrooms in an orderly fashion. It is expected that rules of good health, good manners, and common sense be used during this lunch period. Family members are welcome to have lunch with their children at any time during the year but it is important that you call the office to reserve lunch. NO LUNCHES SERVED ON 1/2 DAY EARLY RELEASE DAYS: On the approximately three half days per school year, lunches will not be served. Breakfast will still be available. The reasons behind the recommendation was to provide more time on learning for students on a day that was already shortened, to try and save the school lunch programs money as they are already in a deficit, and the final reason being many children eat lunch when they get home. Please plan ahead for these days.
HEALTH
STAFF A registered nurse coordinates the health care needs of each student. This includes complying with school health policies mandated by the state of Massachusetts, screening and referring students, attending to sick and injured students, facilitating positive student responses to normal development. Utilizing a team approach, the school nurse promotes the health and safety of the students, and administers medication per doctor’s orders and employs early intervention with potential health problems. EMERGENCY INFORMATION At the beginning of the school year each child receives an Emergency Information form. These forms provide the information necessary to reach parents, guardians, or alternates promptly in case of illness or accidents. Because individual health conditions may vary among children within a family, parents who have more than one child in our school are asked to fill out a separate card for each child. In the event a parent or guardian cannot be reached, the name of a person to be notified in cases or emergency must be included on each card. Please be sure the persons you name are willing and able to serve in this capacity; whenever
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possible, please list local people. PHYSICAL EXAMS Physical exams are required for entrance to pre-kindergarten, kindergarten, and grades 4, 7, and 11. Annual physical exams are required for all students who play sports. Students are encouraged to go to their own physicians. Your own pediatrician has more knowledge of your child and conducts a more thorough examination. Maintaining a connection with your physician is an important opportunity for you and your child. Students who transfer into the Pioneer Valley Regional School District must show evidence of a physical exam within the past six (6) months or make an appointment to satisfy this requirement. The Massachusetts Dept. of Public Health requires verification of completion of school immunization requirements for all children attending school. IMMUNIZATIONS In accordance with MGL Ch 75 Sec.15, no student will be admitted to school without documentation of complete immunization. Private immunizations and boosters will be administered by the physician. Any family unable to arrange for the required immunizations will be assisted through referrals by the School Nurse to obtain them. Lead screening is required prior to entering pre-kindergarten or kindergarten. A current immunization schedule is available from the School Nurse. Exemptions for medical or religious reasons must be requested in writing. ILLNESS AND INJURIES AT SCHOOL If a student is sick or has been injured seriously enough to require further evaluation, school staff will contact a parent or guardian. It is the responsibility of the parent or guardian to take the child home and/or arrange for any needed medical follow-up. The School Nurse will administer first aid only. In case of serious injury requiring emergency medical treatment and a parent or guardian cannot be reached, an ambulance will be called if necessary and a school staff member will accompany the student to the nearest hospital emergency room. For your child's sake, as well as for the sake of others, please keep your child home if he/she is not well. Your child must be vomit / fever-free for 24 hours without medication before he/she is permitted to return to school. If your child has a contagious illness such as strep throat, conjunctivitis (pinkeye), or impetigo, he/she must be evaluated by his/her physician and then may return to school 24 hours after beginning the prescribed treatment. Please contact the school nurse if your child has a contagious illness. Notices concerning contagious disease exposure in the school are sent home with the students. Please read these as they contain information about signs and symptoms, and school policy concerning re-entry into class. MEDICATION POLICY The following guidelines must be followed to ensure safe and appropriate administration of all needed medications during school hours. This includes non-prescription medications that
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are required on a regular basis. State mandated forms need to be completed before any medication is given in school. These forms may be obtained from the school nurse. 1. Written consent from the parent or guardian for the administration of medication during school hours. If a student has multiple medications, including as needed medications, they must be listed individually on this form. 2. A signed and dated order by the doctor that includes the need for the medication, the name of the medication, and the dosage, route of administration, and time(s) to be administered. 3. A medication administration plan (a med plan) is completed and signed by both the parent and the school nurse for each medication taken at school. 4. Each prescription medication should be brought to the Health Office by a responsible adult, in the original container. No more than a 30 day supply of medication can be accepted at one time. Please do not send medication to school with students. Unmonitored medication endangers the health and safety of every child in the school. Medications are kept in a locked cabinet in the health office. All meds are to be picked up at the end of the school year. Meds are not stored during the summer. Any meds left will be discarded. 5. Students must come to the Health Room for each medication dose. It is each student's responsibility to appear promptly at the prescribed time(s). 6. If a child has a short term prescription (those requiring administration for ten days or less), the pharmacy labeled container may be used in lieu of a physician’s order. A letter from the parent requesting that the medication be administered and the time of the administration must accompany the medication. 7. An Interval Health History is sent home at the beginning of the year. It must be filled out and signed by the parent/guardian each year. This form asks for information about your child’s health, gives permission for the school nurse to treat, as well as offering an optional consent for Tylenol, Ibuprofen, and Benadryl to be given at school should the need arise. These medications can be given no more than 3 times per month without a written order from a physician. Completion of this form assists the nurse in her assessment of your child’s health/illness status. 8. If your child has a life-threatening allergic reaction to bee stings or other substances (or if he/she has a sibling who reacts), please contact the School Nurse. It is crucial for the school to have a written protocol for dealing with this type of reaction on an individual basis should the need arise. Also, if an Epi-pen has been prescribed for your child, please provide one to be kept in the Health Room. (If your child will participate in the after-school program, a second
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Epi-pen will be needed, as staff from this program do not have access to the Health Room after school hours.) SCREENINGS Students in grades 1 & 4 are screened for height & weight to determine their body mass index as required by the Massachusetts Dept. of Public Health. All students are screened annually for vision and hearing. These screenings are not diagnostic. Any child who falls outside the expected parameters for their age or size group, their parent/guardian will be notified. A recommendation for follow up with the appropriate referral will be included with this notification. Postural Screening is done annually for students in grades 5-9. Changes in the spine often develop slowly and without pain during these growth-spurt years. The initial examination is done by the School Nurse. Recommendations for further evaluation by a physician are directly forwarded to the parent/guardian. Exemption from this screening is allowed if a student's parent or guardian provides a written request. In this case, the student must be screened by his/her own physician and written verification from the physician given to the school nurse. FLUORIDE PROGRAM Students may participate in a weekly fluoride rinse program. Participation is optional, and written permission by each student's parent or guardian is required. The fluoride rinse program is offered free of charge to all students in grades 1 through 6.
GENERAL SCHOOL INFORMATION
PETS/ANIMALS There is nothing cuter than a fuzzy little animal. Most of us love them and have no problem being near them. That is not the case with all children or adults. Some children are highly allergic to many kinds of animals. Other children have had a frightening experience around animals that may have included being mauled or bitten. Due to these two reasons, we ask that you please do not bring animals with fur/hair into the school. If you make arrangements with a classroom teacher to show an animal, these animals should be viewed outside on the playground.
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CELEBRATIONS At times, teachers may choose to have their class partake in certain celebrations. Please contact your child's teacher if this practice is contrary to your personal beliefs. Please familiarize yourself with the PVRSD Wellness Plan to help plan healthy snacks your child might share with his/her class. Always contact your child’s teacher prior to sending in any types of food for shared consumption to ensure that all students dietary needs and allergies are considered. Parents are also asked to refrain from having their child distribute party invitations in school. This is uncomfortable for excluded children. Families should make use of the student/classroom directories prepared by the NES PTO.
STUDENT/CLASSROOM DIRECTORY Each fall the NES PTO will create a grade level student directory. Families may voluntarily provide their address and phone number to be shared with other families in that grade level. This can help to facilitate social interaction outside of school and facilitate communication between families. Families always have the option to elect that their information not be included.
TELEPHONE School telephones are not for student use. Students should come to school prepared for the scheduled daily activities. They should make after school plans outside of school. Classes should not be expected to be interrupted to accommodate individual's personal arrangements. In an emergency situation, children may make phone calls from the office phone with permission from the secretary or principal. Students may not use their cell phones during school hours.
PICTURES School pictures, both individual and class, are taken each fall. Pictures will be taken in late September each school year with retakes taken within approximately 30-days. Information regarding the process and scheduled dates will be sent home in the fall.
CLOTHING Children are encouraged to choose clothing appropriate for the school environment and weather conditions. During the cooler months, the children should dress accordingly and wear a sweater, sweatshirt, or light jacket when out at recess. Students are encouraged to leave a seasonal spare change of clothes at school.
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During the winter months, children should come to school wearing appropriate warm clothing, including boots, in order to allow them to participate in outdoor recess. Children are required to wear snow pants and boots to recess if they are to play in the snow. If there is snow on the playground, the children without snow pants and boots must remain on the blacktop area. Heavy outer wear (coats, jackets, snow pants, boots, winter hats/hoods etc.) are not to be worn in school. Sneakers are required for weekly participation in physical education. Once sanding and salting of the roads, sidewalks, and parking lots begins, the children must wear a different pair of sneakers in the gymnasium. This may be an inexpensive pair of sneakers and may be kept in the student's locker in school for gym class. It is also necessary that students wear appropriate clothing for physical exercise on days when they have physical education class. Flip flops and/or sandals without back straps are not to be worn on the playground as they pose safety issues while using the playground equipment. Students may not wear clothing that is too revealing (scanty, transparent or tight) or which displays obscenity, profanity, violence, or offensive messages. The administration reserves the right to prohibit the wearing of any clothing, jewelry, etc. that could prove harmful to the health or safety of other students.
LOST AND FOUND All clothing items are hung on a clothes rack in by the back door near the cafeteria. It is recommended that name labels be placed on sweaters, jackets, and other items for easier return. Parents are urged to visit the school to claim lost articles. Small items are kept in the office. If small items are not claimed within two weeks they may be given to the child who turned it into the office. The school accepts no responsibility for items lost. Several times throughout the year unclaimed clothing is donated.
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Policies
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Appendix A NOTICE OF NON-DISCRIMINATION Notice to Parents(s) and Guardian(s): The Pioneer Valley Regional School District does not discriminate on the basis of race, color, religion, national origin, age, sex, gender identity, sexual orientation, housing status, or disability in admission to, access to, employment in, or treatment in its programs and activities. If the school determines that discrimination or harassment has occurred, the student may run the risk of such penalties as loss of privileges, including social suspension, detentions, suspensions, probationary status, prosecution in court and expulsion. A student can incur penalties for impeding a disciplinary investigation. If you have questions or concerns please contact Chris Maguire, who is the District’s Coordinator for Title VI, Title IX and Section 504. Chris Maguire 97 F. Sumner Turner Rd. Northfield MA 01360 (413) 498-2911
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Appendix B STUDENT RECORDS Under Chapters 71, 71B, and section 13 of Chapter 76 of the General Laws of the Commonwealth of Massachusetts, student's temporary records (not including transcripts of grades) shall be destroyed five years after transfer, withdrawal, or graduation from school. Any student and/or parents have the right to receive, upon request, such information in whole or in part before its destruction. Non-Custodial Parents Massachusetts law has been revised to standardize the process by which elementary and secondary schools provide student records to parents who do not have physical custody of their children (“non-custodial parents”). The law, M.G.L. Chapter 71, Section 34H, is intended to encourage parents to be involved in and informed about the education of their children, while protecting the rights and safety of all parties. The school is required to give full rights to either parent, unless the school has been provided with evidence that there is a court order, state statute, or legally binding document relating to such matters as divorce, separation, or custody that specifically revokes these rights. Section 34H (b) requires the non-custodial parent to submit a written request to the principal annually. A copy of the required affidavit specifying the mandated documentation is available. Upon receipt of the completed affidavit the school must immediately notify the custodial parent of the receipt of the request and that the school will provide the student record information to the requesting parent pursuant to Section 34H after 21 days, unless the custodial parent provides to the principal of the school with documentation of any court order which prohibits the non-custodial parent from having contact with the child, or prohibits the distribution of the student record information, or is a temporary or permanent order issued to provide protection to the custodial parent or any child in the custodial parent’s custody form abuse by the requesting parent, unless the protective order specifically allows access to the student record information. For a more complete explanation of your rights under the law you may wish to consult with your attorney or the courts.
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Appendix C ELEMENTARY ATTENDANCE POLICY We cannot stress too greatly the importance of your child being in school every day, on time, if he/she is to achieve the greatest success in his/her work. Regular attendance is expected of all students. It is impossible to completely make up everything that is missed. A typical school day is filled with learning that is not limited to books, i.e. group projects, discussions, and activities. Paper work can be made up, but the valuable learning opportunities cannot. However, when children are sick, they should stay home from school. If your child will be absent or tardy, please call the school between 8:30-9:30 A.M. Please make every attempt to have your child at school on time. This means your child should be in their classroom before the school day start time--not just entering the building. Our day is scheduled and when a child is late, something is missed. Each absence or tardy is recorded. Parents and students are reminded that the number of school absences is reported on the Report Card at the end of each marking period. In addition to this, every effort will be made to notify parents by letter when absences begin to be excessive. Parents are strongly urged to assist the school by supporting its attendance policy. ABSENCE PROCEDURE On the day a student is absent, parent(s)/guardian(s) are expected to call the school before 9:30 a.m. On the day the student returns to school, a written excuse note from the parent stating the date and reason for absence is required and must be turned in to the office upon arrival. EXCUSED ABSENCES From time to time, absence from school is unavoidable and legitimate. The following are the only acceptable excuses for absences: 1. Personal illness and/or hospitalization (after 3 consecutive days, a doctor’s note and/or school nurse examination may be required); 2. Serious illness or death in the family; 3. A religious obligation; 4. Medical appointments that cannot be made at a time other than during school hours; 5. Severe storm or impassable roads; 6. Approved school activities; 8. Court appearance; Any other reason for absence is unexcused.
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PLANNED ABSENCES By June the School Committee establishes the specific dates for school to be in session for the following academic year in order to allow parents and students adequate time to schedule trips and family vacations to coincide with periods in which school is not in session. By doing so, the Committee recognizes the importance of students’ consistent and prompt attendance to school. Under unique or unusual circumstances, a parent may request for his student(s) to leave school prior to the completion of the marking period or for a period of time during the marking period for reasons not covered under acceptable reasons for school absence. Parents/students must make such requests to the Principal, with reasons stated, at least two weeks prior to the departure date. The Principal will respond to all such requests. If a parent/student fails to notify and receive approval by the school, the absence will be treated as truancy. Students who miss school due to family vacations, which occur on school days, are responsible for making up all missed work. Teachers may be able to provide the work ahead of time, but this is not always possible. Please plan accordingly. Note these are unexcused absences. RESPONSE TO EXCESSIVE ABSENCES OR TARDINESS Following 5 incidences of absence or tardiness – letter home from principal reminding parents/guardians of the attendance policy and their responsibility in supporting it. Following 10 incidences of absence or tardiness – certified letter home from principal requesting meeting to develop plan to improve attendance. Following 15 incidences of absence or tardiness – certified letter home from principal requesting meeting to revisit plan to improve attendance; possible referral to Department of Children and Families
DISMISSAL Written permission from the parent/guardian is required for a child to change regular dismissal procedures. 1. Students being dismissed from school early must present a written note from their parent/guardian before school begins. These notes should have time leaving, return, and reason for dismissal. The only legitimate excuses for dismissal are the same as the reasons for excused absence. (See Excused Absence). Frequent dismissals for appointments may require a note from the doctor or dentist. Parent(s)/Guardian(s) should make every attempt to avoid scheduling appointments during the school day. Parents are requested to check in with the office and sign their child out of class. Children will not be released to anyone other than parents or legal guardians without advance written notice. Should circumstances arise which make it necessary for someone else to pick up your child from school, be sure that you have made advance written arrangements with your child’s
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teacher, who will inform the School Office. 2. In the event that plans change during the school day, a student may be excused from school via a telephone call from a parent, or a parent may come to the school office and directly request dismissal. 3. Special Emergency Early Dismissal: During the course of the year there may be times when school must close early due to weather or an emergency situation. At the beginning of the school year, an Early Emergency Release Form will be issued to every family to provide us with us with contact information as well as early dismissal arrangements. The district will make every effort to announce early closings on the radio, and will continue to refine the use of the Blackboard Connect phone system.
A NOTE IS REQUIRED IN THE FOLLOWING INSTANCES: 1. If a child must leave school at any time other than the regular dismissal time. 2. If a child who regularly rides the school bus is to be picked up by anyone, including a parent. 3. If a child who regularly rides the school bus plans to walk or ride a bicycle home or to another destination. 4. If a child rides a bus to any destination other than his/her regularly scheduled bus stop. (Such a request will normally be honored, depending on the capacity of the bus.)
If the school does not receive a written notification or phone call by 2:30 pm for transportation changes, your child will be placed on her/his regular bus. If you are picking up your child before 3:05, the end of the school day, please report to the office and sign him/her out. The school secretary will call your child to the office. If you are here at the end of the school day to pick up your child, please wait on the sidewalk, not on the ramp, outside the school, until your child’s class is dismissed.
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Appendix D BULLYING PREVENTION AND INTERVENTION -Summary for Parents and Guardians, and Student Handbooks On May 3, 2010 Governor Patrick signed an Act Relative to Bullying in Schools. This new law prohibits bullying and retaliation in all public and private schools, and requires schools and school districts to take certain steps to addressing bullying incidents. Parts of the law (M.G.L. c. 71, & 370) that are important for students and parents or guardians to know are described below. These requirements are included in the district’s Bullying Prevention and Intervention Plan (“the Plan.”) The Plan includes the requirements of the new law, and also information about the policies and procedures that the school or school district will follow to prevent bullying and retaliation, or to respond to it when it occurs. In developing the Plan, schools and districts consulted with school and local community members, including parents and guardians. Several of the following definitions are copied directly from M.G.L. c. 71, § 37O, as noted below. Schools or districts may add specific language to these definitions to clarify them, but may not alter their meaning or scope. Plans may also include additional definitions that are aligned with local policies and procedures.
Definitions Aggressor is a student or a member of a school staff who engages in bullying, cyberbullying, or retaliation towards a student. Bullying, as defined in M.G.L. c. 71, § 37O, is the repeated use by one or more students or a member of a school staff of a written, verbal, or electronic expression or a physical act or gesture or any combination thereof, directed at a target that: i. causes physical or emotional harm to the target or damage to the target’s property; ii. places the target in reasonable fear of harm to himself or herself or of damage to his or her property; iii. creates a hostile environment at school for the target; iv. infringes on the rights of the target at school; or v. materially and substantially disrupts the education process or the orderly operation of a school. Cyberbullying, is bullying through the use of technology or electronic devices such as telephones, cell phones, computers, and the Internet. It includes, but is not limited to, email, instant messages, text messages, and Internet postings. See M.G.L. c. 71, § 37O for the legal definition of cyberbullying. Hostile environment, as defined in M.G.L. c. 71, § 37O, is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe
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or pervasive to alter the conditions of a student’s education. Retaliation is any form of intimidation, reprisal, or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying. School Staff includes, but is not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, support staff, or paraprofessionals. Target is a student against whom bullying, cyberbullying, or retaliation has been perpetrated.
Prohibition Against Bullying Bullying is prohibited: ● on school grounds, ● on property immediately adjacent to school grounds, ● at a school-sponsored or school-related activity, function, or program, whether it takes place on or off school grounds, ● at a school bus stop, on a school bus or other vehicle owned, leased, or used by a school district or school, ● through the use of technology or an electronic device that is owned, leased or used by a school district or school (for example, on a computer or over the Internet), ● at any program or location that is not school-related, or through the use of personal technology or electronic device, if the bullying creates a hostile environment at school for the target, infringes on the rights of the target at school, or materially and substantially disrupts the education process or the orderly operation of a school. Retaliation against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying is prohibited. Report Bullying Anyone, including a parent or guardian, student, or school staff member, can report bullying or retaliation. Reports can be made in writing or orally to the principal or another staff member, or reports may be made anonymously. [Megan Desmarais, Principal 498-5842 or
[email protected]] School staff members must report immediately to the principal or his/her designee if they witness or become aware of bullying or retaliation. Staff members include, but are not limited
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to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to an extracurricular activity, or paraprofessionals. When the school principal or his/her designee receives a report, he or she shall promptly conduct an investigation. If the school principal or designee determines that bullying or retaliation has occurred, he or she shall (i) notify the parents or guardians of the target, and to the extent consistent with state and federal law, notify them of the action taken to prevent any further acts of bullying or retaliation; (ii) notify the parents or guardians of an aggressor; (iii) take appropriate disciplinary action; and (iv) notify the local law enforcement agency if the school principal or designee believes that criminal charges may be pursued against the aggressor. Support Services: The strategy to help the target and aggressor will be based on the nature of the offense, the age of the victims & aggressors, and the decision based upon the results of the investigation. It may require the district to review its student curriculum to assure it is clear, and achieves the objectives of properly educating and imparting the message to the students. This will require pre & posttests of understanding and comprehending lessons. This district incorporates 2nd Step in the elementary schools, and practices Positive Behavior Support. The counseling services for the aggressor and victim may include the following: Social emotional skills programs to prevent bullying by: ∙ Classroom Teachers ∙ Guidance Counselors ∙ School Adjustment Counselors ∙ School Psychologists ∙ Behavior Analyst Intervention services for students exhibiting bullying behaviors: To provide services for targets, aggressors and their families, the district uses culturally and linguistically appropriate resources outside the district. The district maintains a list of translation and/or interpreter services. Professional Development for School and District Staff School and districts are obligated to provide ongoing professional development to increase the skills of all staff members to prevent, identify, and respond to bullying. The content of such professional development is to include, but not be limited to: (i) developmentally appropriate strategies to prevent bullying incidents; (ii) developmentally appropriate strategies for immediate, effective interventions to stop bullying incidents; (iii) information regarding the complex interaction and power differential that can take place between and among an aggressor, target, and witnesses to the bullying; (iv) research findings
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on bullying, including information about specific categories of students who have been shown to be particularly at risk for bullying in the school environment; (v) information on the incidence and nature of cyber bullying; and (vi) Internet safety issues as they relate to cyber bullying.
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Appendix E PIONEER VALLEY REGIONAL SCHOOL DISTRICT SEXUAL HARASSMENT , BULLYING & HAZING POLICY I.
Policy A.
It is the policy of the Pioneer Valley Regional School District to provide a learning and working atmosphere for students, employees and visitors free from sexual harassment, bullying, hazing, and intimidation. These terms are referenced herein as “harassment”. Such action may occur on the basis of race, color, religion, national origin, age, gender, sexual orientation or disability, or for any other reason.
B.
It is a violation of this policy for any administrator, teacher or other employee, or any student to engage in or condone harassment in school or to fail to report or otherwise take reasonable corrective measures when they become aware of an incident of harassment.
C.
This policy is not designed or intended to limit the school’s authority to take disciplinary action or take remedial action when such harassment occurs out of school but has a nexus to school, or is disruptive to an employee’s or student’s work or participation in school related activities. Reports of cyber bullying by electronic or other means, occurring in or out of school will be reviewed and, when a nexus to work or school exists, will result in discipline.
D.
It is the responsibility of every employee, student and parent to recognize acts of harassment and take every action necessary to ensure that the applicable policies and procedures of this school district are implemented.
E.
Any employee or student who believes that he or she has been subjected to harassment has the right to file a complaint and to receive prompt and appropriate handling of the complaint. Further, all reasonable efforts shall be made to maintain the confidentiality and protect the privacy of all parties, but proper enforcement of this policy may require disclosure of any or all information received.
F.
The Building Principal/Designee shall be responsible for assisting employees and students seeking guidance or support in addressing matters relating to any form of harassment.
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II.
Procedures A.
Definitions – Sexual Harassment Prohibited “Sexual Harassment” means unwelcome sexual advances, requests for sexual favors, and other inappropriate verbal, written, electronically transmitted, or physical conduct of a sexual nature, including but not limited to unwelcome comments, touching, written notes, pictures/cartoons or other inappropriate conduct, such as leering, whistling, brushing up against the body, commenting on sexual activity or body parts or other activity referred to by the Model MCAD policy prohibiting such behavior. Harassment has the effect of creating an intimidating, hostile, or offensive work or learning environment that takes place under any of the following circumstances:
B.
1.
When submission to such conduct is made, explicitly or implicitly, a term or condition of employment, instruction, or participation in school activities or programs;
2.
When submission to or rejection of such conduct by an individual is used by the offender as the basis for making personal or academic decisions affecting the individual subjected to sexual advances;
3.
When such conduct has the effect of unreasonably interfering with the individual's work, attendance at school or participation in academic or curricular activities, or
4.
When such conduct has the effect of creating an intimidating, hostile, or offensive work or learning environment.
Definitions – Bullying Prohibited Bullying may take a variety of forms. It is unacceptable in a school or work environment. As a result no student or employee shall be subjected to harassment, intimidation, bullying, or cyber bullying in any public educational institute: 1. “Bullying and cyber bullying,” means severe or repeated unwelcome written, electronic, verbal or physical acts or gestures where a student or employee feels coerced, intimidated, harassed or threatened and under the circumstances (1) may cause a reasonable person to suffer physical or emotional harm, (2) may cause damage to another student’s or employee’s property, or (3) may cause a disruptive or hostile school environment. The
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behavior must interfere with an employee’s ability to perform his or her duties or with a student’s academic performance or ability to learn, or interfere with a student’s ability to participate in or benefit from services, activities, or privileges: a. That are being offered through the school district; or b. During any education program or activity; or c. While in school, on school equipment or property, in school vehicles, on school buses, at designated school bus stops, at schoolsponsored activities, at school-sanctioned events; or 2. Through the use of data, telephone or computer software that is accessed through a computer, computer system, or computer network of any public education institute. 3. As used in this Section, “electronic communication” means any communication through an electronic device including a telephone, cellular phone, computer or pager. C.
Definitions – Hazing Prohibited The term “hazing” shall mean any conduct or method of initiation, even if consented to, into any student organization, whether on public or private property, which willfully or recklessly endangers the physical or mental health of any student or other person. 1. Such conduct shall include, but is not limited to, whipping, beating, branding, forced calisthenics, exposure to the weather, forced consumption of any food, liquor, beverage, drug or other substance or any other brutal treatment or forced physical activity which is likely to adversely affect the physical health or safety of any such student or person, or which subjects such student or other person to extreme mental stress, including extended deprivation of sleep or rest or extended isolation. 2. Whoever knows that another person is the victim of hazing and is at the scene of such activity, shall, to the extent that such person can do so without danger or peril to himself or others, report such activity to an appropriate law enforcement official as soon as reasonably practicable. Whoever fails to report such behavior shall be subject to discipline.
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D. Guidelines for Investigating Harassment Claims In school systems, harassment may take many forms and cross many lines. The situation may be an instance of staff member to staff member, staff member to student, student to staff member, or student to student. Guidelines for dealing with any report of harassment are as follows: 1.
By law, harassment is defined by the victim’s perception in combination with objective standards or expectations. What one person may consider acceptable behavior may be viewed as harassment by another person. Therefore, in order to protect the rights of both parties, it is important that the victim make it clear to the harasser that the behavior is objectionable.
2.
In all reports of harassment, the victim or witness should describe in writing the specifics of the complaint to ensure that the subsequent investigation is focused on the relevant facts. Oral and anonymous complaints will be reviewed but are inherently difficult to investigate and may not be procedurally fair; as a result no disciplinary action shall be taken on anonymous complaints unless verified by clear and convincing evidence. All other complaints will be reviewed based on a preponderance of evidence standard.
3.
Any school employee or community member that has reliable information that would lead a reasonable person to suspect that a person is a target of harassment, bullying, or intimidation shall immediately report it to the administration; each school shall document any prohibited incident that is reported and confirmed, and report all incidents of discrimination, harassment, intimidation, bullying or cyber bullying and the resulting consequences, including discipline and referrals, to the Superintendent’s office as they occur.
4.
A good faith report from a staff member renders the staff member immune from discipline for making a report and is considered to have been made in the course of the staff member’s employment for purposes of M.G.L. c. 258. As a result, the school district shall indemnify staff members from any cause of action arising out of a good faith report of harassment or the district’s subsequent actions or inaction in connection thereto.
5.
If an instance of student to student harassment is reported to a staff member other than an administrator, the staff member must inform the
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Assistant Principal or the Building Principal. 6.
If a situation involving a report of staff member to student harassment is brought to the attention of any staff member, the staff member must notify the Building Principal or Superintendent immediately.
7.
In a situation involving a report of student to staff member sexual harassment the staff member must notify the Building Principal or Superintendent.
8.
In a situation involving a report of staff member to staff member harassment the staff member must notify the Building Principal or the Superintendent.
9.
Once a report of harassment has been made, including reports of mental, emotional or physical harassment as well as threats to a person's safety or position in the school or work environment, the following course of action should be taken. a.
The Building Principal/designee should investigate the report through discussions with the individuals involved. In situations involving allegations against a staff member, he/she should be informed of his/her rights to have a third party present at the time of the discussion. In situations involving students the Principal/designee should engage the appropriate classroom or special subject area teacher. Parents of students alleged to have engaged in harassment may be invited to attend a meeting at which the complaint and potential resolution will be discussed. If excluded, a student disciplined for bullying will not be re-admitted to the regular school program until his or her parent(s) attend such a meeting. It is important that the situation be resolved as confidentially and as quickly as the circumstances permit.
b. If the harasser and the victim are willing to discuss the matter at a resolution meeting in the presence of the Principal/designee or Superintendent, a supportive faculty member and/or parent may be included in the discussion. During this discussion, the offending behavior should be described by the victim and administration, a request for a change in behavior should be made, and a promise should be made that the described behavior will stop. If circumstances do not permit a face to face meeting the administration will present the victim’s position. Follow-up
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verification procedures will be explained. Failure to comply after a resolution meeting will result in appropriate discipline. 10.
If after a resolution meeting with the involved parties, the Building Principal determines that further disciplinary action must be taken, the following could occur: a. In instances involving student to student or student to staff member harassment, the student may be subject to discipline including but not limited to counseling, suspension, and in appropriate cases expulsion. b. In instances involving staff member to student and staff member to staff member harassment, findings will be reported to the Superintendent of Schools for further action. Personnel action may also be initiated at this point, consistent with the applicable law and collective bargaining agreement. c. In all cases a referral to law enforcement will be considered by the Principal or Superintendent based on the circumstances. School officials will coordinate with the Police Department to identify a police liaison for harassment cases.
11. Retaliation: Retaliation in any form against any person who has made or filed a complaint relating to harassment is forbidden. If it occurs, it could be considered grounds for dismissal of staff personnel and/or removal from the educational setting for a student. A referral to law enforcement may be made. 12.
Confidentiality: Reports of harassment should be kept confidential, consistent with necessary investigation procedures, with the goal of protecting the victim and stopping the behavior. For further information about these guidelines or help with sexual harassment problems or any other form of harassment, consult: Harassment Coordinator, Pioneer Valley R.S.D.
If the alleged harasser is responsible for conducting an investigation, the
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Superintendent or Committee shall designate an alternative Harassment Coordinator.
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Appendix F Approved at 11/17/16 PVRSDC Mtg.
DUE PROCESS FOR SUSPENSIONS: NOTICE OF PROPOSED SUSPENSION Except in the case of an emergency removal or disciplinary offense defined under M.G.L. c. 71, §§37H or 37H½, the school shall provide the student and parent/guardian with written and oral notice of the proposed suspension, an opportunity to be heard at hearing, and the opportunity to participate at the hearing. Notice shall set forth in plain language: a) the disciplinary offense; b) the basis for the charge; c) the potential consequences, including the potential length of the student’s suspension; d) the opportunity for the student to have a hearing with the principal concerning the proposed suspension, including the opportunity to dispute the charges and to present the student’s explanation of the alleged incident, and for the parent/guardian to attend the hearing; e) the date, time, and location of the hearing; f) the right of the student and student’s parent/guardian to interpreter services at the hearing if needed to participate; The principal shall make reasonable efforts to notify the parent/guardian orally of the opportunity to attend the hearing. In order to conduct a hearing without the parent/guardian present, the principal must be able to document reasonable efforts to include the parent/guardian. Reasonable effort is presumed if the principal sent written notice and documented at least two attempts to contact the parent/guardian in the manner specified by the parent/guardian for emergency situations. All written communications regarding notice of proposed suspension shall be either by hand delivery or delivered by first-class mail, certified mail, or email to address provided by the parent/guardian for school communications (or other method agreed to by the principal and parent/guardian) in English, and in the primary language in the home if other than English, or other means of communication where appropriate.
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DUE PROCESS FOR SHORT-TERM SUSPENSIONS: HEARING AND PRINCIPAL DETERMINATION A short-term suspension is the removal of the student from the school premises and regular classroom activities for ten (10) consecutive days or less. Short-term suspensions which do not cumulatively over the course of the school year exceed ten (10) days of suspension shall be conducted in accordance with this section. Principal Hearing. The purpose of the hearing with the principal is to hear and consider information regarding the alleged incident for which the student may be suspended, provide the student an opportunity to dispute the charges and explain the circumstances surrounding the alleged incident, determine if the student has committed the disciplinary offense, the basis for the charge, and any other pertinent information. The student shall have an opportunity to present information, including mitigating facts. A parent/guardian present at the hearing shall have the opportunity to discuss the student’s conduct and offer information, including mitigating circumstances. Based on the available information, including mitigating circumstances, the principal will make a determination whether the student committed the disciplinary offense, and if so, the consequence. The principal will provide notification in writing of his/her determination in the form of an update to the student and parent/guardian, and provide reasons for the determination. If the student is suspended, the principal shall inform the parent/guardian of the type and duration of the suspension, and shall provide an opportunity for the student to make up assignments and other school work as needed to make academic progress during the period of removal. If the student is in grades pre-k through 3, the principal shall send his/her determination to the superintendent and explain the reasons prior to imposing an out-of-school suspension, before the short-term suspension takes effect. All written communications regarding the hearing and principal determination shall be either hand delivery or delivered by first-class mail, certified mail, or email to the address provided by the parent/guardian for school communications (or other method agreed to by the principal and parent/guardian) in English, and in the primary language in the home if other than English, or other means of communication where appropriate.
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DUE PROCESS FOR LONG-TERM SUSPENSIONS: DETERMINATION
HEARING AND PRINCIPAL
A long-term suspension is the removal of a student from the school premises and regular classroom activities for more than ten (10) consecutive school days, or for more than ten (10) school days cumulatively for multiple disciplinary offenses in any school year. The purpose of the hearing with the principal is to hear and consider information regarding the alleged incident for which the student may be suspended, provide the student an opportunity to dispute the charges and explain the circumstances surrounding the alleged incident, determine if the student has committed the disciplinary offense, the basis for the charge, and any other pertinent information. The student shall have an opportunity to present information, including mitigating facts, that the principal will consider in determining whether alternatives to suspension such as loss of privileges, detention, an apology, a student contract, restitution, and/or probation are appropriate. Additionally, the student shall have the following additional rights: i.
ii. iii.
iv. v.
In advance of the hearing, the opportunity to review the student’s record and the documents upon which the principal may rely in making a determination to suspend the student or not; the right to be represented by counsel or a lay person of the student’s choice, at the student’s and or parent’s/guardian’s expense; the right to produce witnesses on his or her behalf and to present the student’s explanation of the alleged incident, but the student may not be compelled to do so; and the right to cross-examine witnesses presented by the school district; the right to request that the hearing be recorded by the principal. All participants shall be informed that the hearing is being recorded by audio. A copy of the audio recording will be provided to the student or parent/guardian upon request.
Based on the evidence submitted at the hearing the principal shall make a determination as to whether the student committed the disciplinary offense, and, if so, after considering mitigating circumstances and alternatives to suspension (the use of evidence-based strategies and programs, such as mediation, conflict resolution, restorative justice, and positive interventions and supports) what remedy or consequence will be imposed. If the principal decides to impose a long-term suspension, the written determination shall: i.
Identify the disciplinary offense, the date on which the hearing took place, and the participants at the hearing; ii. Set out key facts and conclusions reached by the principal;
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iii. Identify the length and effective date of the suspension, as well as a date of return to school; iv. Include notice of the student’s opportunity to receive a specific list of education services to make academic progress during removal, and the contact information of a school member who can provided more detailed information. v. Inform the student of the right to appeal the principal’s decision to the superintendent or his/her designee (only if a long-term suspension has been imposed) within five (5) calendar days, which may be extended by parent/guardian request in writing an additional seven (7) calendar days. The long-term suspension will remain in effect unless and until the superintendent decides to reverse the principal’s determination on appeal. If the student is in grades pre-k through grade 3, the principal shall send his/her determination to the superintendent and explain the reasons prior to imposing an out-ofschool suspension, whether short-term or long-term, before the suspension takes effect. All written communications regarding the hearing and principal determination shall be either hand delivery or delivered by first-class mail, certified mail, or email to the provided by the parent/guardian for school communications (or other method agreed to by the principal and parent/guardian) in English, and in the primary language in the home if other than English, or by other means of communication where appropriate. DUE PROCESS FOR SUSPENSIONS: APPEAL OF LONG-TERM SUSPENSION A student who is placed on a long-term suspension shall have the right to appeal the principal’s decision to the superintendent if properly and timely filed. A good faith effort shall be made to include the parent/guardian at the hearing. The appeal shall be held within three (3) school days of the appeal, unless the student or parent/guardian requests an extension of up to seven (7) additional calendar days, which the superintendent shall grant. The student and parent/guardian shall have the same rights afforded at the long-term suspension principal hearing. Within five (5) calendar days of the hearing the superintendent shall issue his/her written decision which meets the criteria required of the principal’s determination. If the superintendent determines the student committed the disciplinary offense, the superintendent may impose the same or a lesser consequence than that of the principal. The superintendent’s decision shall be final. DUE PROCESS FOR SUSPENSIONS: EMERGENCY REMOVAL
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A student may be temporarily removed prior to notice and hearing when a student is charged with a disciplinary offense and the continued presence of the student poses a danger to persons or property, or materially and substantially disrupts the order of the school and, in the principal’s judgment, there is no alternative available to alleviate the danger or disruption. The temporary removal shall not exceed two (2) school days, following the day of the emergency removal. During the emergency, removal the principal shall make immediate and reasonable efforts to orally notify the student and student’s parent/guardian of the emergency removal and the reason for the emergency removal. The principal shall also provide the due process requirements of written notice for suspensions and provide for a hearing which meets the due process requirements of a long-term suspension within the two (2) school day time period, unless an extension of time for the hearing is otherwise agreed to by the principal, student, and parent/guardian. A decision shall be rendered orally on the same day as the hearing, and in writing no later than the following school day. The decision shall meet all of the due process requirements of a principal’s determination in a long-term suspension. SUSPENSION OR EXPULSION FOR DISCIPLINARY OFFENSES UNDER M.G.L. 71 §§37H and 37H½ 1.
2.
3. 4.
The due process procedures above do not apply to a) possession of a dangerous weapon; b) possession of a controlled substance; c) an assault on a member of the educational staff; or d) a felony charge or felony delinquency complaint or conviction, or adjudication or admission of guilt with respect to such felony if the principal determines that the student’s continued presence in school would have a substantial detrimental effect on the general welfare of the school, as provided in M.G.L. c.71, §§37H or 37H½. The principal will inform the student of the specific charges in writing, informing the student of the right to be represented by counsel (at the student’s expense) and the right to provide evidence and question witnesses, on the proposed hearing date. The student may appeal the principal’s expulsion determination to the Superintendent of Schools within ten (10) days of notification of the expulsion. The superintendent may uphold, reduce, or reverse the disciplinary action after the appeal hearing. Note that a failure to make an appeal to the superintendent within the ten (10)-day period will exhaust any further right of appeal.
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5.
6.
All students who have been suspended or expelled who remain residents of the District shall have an opportunity to make academic progress during their period of suspension, expulsion, or removal from regular classroom activities. If the superintendent upholds the expulsion decision, if the student moves to another district during the period of suspension or expulsion, the new district of residence shall either admit the student to its schools or provide educational services to the student under an education service plan.
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Appendix G Approved at 11/17/16 PVRSDC Mtg.
DISCIPLINE OF STUDENTS UNDER SPECIAL EDUCATION AND SECTION 504 The discipline of students with disabilities eligible for special education and students on Section 504 Accommodation Plans is governed by federal and state special education laws and the regulations promulgated there under. These laws include the Individuals with Disabilities Education Act, its implementing regulations 34 C.F.R. et seq.; and Massachusetts General Laws, chapter 71 B and its implementing regulations 603 C.M.R. 28.00. Students with disabilities who violate school rules are subject to removal from their current educational placement for up to ten (10) school days per year, to the extent that such a removal would be applied to students without disabilities, without a prior determination as to whether the misconduct is related to the student’s disability. The student’s IEP or 504 team must meet within ten (10) days of the decision to suspend to review all relevant information in the student’s file. Anytime school personnel seek to remove a student from his or her current educational placement for more than ten (10) days in any school year, this constitutes a ‘change in placement.’ This includes both in school and out of school suspensions. A change in placement invokes certain procedural protections under the IDEA, the federal special education law. These include, but are not limited to: A. If the school did not conduct a functional behavioral assessment and implement a behavioral intervention plan for such a student before the behavior that resulted in the discipline, the school shall convene an IEP meeting to develop an assessment plan to address the behavior, or if the child already has a behavior intervention plan, the IEP Team shall review the plan and modify it, as necessary, to address the behavior. B. A review by the IEP Team of the relationship between the child’s disability and the behavior subject to the disciplinary action, which is often referred to as the Manifestation Determination. School personnel may order a change in educational placement of a child with a disability to an appropriate Interim Alternative Educational Setting (IAES) that provides the student with a free appropriate public education for the same amount of time that a child without a disability would be subject to discipline, but not for more than forty-five (45) calendar days if the student: 1. Carries or possesses a weapon to or at school, on school premises, or to or at a school function. 2. Knowingly possesses or uses illegal drugs at school, a school function, or school
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sponsored event; or sells or solicits the sale of a controlled substance while at school, a school function, or a school sponsored event. School Personnel may also seek an order form the department of Elementary and Secondary Education Bureau of Special Education Appeals (BSEA), using the authority of the hearing officer, placing a student in an Interim Alternative Educational Setting (IAES) for up to fortyfive (45) calendar days, when it is determined that the student is “substantially likely” to injure him/herself or others. Parents/guardians and/or students, where appropriate, may request a hearing at the Bureau of Special Education Appeals regarding a disciplinary action described above to challenge the Interim Alternative Educational Setting (IAES) or the manifestation determination. For a copy of the Massachusetts Department of Elementary and Secondary Education brochure on Special Education Parents’ Rights available in many languages visit http://www.doe.mass.edu/sped/prb/ or contact the administrator of Special Education at (413)498-2911.
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Appendix H PIONEER VALLEY REGIONAL SCHOOL DISTRICT ADA GRIEVANCE PROCEDURE This grievance procedure is established to meet the requirements of the Americans with Disabilities Act. It may be used by anyone who wishes to file a complaint alleging discrimination in employment practices and policies of the provision of services, activities, programs, or benefits by the Pioneer Valley Regional School District. The complaint should be in writing or on audiotape and contain information about the alleged discrimination including name, address, phone number of complainant and location, date, and description of the problem. Alternative means of filing complaints, such as personal interview, will be made available for persons with disabilities upon request. The grievant and/or his/her designee should submit the complaint as soon as possible but no later than 60 calendar days after the alleged violation to: CHRIS MAGUIRE, ADMINISTRATOR OF SPECIAL EDUCATION PIONEER VALLEY REGIONAL SCHOOL DISTRICT 97 F. SUMNER TURNER ROAD NORTHFIELD, MA 01360 Within 15 calendar days after receipt of the complaint, the ADA Coordinator will meet with the complainant to discuss the complaint and possible resolutions. Within 15 calendar days after the meeting, the ADA Coordinator will respond in writing and, where appropriate, in a format accessible (e.g. large print, Braille, audiotape) to the complainant. The response will explain the position of the Pioneer Valley Regional School District and offer options for substantive resolution of the complaint. If the response by the ADA Coordinator does not satisfactorily resolve the issue, the complainant and/or his/her designee may appeal the decision of the ADA Coordinator within 15 days after receipt of the response to the Superintendent of Schools. Within 15 calendar days after receipt of the appeal, the Superintendent will meet with the complainant to discuss the complaint and possible resolutions. Within 15 calendar days after the meeting the Superintendent will respond in writing in a format accessible to the complainant with a final resolution of the complaint. Individuals always have the legal right to file a complaint independent of the grievance procedure with an appropriate agency if they so choose.
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Northfield Elementary School A PACK WITH PRIDE
Where Small Paws Make Big Impressions School Colors: Silver and Blue
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Fall 2017 Dear Parents and Caregivers, This School Handbook is an important document, filled with information that you will want to consult over the course of the year. It has recently been updated and revised. Please take some time to look over our handbook, and discuss it (as appropriate) with your child(ren), Because we know that not everything always makes it home as we intend, please sign below and return just this cover sheet to your child’s classroom teacher. Then, we will know to that this handbook is in your possession. Thank you! Sincerely, Elizabeth Musgrave, Principal
Yes, I have received the new Warwick Community School Handbook
Signed:__________________________ Date: _____________________
HANDBOOK Warwick Community School 41 Winchester Road Warwick, MA 01378 978-544-6310 /978-544-9786- phone 978-544-6356 - fax Warwick Community School Mission Statement The mission of the Warwick Community School is to support and enhance the learning of all its members. We work collaboratively to create an environment that values academic excellence, diversity and respect. It is our goal to inspire students to be life-long learners and contributors to the betterment of our 21st century global community. School Year 2017-18
. discriminate on the basis of race, color, religion, The Pioneer Valley Regional School District does not national origin, age, sex, gender identity, sexual orientation, housing status, or disability in admission to, access to, employment in, or treatment in its programs and activities
Fall 2017 Dear WCS Parents, Caregivers, and Learners, Welcome to Pioneer Valley Regional School District and the Warwick Community School. You and your child have joined a very special learning community, and we are so glad you’re here! We hope this handbook will be a valuable guide to school policies and procedures, provide general information that is helpful throughout the school year, and strengthen the partnership between home and school so important to school success. We welcome your input and your questions. We hope to see you in the building often and encourage you to contact us with your questions, comments or concerns. Please accept this handbook as an invitation to become an active, informed member of a team dedicated to creating a learning community that respects values and challenges every Warwick Community School member. By working together, we will ensure that every young learner meets their potential, is excited about learning, and becomes a contributing member of our wonderful community. Sincerely, Elizabeth Musgrave, Principal
Table of Contents Warwick Community School Information, Practice, Expectations: Page: 1 2 3 3 4-6 7-9 10-14 15-16 17 18-20 20-22 23
WCS Staff List District School Committee List Daily Schedule/School Hours Grievance Procedure Attendance Expectations, Absence, School Calendar Student Health and Health Office Learning Routines, Resources, and Expectations Student Evaluation: Parent Conferences and Report Cards Parent and Family Involvement at WCS Breakfast and Lunch Program Transportation Safety and Security
Pioneer Valley Regional School District Policy: Page: 24-25 25-28 28-34 35-36 36-38 38-43
Appendix Appendix Appendix Appendix Appendix Appendix
A: District Elementary Attendance B Anti-Bullying C Due Process for School Suspension and Notification D Discipline Regarding Students with Special Needs E Civil Rights F Technology Acceptable Use
Warwick Community School Staff: 2017-2018 ADMINISTRATION: Elizabeth Musgrave- Principal
[email protected] Trish Baldwin- Administrative Assistant BaldwinT@ pvrsdk12.org Tom Ziniti- Teacher in Charge ZinitiT@ pvrsdk12.org NURSE: Suzanne Linden
[email protected] CUSTODIAN: Todd WhitmanWhitmanT@ pvrsdk12.org TEACHERS: Allison White- Pre-Kindergarten and Kindergarten WhiteA@ pvrsdk12.org Kristyn Gibbs- First and Second Grade
[email protected] Christine Mullen- Third and Fourth Grade
[email protected] Lynn Hansell- Fifth and Sixth Grade HansellL@ pvrsdk12.org Tom Ziniti- Special Education and Reading Specialist ZinitiT@ pvrsdk12.org SPECIAL SUBJECT TEACHERS Hillary Ferro, Visual Arts (Wednesday)
[email protected] Mary Leyden, Digital Learning Coach (Monday) LeydenM@ pvrsdk12.org Sue Scott, Physical Education (Thursday) ScottS@ pvrsdk12.org Lynette Snedeker, Instrumental Music (Friday) SnedekerL@ pvrsdk12.org Kim Wallach, Vocal and General Music (Tuesday) WallachK@ pvrsdk12.org
INSTRUCTIONAL SUPPORT Kerry Cooke- Title One Tutor CookeK@ pvrsdk12.org Karen Ellis- Kindergarten EllisK@ pvrsdk12.org Karen Hubbard- Kindergarten
[email protected] Erika Nygard- Librarian NygardE@ pvrsdk12.org Susan Reyes Grades K-2
[email protected] Julie Severance – Grades 3-5 SeveranceJ@ pvrsdk12.org CHILD SUPPORT Beth Davis – Adjustment Counselor (Tues. & Fri.) DavisB@ pvrsdk12.org Rosa Kesler – Occupational Therapist KeslerR@ pvrsdk12.org Dana Unatis- Speech and Language Pathologist UnatisD@ pvrsdk12.org Kristie Sulda – Physical Therapist SuldaK@ pvrsdk12.org
2017-18 PVRSD School Committee See monthly online calendars for scheduled meetings & locations. Jim Bell (B) Peggy Kaeppel (L) John Rodgers (L) B= Bernardston
Debra Gilbert (B) Jeanne Milton (B) Pat Shearer (N)
Robin L’Etoile (N) Sharon Fontaine (L) Martha Morse (W) Sue O’Reilly-McRae (W) Bill Wahlstrom (N) David Young (W)
L=Leyden
N=Northfield
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W=Warwick
WCS DAILY SCHEDULE: School Hours for Students: Monday-Thursday 8:30 Building opens: Buses arrive and Breakfast is available 8:40 Instruction begins! 11:30 Recess 12:00 Lunch 12:30 Instruction resumes 3:00 Dismissal Friday 8:30 Building opens: Buses arrive and Breakfast is available 8:40 Instruction Begins 11:30 Dismissal for Pre-Kindergarten 1:45 Dismissal for K-6 Administrative Assistant Office Hours: 8:15 AM – 3:15 PM Daily Nurse Office Hours: 8:30-3:15 Daily School Adjustment Counselor - 8:30 AM – 3:15 PM Tues.,Fri.
WHENEVER YOU HAVE A CONCERN OR GRIEVANCE: Please seek understanding and resolution to a question, concern or grievance according to the following process: If the matter pertains to the classroom: 1. Talk first with the classroom teacher for clarification of the issue. 2. Meet with the teacher to discuss possible resolutions. If the matter is not a classroom concern, or if no satisfactory resolution to a classroom concern is found, please take your concern forward through these channels in the following order: 1. School Principal. 2. Superintendent of Schools. 3. Full School Committee. Following the process in this order will help to expedite a satisfactory response with individual(s) closest to the situation and most likely expedite an appropriate resolution to your concern or grievance
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ATTENDANCE EXPECTATIONS, ABSENCE, SCHOOL CALENDAR Attendance: Strong attendance is vital to academic success! The first priority for every school day is for students to be:
Present On time Well-rested Ready to learn!
Absence: Every school day is filled with learning and happens only once. Every absence or tardy is recorded and classified as excused or unexcused. There are only 5 reasons a child’s absence may be excused:
Illness Bereavement Religious observation Court ordered appearance Extreme weather. Parent deems roads unsafe.
By district policy, all other absences are unexcused. If a child accrues five or more unexcused absences with a school year, by district policy, the caregivers will be called for a meeting with the Principal to develop an action plan to improve student attendance. As a school, we strive to make learning hands on and socially engaging. Reading and worksheets can be done, but much of the classroom teaching and learning cannot be replicated or “made up” at home. Planned Absence: In unique or unusual circumstances, a parent may request for his student to miss school for a planned event. This request must be made to the Principal in writing, with reasons for absence stated, at least two weeks prior to date of absence. Parents must meet with teacher prior to absence to determine how missed work will be completed. If possible, portions of work may be given to the student in advance of absence. Tardy: Arrival time is at 8:40 a.m., at which the time children need to be in their classrooms. Breakfast is served at 8:30 a.m. When a child arrives late, something important is missed, the teacher is interrupted, learning is disrupted for all children in the classroom.
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If your child will be absent or tardy, please call the school before 9:00 A.M. Absence and tardiness is noted on the Report Card. Routine Dismissal: Children will not be released to anyone other than parents or legal guardians without advance written notice. If your child will be picked up by someone other than a parent, advance written notification must be given to your child’s teacher. Identification will be asked for, if the adult is unknown to the staff. If a child will be regularly picked up by someone other than parents, written permission naming each adult must be on file with the office. Special Dismissals: If a student needs to be dismissed early, please send a dated note explaining the reason and time of dismissal. Parents must check in with the office to sign their child out of school. Emergency Early Dismissal: If school must close early due to weather or other kind of emergency, every parent will be called using the information provided by parents on their child’s Emergency Card. Please keep the school informed of any changes in contact information. School Calendar: The current PVRSD Calendar is sent home at the beginning of the year and is available on PVRSD website. This calendar lists all early release, in-service days, holidays, and vacations. Internal school events are communicated through classroom and school newsletters. Please note early release schedule: o Friday dismissal times: (please note! Fri, 9/1, dismissal is at 3pm) 11:30 AM for Pre-Kindergarten 1:45 PM for Grades K-6. Noon dismissal on the following days: December 6 (Parent Teacher Conferences) November 22 December 22 Final day of school School Cancellation and Delayed Opening: If there is a "no school" or delayed opening due to inclement weather or other conditions, an announcement will be made over the following stations:
Radio stations: WHAI, WYRY, WHYN, WRSI, WTSA, WKVT, WHMP. Television stations: Channels 3, 22, 40, and channel 6 (Albany.)
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A pre-recorded phone call from the Superintendent’s Office will be made to notify families of a delayed opening, cancellation, or closing. In the event of a delay, please continue to monitor the news for a potential school closing. In the event of a one-hour delayed opening, the morning session of preschool will be conducted. In the event of a two-hour delayed opening, the morning Pre-school session will not be conducted. To maintain clear communication for emergencies, please notify the school of updated phone numbers.
District Elementary Attendance Policy: Please see Appendix A
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STUDENT HEALTH:
Health Office Telephone: 978-544-6310 EXT 103
Staff - Our registered nurse coordinates the health care needs of each student. This includes compliance with school health policies mandated by the Commonwealth of Massachusetts, student screening and referrals, attending to sick and injured students and facilitating positive student response to normal development. Utilizing a team approach, the school nurse promotes the health and safety of the students, administers medication per doctor’s orders and employs early intervention with potential health problems. Her hours are daily 8:30 a.m. to 3 p.m. Emergency Information – An Emergency Information card must be filled out every year to provide current contact information for parents, guardians, and alternates promptly in case of illness or accidents. Every child in the school must have a separate card. The contact information for an adult, other than parents, must be included to use in the event that a parent cannot be reached. Verify that the person you name is able to serve in this capacity and, whenever possible, please list local people. Interval Health History - A yearly informational form required for every child, including: Important information about your child’s health. Permission for the school nurse to treat. An optional consent for Tylenol, Ibuprofen, Benadryl and Vick’s Vaporub, or generic equivalents as needed, up to 4 times in 30 days. Physical Exams - Physical exams are required for entrance to prekindergarten, kindergarten, and in grades 4, 7, and 11. The examining physician must have a written report sent to the school to be kept for the student health record. When necessary, the fourth grade physical will be completed by the school physician if a request is made in writing. Students transferring into the Pioneer Valley Regional School District must show evidence of a physical exam within the previous six (6) months or make an appointment to satisfy this requirement. The Massachusetts Department of Public Health requires verification of completion of school immunization requirements for all children attending school.
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Immunizations – In accordance with MGL Ch 75 Sec.15, no student will be admitted to school without documentation of complete immunization. Any family unable to arrange for the required immunizations will be assisted through referrals by the School Nurse. Lead screening is required prior to entering pre-kindergarten or kindergarten. A current immunization schedule is available from the School Nurse. Exemptions for medical or religious reasons must be requested in writing. Illness and Injuries at School – In the event that a student becomes sick or is injured seriously enough to require further evaluation, the school will make every effort to contact the parent or guardian. The school nurse will administer first aid only. It is the responsibility of the parent or guardian to take the child home and arrange for any medical follow-up. If a parent or guardian cannot be reached, an ambulance will be called. For the health of your child and all students in the building, please keep your child home if they are not well. Please note: Before returning after illness, a child must be fever-free for 24 hours without medication. In the case of contagious illness, such as strep throat, conjunctivitis, or impetigo your child must be evaluated by a physician. Your child may return to school 24 hours after beginning the prescribed treatment. Inform the school nurse if your child has a contagious illness. If exposure to contagious disease occurs at school, notices will be sent home with information about signs, symptoms and policy concerning re-entry. Acute Allergic Reaction: Please inform the school nurse if your child or family member has a life-threatening allergic reaction to bee stings or other substances. It is crucial for the school to have a written protocol for every individual prone to this type of reaction. Please provide an Epi-pen to the school nurse if one is prescribed.
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Health Screenings: Students will be screened annually at school for height, weight, vision and hearing, as required by the Massachusetts Department of Public Health. These screenings are not diagnostic. Parents of any child falling outside the expected parameters will be notified. Notice will include recommendations for follow up. Postural Screening is done annually in grades 5 and 6. Any recommendations for further evaluation will be forwarded to the parent. A child may be exempted from the school postural screening, with a note from the parents and verification that postural screen has been completed by a doctor. Fluoride Program: Participate in a weekly fluoride rinse program is offered free of charge to students in grades 1-6. Participation is optional, and written parental permission is required. Medications in School: Required Documentation: The following forms must be on file with the school nurse before medications, including non-prescription, will be administered during school hours. Written parental consent. A separate consent form is required for each medication a child receives. A signed and dated medication order by the doctor, including name, dosage, times, route, and reason for administration. A med plan completed and signed by parent and school nurse for each medication. Medication Safety Procedures: All medications in school must be: Administered only by the school nurse in the Health Office Transported to the Health Office by the parent or guardian. In the original container with pharmacy label. In quantity of a 30-day supply, or less. Kept in a locked cabinet in the Health Office. Picked up at the end of the school year. Medications will not be stored over the summer. Short term medication (ten days or less) must be in a pharmacy-labeled container and accompanied by a written parental request including times for administration.
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LEARNING RESOURCES, ROUTINES, AND EXPECTATIONS Library: We have a superb school library, with resources that we hope will be used and enjoyed by all students. We maintain a collection of books on child development and learning for adults that we welcome parents to borrow. Our library is partially staffed by an outstanding group of volunteers, and we encourage you to become involved if you have time and interest. We ask parents to monitor the responsible care and timely return of their child’s borrowed library books. Parents will be responsible for replacement cost of any lost/damaged books. Textbooks, Supplies and Equipment: All textbooks and curricular materials are supplied at the expense of the district. These books and materials are the property of the district and are loaned to the pupils. When pupils lose, destroy, or damage books, equipment or school property, students and parents are responsible and will be asked to make restitution. Curriculum: The instructional program in the elementary school is designed to help encourage a love for learning and to help each student develop the skills, knowledge and capacity to enjoy a meaningful and socially responsible life. This is primarily accomplished through the pursuit of excellence in the areas of reading, handwriting, spelling, oral and written language, mathematics, social studies, science, art, music, health, physical education, and technological education. The Massachusetts Curriculum Frameworks provide a foundation for ongoing curriculum development. Teachers and administration work collaboratively to develop curriculum that aligns with the state frameworks. WCS teachers implement this curriculum and inspire learners through creative pedagogy based upon best practices of educational theory and their individual talents and strengths. Field Trips, School and District Events: There are many activities at WCS that enrich classroom learning. Children are expected to participate in all school-sponsored or district-sponsored events such as concerts, performances, field trips, graduation exercises and others. These activities are part of our regular approved curriculum. Notices and permission slips will be sent home
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for each field trip that involves transportation. A walking field trip permission form, sent home in September, allows classes to access the many resources within walking distance of the school. Social Learning and Student Behavior: At WCS, we provide a safe and nurturing learning community that encourages children to confidently achieve their academic and social goals. We follow the child-centered principles and practices of Responsive Classroom with the belief that social and academic learning are of equal importance to healthy child development. Students take responsibility by generating classroom rules and a school-wide constitution that clarifies behavioral expectations. Our goal is for all WCS students learn to be Cooperative, Assertive, Responsible, Empathetic, and Self-controlled. Students are expected to demonstrate “CARES” in their daily life at school. Children are taught the “Second Step” (PreK-6) anti-bullying curricula. Homework Practice and Expectations: Homework will be given in grades one through six to help students develop independent study habits and practice previously taught skills. Self-discipline, a sense of ownership, independence and pride in a job well-done are the long-term benefits of good homework practice. Establishing study habits and routines is important, so homework is completed without undue stress. It is important that the work is the child’s own. The best parental role is to establish and support the nightly routine and provide encouragement. The following practices will help: Set aside a specific time for homework. Provide a quiet well lit, well supplied place to do homework. Look over homework assignments to check for understanding. Foster independence, but be available to encourage and assist. Homework should provide a challenge, but not a battle, and certainly not a defeat. If after sustained effort, your child remains unable to complete an assignment, please send a note to your child’s teacher. Please let your child’s teacher know if your child consistently has difficulty completing homework. In grades 1-6, homework will be assigned Monday-Thursday. Additional reading on weekends is strongly encouraged but not assigned. Children vary significantly in the length of time needed to complete a task but, as a general
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guide, we expect children to be able to complete their assignments within the following parameters: Grade 1 & 2: 15-20 minutes on skills plus 20-30 min. of reading Grade 3 & 4: 30 minutes on skills plus 20-30 min. of reading Grade 5 & 6: 30-45 minutes on skills plus 30 min. of reading Your child’s teacher will provide details of the specific homework practices and expectations for your child’s classroom. If you have questions or concerns, we urge you to contact your child’s teacher. Targeted Instructional Support Services Available at WCS Title I – Provides reading and/or math tutoring to students with identified need, who have been recommended for services by their classroom teacher and granted permission by parents. Social Emotional Support - Provides support services for any child needing extra help with social learning challenges. Special Education - Provides services to students who are currently under an Individualized Educational Program (IEP). Speech & Language Therapy - Provides services to children whose IEP identifies need for speech and/or language therapy. Physical and Occupational Therapy - Provides services to children whose IEP or 504 identifies need. Special Education: The Massachusetts Special Education Act of 1972, commonly referred to as "Chapter 766", ensures that all children with special needs between the ages of three and twenty-two will receive a free appropriate education in the least restrictive environment. These disabilities include pupils with temporary or permanent intellectual or emotional challenges; sensory or physical impairments including vision or hearing, speech or communication disorders, cerebral or perceptual dysfunctions or specific learning disabilities that interfere with the student's ability to effectively progress in regular education programs. We believe that the community school is the most normalizing and enriching and PVRSD makes every effort to provide for the learning needs of all the students in our community whenever possible. To this end attempts are made to do the following:
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To find and evaluate at the earliest possible time all children with learning problems To develop an Individual Education Plan (I. E. P.) for each child who has a disability that significantly impacts his/her educational progress To provide these services within the local schools whenever possible
To accomplish the above responsibilities, Warwick Community School has initiated procedures to identify and remediate children's learning problems: All parents of three and four year old children are notified of yearly screenings to determine learning issues. Communication with local agencies is ongoing to help identify any children not yet enrolled who may have potential special needs. All parents of pre-school aged children may at any time call to arrange such a screening. Educational staff members meet with the Principal regularly to discuss the academic success of WCS students, and identify children who are not being successful in the classroom. Adaptations and modifications are discussed and implemented. Occasionally Special Education referrals may be made by this group. Evaluations are carried out by the District SPED Department. The Director of Special Education, Chris Maguire, oversees the process. A team chairperson is designated to organize the meeting, and act as parent liaison. Parent involvement is mandatory and encouraged. The team may also include the principal, the school nurse, psychologist, SPED teachers and specialists, Early Childhood Coordinator. Celebrations: We love to celebrate learning at WCS! Individual classrooms frequently hold events, such as Authors’ Share or Science Fairs, which we hope you will attend and enjoy. Please familiarize yourself with the PVRSD Wellness Plan to help plan healthy snacks your child might share at these events. Always contact your child’s teacher prior to sending in any types of food for shared consumption to ensure that all students’ dietary needs and allergies are considered. We leave celebration of religious holidays to families according to their own traditions and beliefs. Parents are also asked to refrain from having their child distribute party invitations in school or on the bus. We are a very close community; this practice is uncomfortable for excluded children. Families are encouraged to make use of the annual Student Directory prepared by our PTO.
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Animals in School: There is nothing cuter than a small fuzzy animal. Most of us love them and have no problem being near them. That is not the case with all children or adults. Some of us are highly allergic to animal fur; others have had a frightening experience with animals. For this reason, we ask you not bring animals into the school. If you make arrangements with a classroom teacher to show an animal, this should be done outside on the playground. Animals brought to school or school events must have prior approval of the classroom teacher and Principal. If an animal visitation is approved, the pet owner will submit the pet’s description, vaccinations records, and the name of the veterinarian responsible for the animal’s care to the school nurse one week in advance. Each request will be reviewed individually. School Photographs: Early in the school year, all students will have the opportunity to have their photograph taken by a professional photographer. Families may purchase or reject the final product. Re-takes will be available at a later date for children absent or who wish to have their photos redone. Lost & Found: Name labels are recommended for all outerwear and clothing items typically removed during the day. All unclaimed clothing will be kept by school until the end of a school year, when unclaimed items are donated. Parents are urged to claim lost articles. The school accepts no responsibility for items lost. Personal Electronic Devices: Use of personal electronic devices, such as games, iPods, cell phones, is not allowed during the school day. The school does not accept responsibility for electronic devices and prefers these items to remain at home. If necessary, staff will hold these items for students during the school day. Please also see: District Anti-Bullying Policy: Please see Appendix B District-wide Suspension Policy: Please see Appendix C Discipline Policy Regarding Special Needs Students: Please see Appendix D Notice of Civil Rights: Please see Appendix E Technology Acceptable Use Policy: Please see Appendix F
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STUDENT EVALUTATION: Parent Conferences and Report Cards Parent Teacher Conferences: Scheduled Parent-Teacher conferences are held in the fall and spring for grades Pre-Kindergarten through Six. At this time, your child's progress will be discussed. You are encouraged to make every effort to attend. In P-T conferences, the full and diverse picture of a child's educational growth and development can be fully described and discussed between the parents and the teacher. Parents are welcomed and encouraged to talk with teachers and any time. However, in the interest of maintaining the integrity of the learning day, we ask parents to call the school office to arrange a mutually convenient time to speak with teachers. Report Cards Student report cards are sent home three times per year; fall, winter, and spring. Report cards are one way that teachers communicate with parents and guardians about academic and social growth. If, after checking a student's report card, parents have questions, please contact the classroom teacher for an appointment. Our reporting system is intended to provide a comprehensive description of a student’s progress. The format is designed to promote consistency and provide clear information regarding student progress and achievement in relationship to the Massachusetts State Standards and district grade level performance expectations. Reporting proficiency on standards and benchmarks compares the student’s performance against a set of standards. It does not compare the student’s performance against the performance of other students. Academic achievement is rated on a continuum of performance as it relates to the state standards. Student effort is reported in the Social Skills section of the report card. What are standards and benchmarks? Standards and benchmarks identify the essential knowledge and skills that should be taught and learned in school. They define what students should know and be able to do at each grade level. Concepts and skills based on the standards are woven through the grades to provide students with an opportunity to develop increasing levels of understanding over time. Standards and benchmarks are shared across our school district and provide the structure for our local curriculum. The standards used on the report card are aligned with the Massachusetts State
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Framework standards in mathematics and English Language Arts. Why use this type of an evaluation system? Standards-based reporting focuses instruction on student-centered learning and thus increases student achievement. Areas where students are below expectancy become evident which create drive for different instruction and for greater parent involvement in addressing areas of student need. The current system focuses on the product rather than the process. The new evaluation system places the focus on the expectations themselves and the process involved in generating the work or product. At the elementary level, classroom instruction is being geared to build the skills or processes necessary to learn higher level concepts. The “Exceeds, Meets, Making Progress” system allows teachers to assess and determine how well students are meeting expectations– it’s more diagnostic and more effective in focusing on student learning. How do I interpret the report card evaluation system? The standards-based system reports how students are progressing toward meeting grade level standards and benchmarks. A lack of proficiency on any standard or benchmark does not signal failure. It means the student needs to continue developing in that area. The following performance levels will be used by elementary teachers to report student achievement: 4– Exceeding grade level expectations 3– Meeting grade level expectations 2– Making progress toward grade level expectations 1– Not on grade level but making progress M – Modified NA – Not assessed at this time How can I tell whether my child is progressing? Progress by students will be reported on grade level standards and benchmarks. Again, a lack of proficiency does not signal failure, but that the student needs to continue developing in that area. Individual student progress will also be identified through the teacher’s comments section of the report card. Conferences and ongoing communication among teachers, students, and parents will also help parents accurately assess their child’s progress and to help promote academic success. How does the new evaluation system equate with letter grades? The simple answer is that it does not. The two systems are not based on the same criteria and are not interchangeable.
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PARENT AND FAMILY INVOLEMENT Volunteers provide valuable service and enhance our educational mission and resources. They are welcomed and appreciated at WCS. Under some circumstances a CORI check may be required, and fingerprints (at own expense.) There are many ways and opportunities to volunteer at WCS, including: PTO, School Council, Library assistance, Classrooms events and field trips, All-school events and trips. School Council The Warwick Community School Council is an advisory board that works with the School Principal and staff to develop policy and plan for continuous improvement to our school. The Council is comprised of representatives from the school staff, parents, community, and administration. Meetings are regularly scheduled, posted, and open to all. Parent-Teacher Organization (PTO) is active and supportive of Warwick Community School. Parents and guardians are encouraged to become involved. The PTO enriches the curriculum by supporting field trips, arts programs, family events, classrooms projects etc., and provides families with useful information and opportunities to be actively involved in our school. Please contact the school office if you are interested in participating. Use of School Facilities: Community groups or individuals may make arrangements to use the school facilities during non-school hours by completing and submitting the required form to the school office. The form is available from the school secretary. The Principal and Town Administrator must approve requests in advance. For further information please contact the school office.
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BREAKFAST AND LUNCH PROGRAM Pioneer Valley Regional School District offers parents the opportunity to select the best meal plan to meet their children’s needs, the family budget and life style:
Breakfast and/or lunch packed at home, brought to school and eaten in the cafeteria. Breakfast and/or lunch purchased at full price at your child’s school. Breakfast and/or lunch at free or reduced lunch fees for families who qualify according to income guidelines. Families may apply at any time during the school year if there is a change in income status.
We are committed to working with parents to ensure that all school age children have adequate nourishment. Studies have conclusively associated proper nourishment with a child’s ability to learn. School Lunch Program: Students may purchase milk (.60) or a school lunch (includes milk.) Prices are subject to change as voted by the School Committee. 2017/2018 Meal Prices Student Adults
Breakfast Reduced $ .30 n/a
Full Price $1.85 $2.00
Lunch Reduced $ .40 n/a
Milk Full Price $2.86 .60 $4.10 .60
Meals must be pre-paid by cash, check, bank check or through an on-line account with PayForIt (www.payforit.net) . Our PVRSD School Lunch / Breakfast Program operates on a non-profit basis and is not supported by local tax dollars. Its operational budget comes from daily revenues and state and federal subsidies. It is the responsibility of parents who choose to purchase or receive subsidized meals from our program to stay current with their bills and to notify Food Service of any changes in their income status so that we may provide you with Free and Reduced meal applications on a timely basis. The following guidelines are currently in effect: School lunches are nutritionally well-balanced. Free and reduced cost lunches are available to children whose families meet the state and federal family
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income guidelines. Children receiving free or reduced cost lunch are also entitled to free daily breakfast. Applications for free or reduced cost lunch may be submitted at any time during the year. Applications are distributed to all students on the first day of school and are available from the school office at any time throughout the year. If your financial circumstances change during the year, please submit a new application. A lunch calendar will be sent home prior to the first of each month. All meals must be paid for in advance. Deductions from your balance will be made only when a school meal or milk is purchased. If lunch money (or lunch) is lost or forgotten, a school meal may be charged. No child will go hungry, but after five days of non-payment, parents will be notified that their child will receive a sandwich, fruit and milk for lunch until their account resumes a positive balance. Lunch money may be sent in on a monthly or weekly basis. Please send lunch money to school in an envelope, inside your child’s communication folder. Meals may also be paid for through the online “Pay For It” program at www.payforit.net Family members are welcome to join their children for lunch in our cafeteria. If you wish to receive a school lunch, please call the office before 9:00 a.m.
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TRANSPORTATION School Bus Ridership: Kuzmeskus Transit Company (tel. 413-863-2595) is our bussing provider. In late August the policies, guidelines, rules, bus routes and school calendar are available at the school’s main office. This also lists the bus company’s pick up times, bus number and route taken. The bus company used is Kuzmeskus Bus Co. Questions or concerns regarding bus matters should be addressed to the bus company. Please note that bus arrival times for morning pick-up and afternoon drop-off may vary 5-10 minutes from the established schedule due to road conditions, traffic, and incidents that may occur en route. Please plan accordingly. Please note: Kindergarten children must be met by a known caretaker when being dropped off. Children who are not met will be returned to the school. If no WCS staff member is available to supervise, children will be taken to the Superintendent’s Office in Northfield. A regular and consistent bus schedule is necessary for every child. Children may be transported to and from home, or be discharged at another consistent location on the route. A change to the regular home-bound bus travel of your child must be authorized in writing by the parent, and received by the child’s teacher no later than arrival at school on the same day. The permission note must contain: your child’s name, date of change, name and address of the child that your child will visit and travel with, and your signature. The school will deliver a copy to the bus driver. Students transported in a school bus are under the authority of the school district and under the control of the bus driver. Bus rides are considered to be an extension of the school day and student behavior is expected to conform to school rules. Disorderly conduct, persistent refusal to submit to the authority of the driver, or any infraction of the rules of the Kuzmeskis Bus Company shall be sufficient reason for the student to be denied the privilege of riding the bus in future. Parents may ride the bus only with prior approval of the school administrator. For safety reasons, bus drivers are trained to carefully inspect their
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vehicles at the conclusion of every run. If vandalism of property is noted, the student(s) seated where damage occurred will be held accountable. Bus Rules and Guidelines: Prior to Loading: Be at the stopping place five minutes prior to the designated pickup time and ready to board the bus with the least possible delay. This will keep the bus on schedule and minimize traffic hazards. Students loading the bus on a street where the bus passes in both directions must wait until the bus passes on their side so as to not cross the road. Students having to cross the road when loading and discharging must cross in front of the bus, upon the driver’s signal. All pupils are advised to use extreme caution by looking both ways before crossing. Do not stand or play in the roadway while waiting for the bus. Remain at least five feet from the bus when it stops for pick up, and move forward only when the door opens. After boarding the bus, take a seat as quickly as possible. While Riding: Do not bring animals, glass, reptiles, sharp objects, prohibited or illegal items on the bus. Obey the bus operator at all times while under his or her supervision. Maintain an acceptable manner of conduct at all times. Yelling, smoking, vulgarity, boisterous behavior, spitting, or throwing objects out of windows or other insubordinate behavior will not be permitted. Remain seated while the bus is in motion. Do not extend any part of the body out of the bus windows at any time. Keep aisles clear of lunch boxes, musical instruments, backpacks, etc. Assist the bus driver in keeping the bus clean by not eating or drinking while on the bus. Do not deface or damage any part of the bus. Remain absolutely quiet when approaching a railroad crossing. Do not play a radio or other audio devices on the bus. Do not tamper or try to operate either the service door or the emergency door, which is the responsibility of the bus operator.
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School Bus Disciplinary Procedures: The following action will be taken whenever the school bus driver issues a student a bus discipline ticket. The student must have the ticket signed by the Principal before the student is allowed to ride the bus home; the ticket must then be signed by the parent/guardian and given to the bus driver the following morning.
1st Ticket: Warning 2nd Ticket: Three-day suspension for bus riding privileges. 3rd Ticket: Five-day suspension of bus riding privileges and a parental conference. 4th Ticket: Indefinite suspension.
All rules and disciplinary procedures are created to ensure the safety of all children riding the school bus. Ridership is a privilege which can be lost by violation of the rules. If deemed necessary by the School Principal and Bus Company, riding privilege may be suspended without using the above system. Questions or concerns regarding bus matters should be addressed to Kuzmeskus Bus Co. at 4134-863-2595. Non Bus Students (“Walkers”) are to be enter through the front door of the school and remain in the foyer until 8:40 a.m. or proceed to the cafeteria for breakfast. Walker dismissal takes place through the side door of the school, where they are to be met by a parent or guardian. The front circle must remain free for bus traffic and all cars must park in the visitor lot. Please note parking expectation in the Safety and Security section of this handbook.
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SAFETY AND SECURITY Daily Safety Procedures: In order to ensure the safety and security of students and staff: All exterior doors will be locked after morning arrival. Visitors will use the front entrance and sign in at the office. Visitors will wear an identification badge while in the building. Children arriving late will be signed in by a parent or guardian. Children dismissed early will be signed out by a parent or guardian. At end of day dismissal, all children not transported by bus will depart through the side entrance of the school. All children must be met by a parent or guardian at the side door. Parking is not allowed on the bus circle 8 AM - 3:30 PM. These procedures are in keeping with the School Committee Building Safety and Security Policy. Thank you for your patience and understanding. Emergency Response Plan: Warwick Community School has a response plan in place in the event of an emergency. We have periodic drills so that everyone understands the procedures. Plans are on file in the school office should you wish to read the specific plan for WCS. Safety Drill and Emergency Preparedness: Fire, Evacuation, Lock down, and Shelter-In-Place drills will be held throughout the school year. Each classroom has a prescribed plan for these emergency procedures. We practice these drill regularly each year because it is important that each student remains calm and very attentive to instructions from the adult entrusted with their care Parking: Please note that RED curbs indicate emergency vehicle access and are no-parking zones. To ensure the safety of the children, and to adhere to town guidelines, it is important that parents or visitors park in designated parking spaces. This process is especially important during arrival and dismissal periods. It is extremely important that parents or visitors not park or drive on the circular driveway in front of the school. Please exercise caution in the parking lot during arrival and dismissal time, as there are many cars and children walking. WCS is an idle-free zone, please do not leave vehicles running.
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APPENDIX A ELEMENTARY ATTENDANCE POLICY We cannot stress too greatly the importance of your child being in school every day, on time, if he/she is to achieve the greatest success in his/her work. Regular attendance is expected of all students. It is impossible to completely make up everything that is missed. A typical school day is filled with learning that is not limited to books, i.e. group projects, discussions, and activities. Paper work can be made up, but the valuable learning opportunities cannot. However, when children are sick, they should stay home from school. If your child will be absent or tardy, please call the school between 8:30-9:30 A.M. Please make every attempt to have your child at school on time. This means your child should be in their classroom before the school day start time--not just entering the building. Our day is scheduled and when a child is late, something is missed. Each absence or tardy is recorded. Parents and students are reminded that the number of school absences is reported on the Report Card at the end of each marking period. In addition to this, every effort will be made to notify parents by letter when absences begin to be excessive. Parents are strongly urged to assist the school by supporting its attendance policy. Absence Procedure: On the day a student is absent, parent(s)/guardian(s) are expected to call the school before 9:30 a.m. On the day the student returns to school, a written excuse note from the parent stating the date and reason for absence is required and must be turned in to the office upon arrival. EXCUSED ABSENCES From time to time, absence from school is unavoidable and legitimate. The following are the only acceptable excuses for absences: 1. Personal illness and/or hospitalization (after 3 consecutive days, a doctor’s note and/or school nurse examination may be required); 2. Serious illness or death in the family; 3. A religious obligation; 4. Medical appointments that cannot be made at a time other than during school hours; 5. Severe storm or impassable roads; 6. Approved school activities; 7. Court appearance; Any other reason for absence is unexcused. Planned Absence: By June the School Committee establishes the specific dates for school to be in session for the following academic year in order to allow parents and students adequate time to schedule trips and family vacations to coincide with periods in which school is not in session. By doing so, the Committee recognizes the importance of students’ consistent and prompt attendance to school. Under unique or unusual circumstances, a parent may request for his student(s) to leave school prior to the completion of the marking period or for a period of time during the marking period for reasons not covered under acceptable reasons for school absence. Parents/students must make such requests to the Principal, with reasons stated, at least two weeks prior to the departure date. The Principal will respond to all such requests. If a parent/student fails to notify and receive approval by the school, the absence will be treated as truancy. If the request is approved: 1. Parent should meet with their student(s) teachers to discuss how they will complete the work covered during their absence. 2. Homework will be 24
given in advance if possible. Procedure for Early Dismissal: 1. Students being excused must present a written note from their parents before school begins. These notes should have time leaving, return, and reason for dismissal. The only legitimate excuses for dismissal are the same as the reasons for excused absence. (See Excused Absence). Frequent dismissals for appointments may require a note from the doctor or dentist. Parent(s)/Guardian(s) should make every attempt to avoid scheduling appointments during the school day. 2. In the event of an emergency, a student may be excused from school via a telephone call from a parent, or a parent may come to the school office and directly request dismissal. Response to Excessive Absence or Tardiness: Following 5 incidences of absence or tardiness – letter home from principal reminding parents/guardians of the attendance policy and their responsibility in supporting it. Following 10 incidences of absence or tardiness – certified letter home from principal requesting meeting to develop plan to improve attendance. Following 15 incidences of absence or tardiness – certified letter home from principal requesting meeting to revisit plan to improve attendance; possible referral to Department of Children and Families
APPENDIX B ANTI-BULLYING POLICY Prevention and Intervention: On May 3, 2010 Governor Patrick signed an Act Relative to Bullying in Schools. This new law prohibits bullying and retaliation in all public and private schools, and requires schools and school districts to take certain steps to addressing bullying incidents. Parts of the law (M.G.L. c. 71, & 370) that are important for students and parents or guardians to know are described below. These requirements are included in the district’s Bullying Prevention and Intervention Plan (“the Plan.”) The Plan includes the requirements of the new law, and also information about the policies and procedures that the school or school district will follow to prevent bullying and retaliation, or to respond to it
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when it occurs. In developing the Plan, schools and districts consulted with school and local community members, including parents and guardians. Definitions Aggressor is any member of our learning community, including staff members who engage in bullying, cyber-bullying, or retaliation. Bullying is repeated unwelcome, written, electronic, verbal or physical acts or gestures where a student or employee feels coerced, intimidated, harassed or threatened and under the circumstances (1) may cause a reasonable person to suffer physical or emotional harm, (2) may cause damage to another student’s or employee’s property, or (3) may cause a disruptive or hostile school environment. Cyber-bullying is bullying through the use of technology or any electronic devices such as telephones, cell phones, computers, and the Internet. It includes, but is not limited to, email, instant messages, text messages, and Internet postings. Hostile environment is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of the student’s education. Target is any member pof our learning community against whom bullying, cyber-bullying, or retaliation is directed. Retaliation is any form of intimidation, reprisal, or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying. Prohibition Against Bullying Bullying is prohibited: on school grounds, on property immediately adjacent to school grounds, at a school-sponsored or school-related activity, function, or program, whether it takes place on or off school grounds,
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at a school bus stop, on a school bus or other vehicle owned, leased, or used by a school district or school, through the use of technology or an electronic device that is owned, leased or used by a school district or school (for example, on a computer or over the Internet), at any program or location that is not school-related, or through the use of personal technology or electronic device, if the bullying creates a hostile environment at school for the target, infringes on the rights of the target at school, or materially and substantially disrupts the education process or the orderly operation of a school.
Retaliation against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying is prohibited. Reporting Anyone, including a parent or guardian, student, or school staff member, can report bullying or retaliation. Reports can be made in writing or orally to the Principal, Elizabeth Musgrave, or another staff member. An incident report form (not required) can be found on the PVRSD website under the link: “School Safety Information and Resources.” Reports may also be made anonymously. Reports should be sent to: Principal Elizabeth Musgrave Warwick Community School 41 Winchester Rd. Warwick, MA 01378 School staff members must report immediately to Principal Musgrave, or his/her designee if they witness or become aware of bullying or retaliation. Staff members include, but are not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to an extracurricular activity, or paraprofessionals. When the Principal or her designee receives a report, she shall promptly
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conduct an investigation. If the Principal or designee determines that bullying or retaliation has occurred, he or she shall (1) notify the parents or guardians of the target, and to the extent consistent with state and federal law, notify them of the action taken to prevent any further acts of bullying or retaliation; (2) notify the parents or guardians of an aggressor; (3) take appropriate disciplinary action; and (4) notify the local law enforcement agency if the school principal or designee believes that criminal charges may be pursued against the aggressor. Professional Development for School and District Staff: School and districts are obligated to provide ongoing professional development to increase the skills of all staff members to prevent, identify, and respond to bullying. The content of such professional development is to include, but not be limited to: (1) developmentally appropriate strategies to prevent bullying incidents; (2) developmentally appropriate strategies for immediate, effective interventions to stop bullying incidents; (3) information regarding the complex interaction and power differential that can take place between and among an aggressor, target, and witnesses to the bullying; (4) research findings on bullying, including information about specific categories of students who have been shown to be particularly at risk for bullying in the school environment; (5) information on the incidence and nature of cyber-bullying; and (6) Internet safety issues as they relate to cyber-bullying.
APPENDIX C DUE PROCESS FOR SUSPENSIONS: NOTICE OF PROPOSED SUSPENSION Except in the case of an emergency removal or disciplinary offense defined under M.G.L. c. 71, §§37H or 37H½, the school shall provide the student and parent/guardian with written and oral notice of the proposed suspension, an opportunity to be heard at hearing, and the opportunity to participate at the hearing. Notice shall set forth in plain language: the disciplinary offense; the basis for the charge;
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the potential consequences, including the potential length of the student’s suspension; the opportunity for the student to have a hearing with the principal concerning the proposed suspension, including the opportunity to dispute the charges and to present the student’s explanation of the alleged incident, and for the parent/guardian to attend the hearing; the date, time, and location of the hearing; the right of the student and student’s parent/guardian to interpreter services at the hearing if needed to participate;
The principal shall make reasonable efforts to notify the parent/guardian orally of the opportunity to attend the hearing. In order to conduct a hearing without the parent/guardian present, the principal must be able to document reasonable efforts to include the parent/guardian. Reasonable effort is presumed if the principal sent written notice and documented at least two attempts to contact the parent/guardian in the manner specified by the parent/guardian for emergency situations. All written communications regarding notice of proposed suspension shall be either by hand delivery or delivered by first-class mail, certified mail, or email to address provided by the parent/guardian for school communications (or other method agreed to by the principal and parent/guardian) in English, and in the primary language in the home if other than English, or other means of communication where appropriate. Due Process for Short-term Suspensions: Hearing and Principal Determination A short-term suspension is the removal of the student from the school premises and regular classroom activities for ten (10) consecutive days or less. Short-term suspensions which do not cumulatively over the course of the school year exceed ten (10) days of suspension shall be conducted in accordance with this section. Principal Hearing. The purpose of the hearing with the principal is to hear and consider information regarding the alleged incident for which the
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student may be suspended, provide the student an opportunity to dispute the charges and explain the circumstances surrounding the alleged incident, determine if the student has committed the disciplinary offense, the basis for the charge, and any other pertinent information. The student shall have an opportunity to present information, including mitigating facts. A parent/guardian present at the hearing shall have the opportunity to discuss the student’s conduct and offer information, including mitigating circumstances. Based on the available information, including mitigating circumstances, the principal will make a determination whether the student committed the disciplinary offense, and if so, the consequence. The principal will provide notification in writing of his/her determination in the form of an update to the student and parent/guardian, and provide reasons for the determination. If the student is suspended, the principal shall inform the parent/guardian of the type and duration of the suspension, and shall provide an opportunity for the student to make up assignments and other school work as needed to make academic progress during the period of removal. If the student is in grades pre-k through 3, the principal shall send his/her determination to the superintendent and explain the reasons prior to imposing an out-of-school suspension, before the short-term suspension takes effect. All written communications regarding the hearing and principal determination shall be either hand delivery or delivered by first-class mail, certified mail, or email to the address provided by the parent/guardian for school communications (or other method agreed to by the principal and parent/guardian) in English, and in the primary language in the home if other than English, or other means of communication where appropriate. Due Process for Long-term Suspensions: Hearing and Principal Determination A long-term suspension is the removal of a student from the school premises and regular classroom activities for more than ten (10) consecutive school days, or for more than ten (10) school days cumulatively for multiple disciplinary offenses in any school year. The purpose of the hearing with the
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principal is to hear and consider information regarding the alleged incident for which the student may be suspended, provide the student an opportunity to dispute the charges and explain the circumstances surrounding the alleged incident, determine if the student has committed the disciplinary offense, the basis for the charge, and any other pertinent information. The student shall have an opportunity to present information, including mitigating facts, that the principal will consider in determining whether alternatives to suspension such as loss of privileges, detention, an apology, a student contract, restitution, and/or probation are appropriate. Additionally, the student shall have the following additional rights:
In advance of the hearing, the opportunity to review the student’s record and the documents upon which the principal may rely in making a determination to suspend the student or not; the right to be represented by counsel or a lay person of the student’s choice, at the student’s and or parent’s/guardian’s expense; the right to produce witnesses on his or her behalf and to present the student’s explanation of the alleged incident, but the student may not be compelled to do so; and the right to cross-examine witnesses presented by the school district; the right to request that the hearing be recorded by the principal. All participants shall be informed that the hearing is being recorded by audio. A copy of the audio recording will be provided to the student or parent/guardian upon request.
Based on the evidence submitted at the hearing the principal shall make a determination as to whether the student committed the disciplinary offense, and, if so, after considering mitigating circumstances and alternatives to suspension (the use of evidence-based strategies and programs, such as mediation, conflict resolution, restorative justice, and positive interventions and supports) what remedy or consequence will be imposed. If the principal decides to impose a long-term suspension, the written determination shall: Identify the disciplinary offense, the date on which the hearing took
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place, and the participants at the hearing; Set out key facts and conclusions reached by the principal; Identify the length and effective date of the suspension, as well as a date of return to school; Include notice of the student’s opportunity to receive a specific list of education services to make academic progress during removal, and the contact information of a school member who can provided more detailed information. Inform the student of the right to appeal the principal’s decision to the superintendent or his/her designee (only if a long-term suspension has been imposed) within five (5) calendar days, which may be extended by parent/guardian request in writing an additional seven (7) calendar days.
The long-term suspension will remain in effect unless and until the superintendent decides to reverse the principal’s determination on appeal. If the student is in grades pre-k through grade 3, the principal shall send his/her determination to the superintendent and explain the reasons prior to imposing an out-of-school suspension, whether short-term or long-term, before the suspension takes effect. All written communications regarding the hearing and principal determination shall be either hand delivery or delivered by first-class mail, certified mail, or email to the provided by the parent/guardian for school communications (or other method agreed to by the principal and parent/guardian) in English, and in the primary language in the home if other than English, or by other means of communication where appropriate. Due Process for Suspensions: Appeal of Long Term Suspension A student who is placed on a long-term suspension shall have the right to appeal the principal’s decision to the superintendent if properly and timely filed. A good faith effort shall be made to include the parent/guardian at the hearing. The appeal shall be held within three (3) school days of the appeal, unless the student or parent/guardian requests an extension of up to seven (7) additional calendar days, which the superintendent shall grant.
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The student and parent/guardian shall have the same rights afforded at the long-term suspension principal hearing. Within five (5) calendar days of the hearing the superintendent shall issue his/her written decision which meets the criteria required of the principal’s determination. If the superintendent determines the student committed the disciplinary offense, the superintendent may impose the same or a lesser consequence than that of the principal. The superintendent’s decision shall be final. Due Process for Suspensions: Emergency Removal A student may be temporarily removed prior to notice and hearing when a student is charged with a disciplinary offense and the continued presence of the student poses a danger to persons or property, or materially and substantially disrupts the order of the school and, in the principal’s judgment, there is no alternative available to alleviate the danger or disruption. The temporary removal shall not exceed two (2) school days, following the day of the emergency removal. During the emergency, removal the principal shall make immediate and reasonable efforts to orally notify the student and student’s parent/guardian of the emergency removal and the reason for the emergency removal. The principal shall also provide the due process requirements of written notice for suspensions and provide for a hearing which meets the due process requirements of a long-term suspension within the two (2) school day time period, unless an extension of time for the hearing is otherwise agreed to by the principal, student, and parent/guardian. A decision shall be rendered orally on the same day as the hearing, and in writing no later than the following school day. The decision shall meet all of the due process requirements of a principal’s determination in a long-term suspension. Suspension or Expulsion for Disciplinary Offenses Under M.G.L. 71 §§37H and 37H½ The due process procedures above do not apply to a) possession of a dangerous weapon; b) possession of a controlled substance; c) an assault on a member of the educational staff; or d) a felony charge or felony
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delinquency complaint or conviction, or adjudication or admission of guilt with respect to such felony if the principal determines that the student’s continued presence in school would have a substantial detrimental effect on the general welfare of the school, as provided in M.G.L. c.71, §§37H or 37H½. The principal will inform the student of the specific charges in writing, informing the student of the right to be represented by counsel (at the student’s expense) and the right to provide evidence and question witnesses, on the proposed hearing date. The student may appeal the principal’s expulsion determination to the Superintendent of Schools within ten (10) days of notification of the expulsion. The superintendent may uphold, reduce, or reverse the disciplinary action after the appeal hearing. Note that a failure to make an appeal to the superintendent within the ten (10)-day period will exhaust any further right of appeal. All students who have been suspended or expelled who remain residents of the District shall have an opportunity to make academic progress during their period of suspension, expulsion, or removal from regular classroom activities. If the superintendent upholds the expulsion decision, if the student moves to another district during the period of suspension or expulsion, the new district of residence shall either admit the student to its schools or provide educational services to the student under an education service plan.
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APPENDIX D DISCIPLINE OF STUDENTS UNDER SPECIAL EDUCATION & SECTION 504 The discipline of students with disabilities eligible for special education and students on Section 504 Accommodation Plans is governed by federal and state special education laws and the regulations promulgated there under. These laws include the Individuals with Disabilities Education Act, its implementing regulations 34 C.F.R. et seq.; and Massachusetts General Laws, chapter 71 B and its implementing regulations 603 C.M.R. 28.00. Students with disabilities who violate school rules are subject to removal from their current educational placement for up to ten (10) school days per year, to the extent that such a removal would be applied to students without disabilities, without a prior determination as to whether the misconduct is related to the student’s disability. The student’s IEP or 504 team must meet within ten (10) days of the decision to suspend to review all relevant information in the student’s file. Anytime school personnel seek to remove a student from his or her current educational placement for more than ten (10) days in any school year, this constitutes a ‘change in placement.’ This includes both in school and out of school suspensions. A change in placement invokes certain procedural protections under the IDEA, the federal special education law. These include, but are not limited to: A. If the school did not conduct a functional behavioral assessment and implement a behavioral intervention plan for such a student before the behavior that resulted in the discipline, the school shall convene an IEP meeting to develop an assessment plan to address the behavior, or if the child already has a behavior intervention plan, the IEP Team shall review the plan and modify it, as necessary, to address the behavior. B. A review by the IEP Team of the relationship between the child’s disability and the behavior subject to the disciplinary action, which is often referred to as the Manifestation Determination. School personnel may order a change in educational placement of a child with a disability to an appropriate Interim Alternative Educational Setting (IAES) that provides the student with a free appropriate public education for the
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same amount of time that a child without a disability would be subject to discipline, but not for more than forty-five (45) calendar days if the student: o 1. Carries or possesses a weapon to or at school, on school premises, or to or at a school function. o 2. Knowingly possesses or uses illegal drugs at school, a school function, or school sponsored event; or sells or solicits the sale of a controlled substance while at school, a school function, or a school sponsored event. School Personnel may also seek an order form the department of Elementary and Secondary Education Bureau of Special Education Appeals (BSEA), using the authority of the hearing officer, placing a student in an Interim Alternative Educational Setting (IAES) for up to forty-five (45) calendar days, when it is determined that the student is “substantially likely” to injure him/herself or others. Parents/guardians and/or students, where appropriate, may request a hearing at the Bureau of Special Education Appeals regarding a disciplinary action described above to challenge the Interim Alternative Educational Setting (IAES) or the manifestation determination. For a copy of the Massachusetts Department of Elementary and Secondary Education brochure on Special Education Parents’ Rights available in many languages visit http://www.doe.mass.edu/sped/prb/ or contact the administrator of Special Education at (413)498-2911.. APPENDIX E CIVIL RIGHTS Please be advised that in the Pioneer Valley Regional School District of which Warwick Community School is a member, all programs, activities and employment opportunities are offered without regard to race, color, sex, religion, national origin, sexual orientation, or disability. If you have any questions or concerns, please contact Chris Maguire, the district coordinator for Special Education. Policy Review Procedure - All guidelines, policies, and procedures will be reviewed annually to ensure that they do not limit educational access due to
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race, color, sex, religion, national origin, sexual orientation or disability. Student Records - Under Chapters 71, 71B, and section 13 of Chapter 76 of the General Laws of the Commonwealth of Massachusetts, student's temporary records (not including transcripts from school) shall be destroyed five years after transfer, withdrawal or graduation from school. Any student and/or parents have the right to receive, upon request, such information in whole or in part before its destruction. Non-Custodial Parents - Massachusetts law has been revised to standardize the process by which elementary and secondary schools provide student records to parents who do not have physical custody of their children (“noncustodial parents”) The law, M.G.L. Chapter 71, Section 34H, is intended to encourage parents to be involved in and informed about the education of their children, while protecting the rights and safety of all parties. The school is required to give full rights to either parent, unless the school has been provided with evidence that there is a court order, state statute, or legally binding document relating to such matters as divorce, separation, or custody that specifically revokes these rights. Section 34H (b) requires the noncustodial parent to submit a written request to the principal annually. A copy of the required affidavit specifying the mandated documentation is available upon receipt of the completed affidavit the school must immediately notify the custodial parent of the receipt of the request and that the school will provide the student record information to the requesting parent pursuant to Section 34H after 21 days, unless the custodial parent provides to the principal of the school with documentation of any court order which prohibits the noncustodial parent from having contact with the child, or prohibits the distribution of the student record information, or is a temporary or permanent order issued to provide protection to the custodial parent or any child in the custodial parent’s custody from abuse by the requesting parent, unless the protective order specifically allows access to the student record information. For a more complete explanation of your rights under the law you may wish to consult with your attorney or the courts.
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NOTICE OF NON-DISCRIMINATION to Parents(s) and Guardian(s): Please be advised that in the Pioneer Valley Regional School District all programs, activities and employment opportunities are offered without regard to race, color, sex, religion, national origin, sexual orientation or disability. Pursuant to MGL Ch. 76 S.5 it is the policy of the Pioneer Valley Regional School District to offer all programs, activities and employment without regard to race, color, sex, religion, national origin, sexual orientation or disability. If the school determines that discrimination or harassment has occurred, the student may run the risk of such penalties as loss of privileges, including social suspension, detentions, suspensions, probationary status, prosecution in court and expulsion. A student can incur penalties for impeding a disciplinary investigation. If you have questions or concerns please contact the Christine Maguire, who is the District's Coordinator for Title VI and Title IX Christine Maguire 168 Main Street, Suite 1 Northfield, MA 01360 (413) 498-2911
APPENDIX F TECHNOLOGY ACCEPTABLE USE DISTRICT POLICY Our Commitment to Technology Pioneer Valley Regional School District (PVRSD) is committed to providing students, teachers, and staff with the technology and information literacy skills needed for teaching and learning. Our mission is to integrate technology into curriculum and instruction to promote student achievement in preparation for college, career, and success in today’s information society both locally and globally. All PVRSD technologies shall be used in a manner consistent with this mission.
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PVRSD provides students and employees access to many technologies including equipment, applications, database systems, the Internet, and Information Technology (IT) resources for educational and communication purposes only. Educational purposes shall be defined as classroom and extracurricular activities promoting learning, career and professional development, and highquality self-discovery and reflection activities. Communication purposes shall refer to the use of email transmissions, online learning systems, the Internet, our Google for Education platform of apps and services, and other electronic resources to communicate and collaborate amongst students, parents, employees, professionals, and the PVRSD community. Safety and Security First and foremost, we are committed to providing a safe and secure educational environment for our students and employees. We maintain systems preventing inappropriate intrusions from the outside world and an Internet filter in compliance with the Children’s Internet Protection Act (CIPA). Teachers are responsible for monitoring student technology activities. However, no system or filter is perfect and it is virtually impossible for any teacher to monitor all activity of every student. Therefore, each user of PVRSD technology resources is accountable for his/her own use and activity. Access to our technologies is a privilege, not a right; be it during or after school hours, on or off of school property. The Superintendent or designee may monitor and evaluate the use of the district's technologies for educational and communication purposes at any time. There is no right of privacy regarding documents created and stored on the district systems, or electronic communications sent internally or externally. Such files and communications are governed by the public records law and may be accessed, viewed, and/or deleted at the discretion of the Superintendent or designee at any time. Employees are held accountable for maintaining confidentiality regarding student and employee information. Employees are prohibited from gaining access to or disseminating confidential information unless authorized and required by their specified job description. Any form of communications
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concerning official school business is generally considered public record information and are subject to disclosure under the Massachusetts Public Records Law. (M.G.L. Chapter 66 Section 10: M.G.L., Chapter 4, Section 7 (26)). Scope: This acceptable use policy is for students and employees alike. We believe it is important that students and parents/guardians understand that our employees are held accountable to the same high standards as our students in order to model behavior and maintain a safe and secure environment for all. Any knowledge of inappropriate use or unacceptable activities with our technologies should be reported to a teacher or administrator immediately. Our expectation is that parents/guardians will read and discuss this policy with their children. It is written not to be a simple bulleted list of restrictions with our technologies, but a learning document and an explanation of what we can do and why we are prohibited from certain actions and behaviors with our technology. All users and parents/guardians of students under the age of 18 shall be required to acknowledge receipt and understanding of all administrative regulations and procedures governing use of technology resources and shall agree in writing to comply with such regulations and procedures. User responsibilities and acceptable use 1. All users of PVRSD technology resources must sign the Technology Acceptable Use Agreement form prior to using any of our technology resources. Signatures must be obtained under the following circumstances: Upon first time enrollment/employment in the district. Each year for students. Change in policy occurs. 2. Connecting any device not owned and managed by PVRSD to our network via wired or wireless means is prohibited for the security of our infrastructure as well as our student and employee data systems.
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3. All users are responsible for the appropriate use of technologies in accordance with this Policy; district policies; school rules and codes of conduct as stated in school handbooks; as well as city, state, and federal laws. 4. Students are obligated to abide by any guidelines set forth by teachers integrating technology resources in their classroom. 5. User accounts are to be used only by the authorized owner of the account. Sharing of user accounts and passwords is strictly prohibited. 6. Forgery or pretending to be someone else is prohibited. 7. Permission of the student and parent/guardian are required to sign the PVRSD Electronic Media release Form prior to publication of any student pictures, educational works, and audio and video recordings on the Internet. Works may be published to the Internet to promote learning and a sense of community only. Only first name and last initial associated with the work may be published. 8. Accessing, distributing, publishing, or communicating student and employee confidential information via technologies beyond the scope of an employee’s specified job description is prohibited for the safety of our students and employees. Confidential information includes but is not limited to technology related usernames and passwords, full name, telephone number, address, parent/guardian information, demographics, and Massachusetts state SASID and MEPID numbers. 9. Users represent PVRSD and the community when using our technologies and Internet resources whether on or off school premises. Thus, all communications shall be conducted in a professional and appropriate manner; and abide by generally accepted netiquette (network etiquette) guidelines. 10. Inappropriate fraternizing with students on social media or any form of communication is prohibited. The Superintendent or designees may conduct internet searches to determine any inappropriate behavior. 11. Users will conduct themselves with a commitment to integrity and respect for others and oneself at all times when communicating online. Any form of online harassment including, but not limited to, sexual and
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other protected class harassment, bullying, and offensive language is prohibited and may be subject to appropriate laws. 12. Accessing inappropriate material such as, but not limited to obscenities, illegal acts, violence, inappropriate use of drugs and alcohol, or discrimination is prohibited. Unintentional access of such material should be reported to a teacher or administrator immediately to prevent a claim of intentional access. 13. All resources should be properly cited to avoid plagiarism. Plagiarism will be dealt with according to the student handbook guidelines. 14. All copyright, privacy, and international laws are to be abided by at all times. Users should assume material is copyrighted unless explicitly stated. 15. Downloading and installing software requires the permission of a teacher and/or an administrator. 16. Vandalism of any type is prohibited and will result in disciplinary and possibly legal and/or financial charges. Vandalism includes but is not limited to damage or destruction; theft of hardware, software, data, or intellectual property; disrupting network traffic; intentionally introducing viruses, gaining unauthorized access to network resources (hacking); or using the system for inappropriate or illegal purposes. 17. Commercial use of technology resources is permissible only for the benefit of the Pioneer Valley Regional School District community. Use of technology resources for personal gain or business is prohibited. 18. The school maintains the right to review any individual’s electronic documents and communications to ensure a safe, secure, and orderly educational environment. 19. Any violations of the above responsibilities and acceptable uses are to be reported immediately to a teacher or administrator. Users uncertain of actions that may violate their responsibilities or acceptable use of technology resources are held accountable for asking a teacher or administrator prior to performing the action(s) in question.
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Consequences: Failure to comply with the Technology Acceptable Use Policy may be subject to loss of technology privileges, disciplinary action, and potentially expulsion for our students and termination for or employees as determined by the building principals and/or district administrators in accordance with the school handbook, district policies, and this acceptable use policy. Violations of local, state, or federal laws may also result in criminal prosecution. Pioneer Valley Regional School District will cooperate fully with officials in any investigation related to illegal activities conducted via the schools’ technology resources. Limits of liability: Pioneer Valley Regional School District shall not be liable for users’ inappropriate use of technology resources, mistakes or negligence, violation of copyright restrictions, or costs incurred for any reason. PVRSD is not responsible for loss of data, exposure to inappropriate or inaccurate material found on the Internet or external networks, or accuracy or usability of any information found on external networks or the Internet.
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Revision approved at PVRSDC Mtg. on 10/26/17 Revisions approved at PVRSDSC Mtg. on 6/22/2017 Approved by PVRSD School Committee on 6/19/2014
Pioneer Valley Regional School Athletic Handbook I.
PHILOSOPHY
Athletics is an integral part of education. It encompasses the philosophy, aims and objectives of the institution. The range of experiences offered in athletics broadens the scope of the total education of the individual. Everyone is a potential athlete and should be encouraged and allowed the opportunity to participate in sports, games and physical activity. Within high school sport programs, young people learn values associated with discipline, performing under stress, teamwork, sacrifice, commitment, effort, accountability, citizenship, sportsmanship, confidence, leadership, organizational skills, participation within the rules, physical well-being and chemical health, striving toward excellence, and many other characteristics that come quickly to the mind of any educator. While winning contests, rather than losing them, is a laudable goal, it should not supersede the primary priorities of high school sport programs. What should be the rationale behind high school activities is preparing students to succeed rather than merely to win athletic contests. Win or lose, students should learn lessons of a lasting and positive nature. We encourage participation in varied activities under different teacher/coach role models.
Middle School level sports are to provide opportunity for the exploration and development of the fundamental skills of a wide variety of sports.
Junior Varsity level sports are to further develop skills and knowledge in preparation for varsity competition.
Varsity level sports should field the best possible team (i.e. skill, attitude, teamwork, work ethics) to be competitive in order to bring pride to the school.
OBJECTIVES 1. To establish patterns of behavior conducive to good sportsmanship. 2. To encourage student participation in a broad range of athletic programs. 3. To broaden the experiences in athletics by offering a wide variety of sports activities. 4. To foster an atmosphere conducive to the development of physical and mental discipline, accountability and teamwork of each athlete.
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5. To provide an athletic experience which places the health, safety and welfare of the participants above all other considerations. 6. To encourage and provide an under-standing of those kinds of attitudes that enhance an individual's participation in all athletic programs. 7. To develop an interest and desire to participate and strive for excellence. Placement on Athletic Teams: It is our philosophy that the safety and well-being of all our student athletes is of the upmost importance. This must always be at the heart of decisions on moving any and all student athletes on team levels (middle school, junior varsity, varsity). We recognize that some sports have a higher risk factor than others. We further recognize that there are times when it is necessary to allow our middle school athletes to compete at a higher level. This step up may be due to low numbers, budget constraints, or the individual having the social, physical and emotional maturity capable to play at the higher level. Individual Sports Teams: Cross Country, Golf, Track and Field, and Wrestling, athletes, regardless of their grade level, will be considered eligible to participate on Varsity or Junior Varsity teams if they are eligible according to MIAA and PVRS rules of eligibility (i.e. Grades, User Fees, Outstanding Obligations, Contracts, Assumption of Risk and Attendance). Team Sports: Baseball, Basketball, Field Hockey, Football, Soccer, Softball, and Volleyball. Seventh and eighth graders will play on Middle School level teams when teams are sponsored by PVRS. If, after the fifth day of practice, the Athletic Director in concert with the Coach(es) of the team sport determines a need for additional players at the junior varsity or varsity level (due to low numbers or potential loss of program) an open tryout will be announced. Any and all middle school students are invited try out. The decision to place an athlete at the higher level will be based on: 1.
Whether the student is academically, emotionally, and physically capable.
2.
Parent/guardian support of their athlete trying out and possible placement.
3.
Coach’s recommendation.
4.
The impact on high school athletes.
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5. The student athlete must have the following items: In good standing academically, User Fee paid, No outstanding obligations, Blue Card turned in, furthermore assumption of Risk acknowledged by signing the blue card and permission slip (received from coach), attendance in good standing After the try outs the coach must submit the student athletes names to the athletic director. The principal and athletic director will review the coach’s recommendation and other documentation noted above to make a recommendation to the superintendent of any middle school students to be placed on a junior varsity or varsity team. The superintendent will have final approval of the recommendations made by the principal and athletic director. II. STUDENT ATHLETIC CODE Preface: As a member of a P.V.R.S. athletic team, your actions both on and off the field of play reflect not only on yourself but on your coach, teammates and the school as well. We expect you to conduct yourself with the above in mind. 1. All MIAA (Mass. Interscholastic Athletic Assoc.) rules apply. A copy of the complete MIAA rulebook is available at www.miaa.net. 2. The MIAA has set the standard that a student may only participate in athletics if he/she has been in school for a full day. We support and enforce this standard. To be in attendance for a full day a student must arrive at 7:50, or no later than 8:10 with a signed note from a parent or guardian, and attend all classes. A student who is chronically late to school (excused or unexcused) may lose the privilege of participating. If a student leaves during the school day he or she is not eligible to participate in a practice or game on that day. There are three exceptions: Students with senior privileges may use their privileges. A student may submit a note from a parent/guardian to the principal requesting an exception from the attendance requirement for a medical or court appointment that cannot be scheduled at any other time when the appointment does not cause the student to miss more than two hours of school. Only a limited number of exceptions will be approved for a student each season. A senior may make one college visit during a season. We encourage students to make these visits between seasons, on weekend and during holiday. If a student must miss more than 2 hours of school he/she should not expect to practice or play on that day. If you have a concern about whether a dismissal or tardy will be accepted, you can request approval a day ahead. You may also discuss any special circumstances with the principal. 3. All Pioneer athletes must observe sound health and training rules. MIAA Blue Book states under its Chemical Health section, "From the earliest fall practice date, to the conclusion of the academic year or final athletic event (whichever is latest), a student shall not, regardless of the quantity, use, consume, possess, buy/sell, or give away any beverage containing alcohol; any tobacco product (including e-cigarettes, VAP pens and all similar devices); marijuana (including synthetic); steroids; or any controlled substance. This policy includes products such as “NA or near beer”. It is not a violation for a student to be in possession of a legally defined drug specifically
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prescribed for the student’s own use by his/her doctor. This rule represents only a minimum standard upon which Pioneer Valley Regional School may develop more stringent requirements. When the Principal confirms, following an opportunity for the student to be heard, that a violation occurred, the student shall lose eligibility for the next consecutive interscholastic contests totaling 25% of all interscholastic contests in that sport. No exception is permitted for a student who becomes a participant in a treatment program. It is recommended that the student be allowed to remain at practice for the purpose of rehabilitation. For second and subsequent violations, the student shall lose eligibility for the next consecutive interscholastic contests totaling 60% of all interscholastic contests in that sport. If after the second or subsequent violations the student, of his/her own volition, becomes a participant in an approved chemical dependency program or treatment program, the student may be certified for reinstatement in MIAA activities after a minimum of 40% of events. The director or a counselor of a chemical dependency treatment center must issue such certification. 4. Appeal Process: The following procedure will be used in dealing with the above (#3) based on the information at hand: The coach may at this point go further and suspend the player for the entire season if the infraction is one which in his/her mind rates this type of response. (This total suspension should be made in concert with the Athletic Director and Principal). If the student wishes to appeal the coach's decision, the following steps are available. A. A standing Faculty Athletic Committee (FAC) of (3) three staff members will review the situation and make decisions concerning the disposition of the case. The makeup of the FAC will be as follows:
Chairperson - Athletic Director (principal or vice-principal in Athletic Director's absence)
Faculty Member (not involved in athletics)
A coach not involved with the sport in question. *Committee members chosen at the discretion of the Chairperson.
B. Students will have three (3) school days from the time the suspension is handed down to appeal. C. The Faculty Athletic Committee will convene to consider the situation, with every effort being made to resolve the matter before the next athletic contest involving the athlete being charged. D. The charged athlete will have the right to appear before the FAC to present pertinent facts in his/her behalf. S/he may bring with him/her other individuals to speak in his/her behalf. E. The coach will be asked to appear before the FAC.
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F. The student will have the right to appeal the decision of the FAC to the principal, the superintendent of schools and ultimately to the school committee. G. Once a decision has been rendered, it will be in force until a successful appeal reverses it. H. A student who has been removed from one team may not join another team during the same sport season. 5. All Pioneer athletes are expected to conduct themselves in a sportsmanlike manner at all times. Cursing, fighting and criticizing officials have no place in interscholastic athletics. Athletes should be aware of the following MIAA rules #54 and #55 which deal with Sportsmanship and Disqualifications. A copy of the complete MIAA rulebook is available at www.miaa.net. 6. Academic Eligibility - To be eligible to participate in sports or co-curricular activities, the student must be enrolled full-time and have passed five (5) major subjects and received no failures in the marking period prior to the sport season or time of the cocurricular activity. A. Major subjects are courses that meet five (5) days a week. Second quarter marks and not semester grades determine third quarter eligibility. Eligibility is determined by quarter grades except for fall activities which are based on the final grade for the previous year’s courses. Students with Incompletes are ineligible until the work is completed and grade is submitted. The eligibility of all students shall be considered official on the date when report cards for that marking period are mailed. B. A waiver because of a failing grade will be allowed only once in Middle School and once in High School. (See the Academic Eligibility Policy in the Student Handbook). 7. Athletes must be in regular attendance at all practice sessions, games, and mandatory team functions. Planned absenteeism must be reported in advance to the appropriate coach. Absenteeism without valid excuse or failure to report planned absenteeism in advance, may lead to penalties or exclusion from the team. This rule is consistent with the MIAA Bonafide Team Member Rule. 8. While on the Middle School level, switching from one sport to another within a season is not uncommon, this practice is not allowed on the Senior High level without FAC approval. 9. Coaches, in concert with the Athletic Director, will determine appropriate dress for each team. 10. All team members will bring all personal belongings to the locker rooms (books, homework etc.) or out to the practice fields if off site.
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A. No one is to return to the areas past the gym lobby after practice or games without supervision of their coach. B. All team members will enter and exit via the rear locker room doors for games and practices. C. Each team member will respect the privilege of the use of buildings, courts, fields and equipment. 11. If a Senior High student drops out of a sport for any reason, s/he may not participate in any other sport the remainder of that season, unless approved by both coaches and the Athletic Director. 12. If a Senior High student is dismissed,for any reason other than a cut, that student may not be allowed to participate in any sport the remainder of the season. 13. In keeping with the School Policy to encourage Middle School students to become involved in school activities -if a Middle School student is dismissed, or chooses to change sports during a season, that student may be allowed to join a sport in progress, subject to the athletic director and coach's approval and return of all applicable equipment and uniforms. 14. Athletic Eligibility Verification Forms (Blue Cards) will be collected on the or before first day of practice in the fall, winter and spring seasons. Students may not
Full Reduced 1 Reduced 2
First Child HS MS 90 60 60 30 30 15
Additional Child HS MS 75 45 45 15 15 0
participate until a completed form has been turned in. If space allows, students may add or change a sport during the first ten practice days of the season. 15. Sports user fees will be collected with the Athletic Eligibility Verification Forms using the time line above. The cost of each season for Senior High students is $90.00 and Middle School Students is $60.00 The maximum a family would have to pay per season is $180.00 or $540.00 per year. Below find a chart for the user fees and how they effect reduced lunch as well as having more than one participating athlete in a family. Schedule per Season Families who qualify for reduced price lunch would receive the Reduced 1 fee. Families who qualify for free lunch would receive the reduced 2 fee. We are also going to make an effort to limit the out of pocket expenses for student athletes that coaches expect of players.
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16. Each athlete must have a current physical exam on file with the school nurse prior to participation. Physicals are good for 13 months.
17. Each athlete and one parent/guardian must have concussion training within the school year.
III. COACHING CODE OF ETHICS: In athletics the coach has an extraordinary opportunity to affect favorably the foundation of moral and ethical behavior. If the coach can be aware of values, of the basic need for their perpetuation in our society, and of the countless opportunities provided for their teaching, athletics can make a highly significant contribution to the development of moral and ethical standards in our young people. The coach is constantly being observed and evaluated by players, parents, officials, and the general public. Therefore the conduct displayed has a great effect on the image of our total athletic program and school.
COACHES SHOULD: 1. Support the athletic code and MIAA regulations. 2. Support all school policies. 3. Be concerned with his/her own professional improvement and should continually strive to learn more about the sport s/he coaches. 4. Be familiar with all rules governing the sport s/he coaches. 5. Master the principles of good teaching and sound coaching techniques. 6. Maintain a fair, unprejudiced relationship with players and have their physical welfare uppermost in his/her consideration at all times. 7. Teach athletes to win by use of fair play and good sportsmanship. 8. Teach the values of good citizenship, honesty, integrity, self-discipline, courage, loyalty, and courtesy. 9. Recognize individual differences and instill self respect and respect of others. 10. Be responsible for the conduct of his/her players. 11. Promote physical fitness as a lifetime habit.
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12. Exemplify good sportsmanship at all times. 13. Plan and execute a daily practice schedule. 14. Report scores and statistics to the media (Varsity only). 15. In concert with the Athletic Director create a plan for playing surface marking and maintenance. 16. Be responsible for supervising their team members up to one hour before games that are scheduled to start later than one hour after the completion of the school day. Example: If a home game is scheduled to start at 5:30 pm, the coach is expected to supervise their athletes at 4:40 pm. 17. Be responsible for supervising their team members after a game or practice until all members have been picked up.
18. Anyone working with the athletes regularly must have a C.O.R.I., S.O.R.I. and fingerprint check prior to any contact with students.
COACHES' CHECK OUT LIST: 1. The coach will turn in all keys and pass cards to the Athletic Director within 5 days of the end of each season. Coaches involved with summer programs may retain keys and pass cards when necessary. 2. The coach will submit a copy of inventories for each area of responsibility. One copy is for the Athletic Director and one is to be posted in each storage locker with equipment. 3. Each coach will turn in score books, to the Athletic Director within 5 days of the end of each season. 4. Each coach will prepare a summary of the season, including highlights, and evaluation and a recommendation for program improvement. 5. Records of team and/or individual achievement will be submitted by the coach to be added to the existing school records. 6. Budget matters will be discussed with the Athletic Director at the close of each school year to insure proper preparation and planning. The coach will submit a written budget proposal with any anticipated needs for the following season. 7. Coaches who desire to have students borrow school equipment must submit an itemized list to the Athletic Director for approval. 8. Coaches are encouraged to collect uniforms immediately following the final game of 8
the season and arrange with the Athletic Director to have uniforms laundered at school. 9. Coaches will receive their final payment after all equipment and uniforms have been accounted for by the Athletic Director and all obligations have been met. BUDGET: 1. The athletic programs are funded by the Pioneer Regional School District through the School Committee. The exception is football, which requires supplemental funds raised by the team. . 2. The Athletic Director is responsible for the development of the athletic budget. 3. All gate receipts will be turned in to the District Treasurer to be used primarily for transportation of athletic teams. Also paid from this account will be police, ticket sellers, gate help, and scoreboard operators. 4. Each coach will submit a proposed budget for the needs of that particular sport at the end of the season in preparation for the following season. The budget should include a description of each item, quantity, catalog number, brand name desired, and price per unit. 5. Updated inventories will be used as an aid for establishing and justifying budgets. UNIFORMS, EQUIPMENT, AND SUPPLIES: 1. Standard equipment forms must be used by all coaches. Each student will sign the form indicating personal responsibility for all equipment issued. 2. The coach is responsible for submitting names of persons who have lost or damaged equipment or uniforms within 5 days of the final game or match. 3. Wearing team uniforms is restricted to athletic contests only, unless permission is granted by the team's coach ahead of time. (Team uniforms will not be worn as a substitute for gym clothes). 4. Team members are responsible for equipment issued to them. All equipment must be accounted for before a student is eligible for a "letter" award or to participate in another sport. Otherwise, payment of outstanding items will be required. 5. All authorized power equipment (golf cart, tractor, chain saw, etc.) owned by the school can only be used by employees of the school. Students may not operate equipment. No exceptions to this policy without prior approval of the Athletic Director.
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6. Any equipment and or item with or without the Pioneer logo and or name must be seen and approved by the Athletic Director before it’s purchased. The following items must be submitted: A. Items to be purchased (shirt, shorts, warm-ups, equipment, etc.). B. Cost of said item(s). C. How the item(s) will be or by whom will the item(s) be paid. Monies must be accounted for at the time of order. D. Vendor name and contact information. E. Purchase order properly filled out. F. Monies reported to the school through the Superintendents’ office. The Athletic Director will approve or not approve items based on how well the school is being represented, how item(s) will be paid for, attention given to rules and regulations imposed by law, MIAA and school policies. TRANSPORTATION (Times are also available on www.schedulestar.com) 1. Coaches will be responsible for notification to all players of game dates, departure times, destinations, and points of departure. 2. Coaches will be responsible for behavior of all participants while on buses and vans to and from all events. 3. Coaches are to be aware of the P.V.R.S.D policy relative to the use of private vehicles in transporting players to and from athletic events as printed below. A. School contracted vehicles appropriate to group size will be used. B. Rated loads for all vehicles used will be observed. C. Faculty drivers will continue to be used as viable alternative with the contingency that they are to sign a form attesting to a full understanding of Committee and personal insurance coverage conditions and will be encouraged to possess $1,000,000/$300,000 minimum coverage levels prior to driving. D. Students may drive other students or teammates to an assignment site following proper execution of a parent permission form from the drivers parent and the teammates parent. 4. Students attending away contests by bus or van must return by bus or van. Any other transportation must be cleared by the coach, i.e. returning home with parents. Written permission or sign off must be given from parents before the trip begins if athletes are not riding on the bus or van. A note can be valid for the entire season. 5. All transportation arrangements must be made by the Athletic Director.
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6. Coaches must accompany teams on bus or van trips to all away games unless an acceptable alternative is approved in advance by the Athletic Director or the Principal. 7. Athletes and approved coaches are the only ones to ride the bus or vans.
LOCKER ROOM SECURITY AND ACCOUNTABILITY 1. Supervision of each team (member) is the responsibility of the team’s coach. Supervision will include where possible time before practice or game departure and extend until such time as all team members have left the locker room/gymnasium complex for home or other recognized school events. 2. Team CAPTAINS/MANAGERS share responsibility for supervision of teams whose coaches are of the opposite sex. 3. Proper supervision will prevent possible litigation involving possible negligence. School rules as adopted by the School Committee written and published in the handbook, will be discussed at the first team meeting by each coach. Team rules will be consistent for all individuals. (The coach will hand out individual team rules for each season at the first day of practice). 4. Each team (member) will respect the privilege of the use of buildings, courts, fields, and equipment. 5. A coach should be present when equipment lockers or storage areas are open. No student is to have an unsupervised responsibility for the security of these areas. No keys or pass cards should be loaned to a student (Possible exception of a team manager.) 6. Players are responsible for proper storage of equipment, clothing and personal belongings before leaving the locker rooms. 7. When dismissed from class early, players will report directly to the locker room, change and get on the scheduled mode of transportation.
MEDICAL ASPECTS OF ATHLETICS 1. 2. 3. 4. 5. 6. 7.
Parental permission /contract Physicians Certification of Examination Procedures for Athletic Injuries Accident Reports First Aid Kits Athletic Injury Medical Release Assumption of Risk Form
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TO COACHES: Most students find that interscholastic athletics are an important part of high school life. Since participation involves a degree of risk relating to injury, the following procedures and policies have been adopted to promote the health, welfare and safety of our participants. Each coach will be familiar with the information in “Procedures for Athletic Injuries” (see below) and have completed annual concussion training. Knowledge of the contents is essential to prevent possible litigation which might arise from possible negligence due to failure to follow or understand adopted procedures. If possible, an in-service day will be used by the coaching staff to review medical aspects of athletic injuries, along with prevention practices. TO PARENTS: Sportsmanship should be practiced by Pioneer athletes, parents, and spectators. “The ideals of good sportsmanship, ethical behavior, and integrity should permeate all interscholastic athletics in our community. In perception and practice, good sportsmanship shall be defined as those qualities of behavior which are characterized by generosity and genuine concern for others. Our athletic “fields” should be the laboratory to produce good citizens reflecting fair play in every area of life.” We trust that the adults in our community will help us promote good sportsmanship. It is the desire of the School Committee and administration of the Pioneer Valley Regional School to keep parents informed of all activities in which their children participate. Most students find that interscholastic sports are an important part of their high school life. It helps to build good school spirit, friendly relationships between schools, a dedicated interest in all phases of school life, and is often an important incentive to improve school marks. All students who are to engage in the organized sports program must have a physical examination by the school physicians or private physician prior to participation. Physicals are good for 13 months. Proof of the examination must be on file with the PVRS school nurse. All students should carry school insurance if not thoroughly covered by some family plan. This is important because there always exists some element of danger in any activity in which there may be some bodily contact. The pupil, parent or guardian is responsible for notifying the school at the time of injury. Complete claims must be submitted within 90 days after date of injury. We feel that for the good of all concerned, pupil insurance is important. P.V.R.S. carries an interscholastic athletic policy which covers expenses related to some injuries incurred by student athletes under specific conditions. Provisions have been made for students to purchase school accident insurance, if they decide, as additional coverage. Parental permission/contract slips must be signed and returned to the Athletic Director before that student is allowed to participate except in the fall when these papers are collected prior to first contest. Every Student-athlete and his or her parent/guardian must also complete an annual concussion awareness training to be eligible to participate in athletics.
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PROCEDURES FOR ATHLETIC INJURIES 1. When an injury occurs, the coach will take precautions essential to the welfare of the injured. Coaches will follow procedures as established by one of the following sources: American Red Cross First Aid Manual, Emergency Medical Technician's Guide, or the American Red Cross Instructor's Manual. Copies are available in coaches binders, in the library media center or on the athletic web site. 2. Parents of the injured will be notified by the coach or school representative, and advised of the nature of the injury and the procedures followed to that point. Once the parent is on the scene, the coach is no longer responsible for the decisions made for the injured, and his/her assistance will be one of cooperation only. 3. The Athletic Director and/or the Principal will be notified of the injury and the procedures which were followed. 4. An Accident Report Form will be filled out and signed by the coach and initialed by the Athletic Director. This report form will be filed in the Principal's office with a duplicate copy in both the Athletic Director's file and the school nurse's file. The original copy will be sent to the Central Office within twenty-four (24) hours of the accident. 5. The coach should personally call or designate two reliable adults to call EMS if decided necessary. The coach will request the person in charge of the activity at the host school to call the nearest available medical aid on all injuries occurring away from P.V.R.S. 6. The coach will complete an accident report (a form is available in the Coaches’ Binder). A log/record of athletic injuries shall be kept by the Athletic Director. The following information shall be included: A. Name of student injured B. Residence C. Parent's name D. Telephone number E. Nature of injury F. Cause of injury G. Physician's name H. Record of pertinent records to/from the parents I. Certificate of return to practice/games
7. When an injury involves treatment (outpatient in a hospital E.R., a visit to a physician), the student shall present a statement signed by the physician allowing the injured to return to normal or restricted practice or game. All restrictions or precautions should be recorded in the log or record of athletic injuries. 8. After forty-eight (48) hours, if the injury is not responding or notably improved, the student will be advised to see either the school nurse, athletic trainer or their private physician.
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9. When a concussion, either suspected or actual, occurs the student-athlete will not be allowed to return to play until fully cleared by a doctor.
FIRST AID KITS-MEDICAL SUPPLIES 1. First Aid Kits are available for each team. Each coach will be responsible to keep the kit stocked during the season and present for each practice and game. 2. Each coach shall be familiar with the contents and the proper use of each item in the kit. 3. Water should be available for all practice sessions and contests. Plastic water bottles and water coolers are available from the Athletic Director. 4. Emergency long boards are available in the Nurse's Office and the Athletic Office. 5. Splints are located in the nurse's office. 6. State Law forbids the dispensing of aspirin, Anacin, Bufferin or other pain relieving medicines by coaches or the Athletic Director.
WEIGHT ROOM USE GUIDELINES 1. Available during supervised hours only. 2. Proper Supervision and Training is available. 3. Abuse of equipment will not be tolerated. USE OF SCHOOL FACILITIES AND EQUIPMENT 1. The baseball, soccer, track and softball fields and other outdoor facilities may be used during the summer by organized, duly-recognized groups from member towns under the following provisions which will be posted on the playing field. A. Written application must be made to the principal's office, referred to as the building use form. B. When a facility is in great demand, the limitation of use per group (two times a week) will be in effect. C. The field must be left in a reasonably good condition. All paper and refuse must be picked up. D. Cars must not be parked on the playing field side. E. Smoking on school grounds is prohibited under state law.
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2. Golf driving will be restricted to the area close to the main gate toward the baseball outfield. Golf ball driving will be permitted only when no other activities are in progress. 3. Guidelines for the Use of the Gym A. Approved gym shoes (sneakers) will be worn in all physical education classes and in all athletic activities involving community groups that secure the privilege of using the gymnasium. B. Approved community groups using the gymnasium must have an adult in attendance throughout the entire session. Failure to have said adult would void use of gymnasium for that period of time and might impact further usage. C. The playing surface will be dust mopped before each activity to prevent dust and dirt from being ground into the floor finish. D. No food or beverage other than water will be allowed in the gymnasium. School groups or classes having concessions will be required to assist in preventing such occurrences. E. Activities involving metal/wooden bats, hockey sticks, etc. will be restricted subject to modification of equipment to prevent damage to the floor -i.e., cover floor with mats in batting cage, wrap hockey sticks with cloth or tape. F. Gym emergency exit doors are not to be used for arbitrary exit and entrance. G. Donkey basketball and/or activities involving the use of animals will not be allowed in the gymnasium. H. No dances will take place in the gymnasium SCHEDULING OF ATHLETIC EVENTS (Access schedules online at www.schedulestar.com) 1. Scheduling of team sports shall be governed by the rules and regulations established by the MIAA, and the leagues with which this institution are affiliated. (P.V.I.A.C.) 2. The Athletic Director will make available to each coach a copy of the officials assigned to games, meets or contests after the commissioner makes such assignments. 3. Scheduling of non-league teams must be arranged by the Athletic Director. Sunday practices will not be mandatory and will not start before noon. 4. The Director of Athletics will notify coaches of cancellation or postponement of scheduled events. Each coach will be responsible to notify all players in this event. 15
5. When school is canceled all practices are canceled. A coach may request a practice time by contacting the Athletic Director. The Athletic Director will determine whether it is safe and necessary to hold practice in consultation with the Principal. The decision whether to cancel games will be made by the home team’s Athletic Director and Principal in consultation with the away team’s Athletic Director and Principal. Should the Superintendent cancel school before the end of school hours or suspend late bus service, all practices and games would be canceled.
BANQUETS, ASSEMBLIES AND AWARDS Section A: Varsity awards will be made in the following sports: basketball, baseball, softball, cross country, golf, wrestling, track and field, volleyball,, football, field hockey, and indoor track. Coaches will make awards using the following guidelines: 1. Basketball: Participation in one-half (1/2) the halves of the total games scheduled. 2. Baseball, Softball: Participation in one-third (1/3) of the innings of the total games scheduled. 3. Cross Country: Participation in one-half (1/2) of the scheduled meets. 4. Golf: Participation in one-quarter (1/4) of the matches or by score points. 5. Wrestling: Participation in one-quarter (1/4) of the scheduled matches. 6. Soccer: Participation in one-half (1/2) of the halves of the total number of scheduled games. 7. Track and Field, Indoor Track: Must participate in at least 2 events for one-half (1/2) of the scheduled meets. 8. Volleyball: Participation in one-third (1/3) of the matches scheduled during the season. 9. Football: Participation in one-half (1/2) of the halves of the total number of scheduled games. 10. Field Hockey: Participation in one-half (1/2) of the halves of the total number of scheduled games. Section B: The following guidelines may be used as grounds for refusing to award a letter: 1. Unexcused absence from practice, or game. 2. Continued or repeated unsportsmanlike conduct. 3. Failure to follow training rules. 4. Insubordination to a coach or captain. 5. Leaving the team before the completion of a season. Section C: The coach may award a letter, when in his/her opinion, special circumstances may warrant such action.
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Section D: The letter award will be a chenille "P" full block letter at least 6". It shall be gold on a white and black base. It shall be ordered by the Athletic Director in time to be awarded at the end of each season. Each coach will present the Athletic Director with the list of award winners two weeks prior to the last contest (in some circumstances a list of winners will be provided after the last meet). This arrangement will be in concert with the Head Coach of the Sport and the Athletic Director. Section E: “Varsity Club” A varsity sweatshirt will be awarded to each senior athlete as a special honor to any member of the student body who has earned seven (7) letters as a member of a varsity team. Section F: An award certificate will be presented to each Middle School or Senior High athlete who completes all the requirements of the sport in which they participate. This certificate will be signed by the coach of each team. Varsity awards will be presented at an awards assembly/banquet. Section G: Special awards may be presented by the school in the form of trophies to students such as "most improved player" and "most valuable player". These trophies are to be similar in both size and cost. (Maximum of two per team). Section H: After each sports season a dinner will be held at which Varsity and Junior Varsity players and managers are invited to attend. Awards, including letters and trophies are presented at this time. Section I: After each sports season an after-school recognition assembly may be held for Middle School Athletes and parents. Certificates of achievement will be awarded. Section J: A luncheon for athletes entering post season tournaments may be requested through the administration.
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PIONEER VALLEY REGIONAL SCHOOL DISTRICT EARLY EDUCATION PROGRAMS Bernardston, Leyden, Northfield & Warwick
PARENT HANDBOOK 2016-2017
WELCOME TO THE PIONEER VALLEY REGIONAL SCHOOL DISTRICT EARLY EDUCATION PROGRAMS
We welcome you to the Early Education Programs of the Pioneer Valley Regional School District, and hope the information in this handbook is helpful to you and your child. Knowing that early experiences set the stage for a life-long love of learning, our school district is committed to providing our youngest students with the best possible early education and care, in safe, nurturing and enriching environments. The handbook provides details about a variety of topics, but still may leave some questions unanswered. We urge you to contact us with any concerns you may have.
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GENERAL INFORMATION
PVRSD Early Education Programs and Services Bernardston Elementary School 37 School Road Bernardston, MA 01337 413-648-5450
[email protected]
Deanna LeBlanc, Coordinator of Early Education Brenda Beck, Administrative Assistant Debra Wood, Coordinated Family and Community Engagement Coordinator Kristin Prophet, Early Education Specialist
Pioneer Valley Regional School District 168 Main Street, Suite One Northfield, MA 01360 413-498-2911 Ruth Miller, Superintendent Gail Healy, Assistant Superintendent Christine Maguire, Director of Special Education 413-498-2911
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Bernardston Preschool and Bernardston Full Day Kindergarten Bernardston Elementary School 37 School St., Bernardston, MA 01337 413-648-9356 Bob Clancy, Principal Leyden Multiage Program** Pearl Rhodes Elementary School 7 Brattleboro Rd., Leyden, MA 01301 413-772-6245 Deanna LeBlanc, Principal Northfield Preschool and Northfield Full Day Kindergarten Northfield Elementary School 104 Main St., Northfield, MA 01360 413-498-5842 Megan Desmarais, Principal Warwick Multiage Program** Warwick Community School 41 Winchester Rd., Warwick, MA 01378 978-544-9786 Elizabeth Musgrave, Principal
Important Phone Numbers: Bernardston Elementary School…………………………………………….. (413) 648-9356 Northfield Elementary School………………………...........................(413) 498-5842 Pearl Rhodes Elementary School……………………………………………..(413) 772-6245 Warwick Community School………………………………………………………(978) 544-9786 Early Education Office…………………………………………………………….. (413) 648-5450
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PVRSD EARLY EDUCATION PHILOSOPHY The Pioneer Valley Early Education Programs are based on knowledge of child development and the understanding that young children learn best through activity and play. Our programs strive to provide active learning experiences that are designed to support all aspects of children’s development: cognitive, social-emotional, physical and creative. We understand that each child’s growth is unique, and that children learn in different ways and at different rates. We create inclusive learning environments that are inviting, enriching and structured to promote children’s sense of inquiry, independence and self-confidence. We recognize that parents are their children’s first teachers, and that a strong home-school connection is critical to children’s success in school. Finally our programs are committed to building children’s sense of community by encouraging respect for and acceptance of others. PVRSD EARLY EDUCATION CURRICULUM GOALS The most important goal of our early education curriculum is to help children become enthusiastic, life-long learners. We encourage children to be active and creative explorers who are willing to try out their ideas and to think their own thoughts. We strive to help children become independent, self-confident, inquisitive learners. Rooted in developmental theory and guided by state standards and the “Massachusetts Guidelines for Preschool and Kindergarten Learning Experiences”, our curriculum is responsive to each child’s current abilities and interests. Our curriculum goals include all areas of development: Social: to help children feel comfortable in school, trust their new environment, make friends and feel they are part of the group. Emotional: to help children develop independence and self-regulation, to help children experience pride and self-confidence, and to have a positive attitude towards life. Cognitive: to help children become confident learners by letting them try out their own ideas and experience success, to help children acquire skills and concepts in the areas of early literacy, social studies, mathematical and scientific thinking, to support their abilities of solving problems, asking questions, making observations and using words to describe their thoughts and feelings. Physical: to help children increase their large and small muscle skills and to feel confident about what their bodies can do. The activities we plan for children, the way we organize the environment, choose learning materials, plan the daily schedule and talk with children are all designed to accomplish the goals of our curriculum and give your child a successful and positive school experience. 5
WHEN YOUR CHILD STARTS SCHOOL Each of our programs offer several activities to help children and families make a smooth transition into school. Home Visits are available for each family, which allows teachers, children and parents to get to know each other in a comfortable setting. Home Visits continue as a part of our preschool programs, and take place on Wednesday afternoon. The day before school starts, each program has an Open House which provides an opportunity for children and parents to become familiar with the classroom. In addition, Kindergarten children will have the opportunity to ride the school bus with their parents during the Open House. WHAT TO WEAR Because our programs are built around active learning, we ask that you consider the following suggestions: Please label your child’s clothing with her/his name Clothing that allows for a wide range of movement Clothing that can get dirty without parents being concerned Clothing that is free of complicated fastenings Warm clothing for cold days: sweaters, jackets, hats, mittens, boots, snowsuits Preschool children should have a complete change of clothing in a shoebox to keep in their cubby at school For children not toilet-trained, parents need to provide diapers, wipes and ointments Parents should apply sunscreen and insect repellent as needed before school. Children enrolled in Betterstart preschool programs have the option of having sunscreen and insect repellent applied by staff members. In all programs a backpack is helpful for sending papers and messages to and from school. THE DAILY SCHEDULE The daily schedule in each of our programs supports our goals for children. We want your child to feel secure and independent, to move from one activity to another easily and confidently. A variety of learning experiences are provided to include a balance of large and small group work, active and quiet activities, indoor and outdoor play. We plan a daily schedule that takes these goals into account. A similar daily schedule is followed each day so children will know what will be happening next. Each classroom posts a picture schedule to help children feel secure and to encourage independence. SCREENINGS With parental permission, a developmental screening is completed with all preschool and kindergarten age children. This provides teachers with an initial look as each child’s development. Screening takes place in the spring before children enter school, or within the first six weeks of the beginning of school. 6
DOCUMENTING YOUR CHILD’S PROGRESS The Teaching Gold Strategies system is used to document children’s developmental progress. Assessment information is used to communicate with parents concerning their child’s development, to plan curriculum, and provide data for program improvement. Ways in which teachers collect information about children include: observation, examples of children’s work, basic skills checklists, and assessment activities. Progress reports are shared with parents three times a year, and two Parent conferences are scheduled. TOYS FROM HOME Creating an enriching, stimulating environment with a range of toys and materials is a major focus of our programs. Toys from home can be distracting and limit a child’s opportunities to explore the classroom materials. We therefore ask that you please keep your child’s toys at home. We realize that some children may occasionally need to bring a special toy or stuffed animal to school to help make the transition from home to school easier. Often children need a toy or blanket for comfort or security. We welcome these special toys, but will encourage your children to leave them in their cubbies as much as possible, with the exception of rest time, when special comfort may be needed. CHILD GUIDANCE POLICY: SUPPORTING SELF-REGULATION Supporting children’s growth in self-regulation and social skills within a safe and pleasant learning environment is a major goal of our programs. Establishing clear, consistent rules with the children and maintaining a predictable routine encourages independence and responsibility. Child guidance shall be consistent and adapted to the child’s abilities and individual needs. Teaching staff use the following techniques to guide children’s behavior: Positive reinforcement of appropriate behavior through verbal encouragement. Verbal discussion and redirection of inappropriate activities. Giving clear directions to children always using a non-threatening tone of voice. Setting reasonable and positive expectations. Dealing with individual problems on an individual basis. Listening to the children, helping them understand and express their emotions with language. Intervening before a problem arises, addressing behavior in a positive manner. Daily and ongoing communication with the parent/guardian to plan together for child’s success. 7
Personal time away from other children will be given, if necessary, to help the child’s re-focus in positive way. A teacher will help the child through the process. The following techniques will never be used: Corporal punishment will never be used in any form. Children will not be denied food as a form of punishment. Children will not be punished for soiling, wetting or not using the toilet. No child will ever be left alone while in the care of the Betterstart Program. If needed, teachers and parents work together to develop a plan for children having more challenging behaviors. At no time are children treated disrespectfully, either verbally or physically.
Preschool Tuition Policies 1)
Pioneer Valley Regional School District (PVRSD) Preschool Programs are supported by a combination of local school budgets, State Department of Education grants collaboration with Franklin Community Action Corporation/ Parent Child Development Center and parent tuition.
2)
The Commonwealth of Massachusetts Sliding Fee Scale for Child Care is used to determine each child’s tuition. The scale is based on the State Median Income.
3)
Families are required to submit income verification as part of their preschool application. Upon acceptance, families are required to re-submit if there are any changes in income.
4)
A Tuition Agreement Form including notification of the child’s annual tuition, payment due dates and tuition policies are mailed to each family prior to the beginning of the preschool programs start up.
5)
Upon the return of the Tuition Agreement Form and deposit, children are enrolled for the entire school year or the balance of the school year. If there are any changes in a child’s enrollment status or family income, parents/guardians are to inform the Early Education Office in order to adjust tuition.
6)
In the event that a child is temporarily ill and unable to attend school for a number of days, parents remain responsible for all payments. However, if the number of days exceeds three consecutive school weeks, parents/guardians may contact the Early Education Office for possible fee adjustments. 8
7)
Outstanding tuition bills will jeopardize a child’s slot in the Pioneer Valley Regional School District Preschool program. A Termination Notice will be issued if a tuition payment is more than two weeks past due.
8)
Children will not be considered for a slot the following year if there is any unpaid tuition balance.
9)
Tuition rates may be adjusted as a result of changes in grant funds.
10)
Tuition is not charged for children with Individual Education Plans that specify participation in a preschool program.
REQUIRED DOCUMENTATION A health record for your child must be on file at the school before entry into the program. The health record must be updated each year.
HEALTH FORMS REQUIRED BEFORE SCHOOL STARTS
Immunization Record signed by your physician Lead Screening Report Physical Exam (Massachusetts School Health Record Form) within last calendar year Allergy Action Plan and/or Medical Necessity for Diet Modification Form (if applicable) 9
OTHER REQUIRED FORMS
Copy of the child’s Birth Certificate
Parent Questionnaire
TRANSPORTATION Parents of preschools are responsible for transportation to and from school. Bus transportation to and from school is provided for kindergarten children. AUTHORIZING OTHERS TO PICK-UP YOUR CHILD FROM PRESCHOOL PROGRAMS OR THE BUS Parents must complete an”Authorization of Release” form for any other adults that your child may be released to. Picture identification must be presented at time of pick-up. Under no circumstances will your child be released without prior authorization. Note: Parents can add people to the list or remove names from the list at any time by notifying the teacher in writing. Parents are urged to keep this list current.
Nutrition Snacks and lunch are considered to be integral parts of the early education curriculum, offering opportunities for children to develop sound nutritional habits that contribute to healthy growth. Food experiences are often integrated throughout the curriculum by the introduction of new foods and cooking projects. All programs have a daily snack period, and each program varies in how snack is provided. Your teacher will be in touch with specific information. When asked to provide snack, parents are requested to send in wholesome foods that are low in sugar, fat and salt. School milk is available for purchase, or parents may send juice from home. On special occasions such as birthdays, or to share a family tradition, you are welcome to provide a special snack for your child’s classroom. Please discuss this with your child’s teacher in advance. Children in full day programs may purchase a school lunch, or bring their lunch from home. We again encourage parents to send nutritious foods for their children’s lunch. Again, your child’s teacher will provide additional information. 10
HEALTH AND SAFETY Parents, teachers and school nurses working together and maintaining good communication supports the health and safety of each child in our programs. If your child seems to show any sign of illness, please do not send her/him to school. A healthy child is a happy one, and when a child is sick, school activities may magnify illness and develop stressful situations. The following are our policies and procedures regarding health and safety: ILLNESS: Please telephone your child’s school if your child will not be attending due to an illness. Report the nature of the illness or symptoms you child has so that we can inform the school nurse. The school nurse is available to answer questions. Ann ill child should stay home if she/he has: A fever, until the temperature is normal for 24 hours without medication (i.e. Tylenol, Ibuprofen) Vomited two or more times in the past 24 hours Head lice or nits (Betterstart has a FIRM no-nit policy) A rash, until a physician notifies us that it is non-contagious Conjunctivitis (pink eye) until a physician notifies us that the child is no longer contagious, or has been on medication for 24 hours Impetigo, until 24 hours after treatment is begun Scabies, until free of all mites Diarrhea, until diarrhea-free for 24 hours Strep infection, until 24 hours after treatment is begun and the child has been without a fever for 24 hours Chickenpox, until the last blister has healed over Difficulty breathing, until resolved or proper treatment is obtained Mouth sores, unless a physician states that the child is not contagious Any other infectious disease until cleared by a physician and symptoms are resolved as of Massachusetts DPH guidelines A short-term illness which prevents the child from participating in program activities, until resolved Not received clarification on any condition directly from a physician that might compromise the child’s or class’ health or safety The staff makes every effort to keep children in school when possible. If your child becomes ill at school, she/he will be taken to the Health Office and the school nurse will make an assessment. If needed you child will be offered a place to lie down and supervised by the school nurse. If necessary, the school nurse will call you to pick up your child. We ask that you come as soon as possible, or arrange for someone else to pick up your child. This is sometimes the only way to stop the spread of infections and to assure that the class remains health. Children will be sent home immediately if they have head lice. 11
MEDICATION POLICY: When at all possible, parents are encouraged to administer medications (prescription and non-prescription) to their children at home. Sometimes, however, the situation arises where a medicine must be given during program hours. In this case, the School Nurse will be designated as the person responsible for administering medication. Prior to administration, a written permission signed by the parent is required each time a medication is to be given and must include: -
Child’s Name Pharmacy label and instructions Name and dose of medication Purpose of medication Time when the medication is to be administered Termination date for administration of the medication Possible side effects of the medication Parent’s signature and date
The medication must be in its original container and the child’s name must be clearly written on the label. All medications will be kept and dispensed by the school nurse or secretary. Long-term medication (taken for more than 10 days) must be accompanied by a doctor’s written note. PROCEDURES FOR PROVIDING EMERGENCY HEALTH CARE
In the case of an emergency or illness (such as a seizure, a serious fall or serious cut), the teacher in charge will begin administration of emergency first aid while other staff notifies the School Nurse. The other children will be taken to another area or room. Both staff members should respond in a calm and reasonable manner. 12
One of the supervisory staff will contact the parent to come and pick up the child or, if response time is a factor, to have the parent meet the child and accompanying staff at the emergency room of the hospital utilized in emergencies. If a child is transported to the hospital, one of the staff shall drive and another staff will accompany the child for comfort. The child will be properly restrained. In the event a situation arises that is life threatening or the child cannot be comfortably restrained in a car, an ambulance will be called immediately. The parent will be called to meet the child and staff at the hospital. The teacher or other designated staff will go with the child in the ambulance. When parents cannot be reached, those listed as emergency contacts will be called as a further attempt to reach parents. In the event that parents cannot be reached immediately, a designated staff person will continue to attempt to reach the parents. If necessary, the child will be transported to the hospital by two designated staff members (or by ambulance) and the child’s whole file will be taken, including permission forms. HEALTH PROGRAM The focus of our health Program is teaching healthy behavior and helping to prevent diseases. Since washing hands is one of the best ways to prevent illness, children will be washing their hands many times during the day, including after toileting and before snacks, meals and cooking activities. Dental health is stressed and techniques for good dental health are taught.
PARENT INVOLVEMENT: YOUR KEY ROLE Preschool & Kindergarten Programs works best with many people working together, sharing their talents, knowledge and energy so that the children receive the greatest benefit. We recognize that the most important and informed expert on your child is you! Our programs value parent involvement as a critical component to ensure a successful school experience for your child. Newsletters, notes, home visits and phone conversations are all ways teachers support the flow of information between home and school, and parents are encouraged to contact their child’s teacher immediately when there are concerns or questions. 13
In addition, on-going parent workshops are offered throughout the school year, which provide training and support in the areas of child development, behavior management, nutrition, early literacy and other topics of interest to parents. Participation in the process of making decisions about the nature and operations of the program happens on many levels:
Parent Meetings – Parents and staff meet on a regular basis to discuss and plan classroom and program activities specific to each site. Participation in the classroom as observers or volunteers. Classroom help is always needed and welcomed. Training provided for classroom volunteers.
Activities for parents which they can help develop. Parents choose program activities in areas that are of interest to them by:
Talking with staff. Parents can use the time during the scheduled Home Visits to share ideas.
Working with their children in co-operation with the staff through:
Home Activities Home Visits with staff Field Trips
Parent-Teacher Organizations: Each school in our school district has a very active Parent-Teacher Organization that welcomes new members. The PTOs provide parents with opportunities to work together to support a variety of special programs for both individual classrooms and schools. Meetings are posed on each school’s monthly calendar.
PARENT LENDING LIBRARY A variety of books, video tapes, parent information kits, and thematic learning kits are available for families to borrow. These resources are available in each school, local public libraries and the Early Education office. Please ask your child’s teacher for more information. 14
PVRSD CHILD ABUSE AND NEGLECT REPORT PROCEDURE WHILE CHILDREN ARE IN CARE The State of Massachusetts under Chapter 119, Section 51A of Massachusetts General Laws requires that all staff members and family child care providers file a report to the Department of Social Services when they have reasonable cause to believe that a child has been abused or neglected. Decisions to inform parents that a report has been field are made on an individual basis, taking into account the safety and well being of the child. PVRSD complies with DSS regulations in its role of screening and investigating reports of suspected child abuse and neglect. CONFIDENTIALITY POLICY Information contained in a child’s school and health records is confidential, and cannot be distributed or released without written consent of the child’s parent(s) or guardians(s). You may request access to your child’s records from her/his teacher. NON-DISCRIMINATION POLICY Potential enrollees shall not be discriminated against on the basis of race, religion, cultural heritage, political beliefs, national origin, marital status or disability. EARLY EDUCATION COLLABORATION COUNCIL: Members of the Pioneer Valley Regional School District Early Education Collaboration Council include parents, teachers, principals, childcare providers, representatives from head Start and Family Network, as well as other community members interested in the care and education of young children. This group meets monthly to guide the work of early education and childcare in our four communities. If you are interested in serving on the Council and/or would like further information, please contact the PVRSD office of Early Education Programs and Services.
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Approved at 12/15/11 PVRSDC Mtg.
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EARLY EDUCATION PROGRAMS POLICIES & PROCEDURES Bernardston Elementary School Northfield Elementary School Pearl Rhodes Elementary School Warwick Community School TABLE OF CONTENTS I.
Supervision Policies
II.
Confidentiality Policy
III.
Mandated Filing of Suspected Child Abuse and/or Neglect – Reporting Procedures
IV.
Child Records Procedures
V.
Developmental Screening Procedures
VI.
Health and Nutrition: A. B. C. D. E. F. G. H.
VII.
51A
Medication Policy Sick Child Policy Hand Washing Procedures Procedures for Diapering and Changing an Incontinent Child Glove Removal Snack and Mealtime Choking Injury Prevention Safe Water Table Practices
Facility Cleaning Policy
VIII. Pet Policy IX.
Outdoor Play Policies
X.
Kindergarten Entrance policy
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EARLY EDUCATION PROGRAMS AND SERVICES
Supervision Policies Purpose: The program will have the number of staff necessary to ensure adequate group supervision at all times and to provide individual attention to children and to promote their physical, social, emotional, and cognitive development. Class size will be determined based on recommended NAEYC “Teacher/Child Ratios” within group size. 1. Preschool and Kindergarten children are supervised by sight and sound at all times 2. Regardless of group size, a minimum of 2 staff are required at all times 3. There is a written staff schedule, which is kept current, listing person(s) on duty 4. There are, at a minimum, two adults trained in the program’s health care and emergency procedures on the premises at all times 5. Each group of children has a teacher assigned to it and, if applicable based upon the number of children in the group, a teacher aide/assistant who meets the staff qualification requirements 6. Staff child ratios are maintained at all times to ensure the health, safety, and appropriate growth and development of each child 7. The ratios are planned to meet the needs of all children including children with special education needs 8. The group size determination considers many factors such as facilitating the inclusion of young children with disabilities and keeping the best interests of children in mind 9. Specialist who are providing therapies or services for individual children with disabilities are in addition to the staff ratio requirement 10. The number of children in a group is limited to facilitate child-adult interaction and constructive activity among children 11. Each child is in a relatively permanent group 12. Each group has a teacher who has primary responsibility for and develops an attachment to an identified group of children 13. Every attempt is made to have continuity of adults who work with children 14. The group size does not exceed 20 children (PreK) or 24 children (Kindergarten) 15. Fully equipped first aid kits must be maintained for each group of children.
16.
Staff will take at least one fully equipped first aid kit to the outdoor play area as well as on field trips.
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EARLY EDUCATION PROGRAMS AND SERVICES
Confidentiality Policy
PVRSD Early Education Programs are legally responsible for keeping information about a child and/or family confidential. This means that information shared with any PVRSD staff person will only be shared with other pertinent PVRSD staff members and never with other individuals without written consent of parent(s) or guardian(s). We are ethically committed to protecting the privacy of families. When information is shared between staff it is for specific purpose of providing support and services for the child and family. The only exception for this policy is when staff are mandated to share information when there is a reasonable cause to believe that a child has been abused or neglected, or when staff perceive that an individual is at risk for imminent harm.
PIONEER VALLEY REGIONAL SCHOOL DISTRICT Mandated filing of Suspected Child Abuse and/or Neglect 51A Reports If a child in a school program shows signs and/or symptoms of abuse, or discloses incidences of possible abuse, staff are first responsible for attending to the child’s emotional and physical safety, and then initiating the following process: Any staff with concerns of possible abuse of a child will notify their building principal/administrative supervisor immediately. In the event that a principal/supervisor is not available, the superintendent should be notified. Within 24 hours, the principal/supervisor will call a committee meeting including: The reporting staff member The principal/supervisor The school nurse The school psychologist/guidance counselor The committee agenda will be: 1.
Review of documented disclosure/concerns.
2. Discussion relative to 51A mandate. 3. Decision as a team as to whether information is mandated to report. If needed the committee may conference call with a DSS screener. 4. If the decision is made to file a 51A, a member of the committee will be selected to represent the school district by signing the 51A report. In general, the building principal/supervisor will make filings. 5. The committee will also decide whether the report will be filed anonymously or with parent notification, depending on whether the report is screening in or screened out. If the parent is to be notified, the committee will decide which staff member will contact the family. Remember: our responsibility is to report, not investigate.
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EARLY EDUCATION PROGRAMS AND SERVICES
Child Records Procedures All child records will be collected and maintained in the Central Office of each Elementary School. Records included are: Developmental History Health and Safety Developmental Screening Progress Reports Family contact Notes Information will be updated quarterly. Parent consent is required for non-school personnel access.
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EARLY EDUCATION PROGRAMS AND SERVICES
Developmental Screening Procedures
All children are screened within 45 days of entering the program Developmental screening will include health status and a screen of social/emotional development Screening tools used are the ESI-P and ESI-K (Early Screening Inventory) Results of screenings are reviewed by early childhood specialists A screening summary is sent to parents Referrals for further evaluation are forwarded to the office of Special Education Recommendations are provided to classroom teachers
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EARLY EDUCATION PROGRAMS AND SERVICES
Health Program: The focus of our Health Program is prevention. Children will be washing their hands many times during the day, including after toileting and before meals and snacks. Dental health is stressed and techniques for good dental health are taught. Fluoride is provided and given with parental permission. Parents are always invited to sign up for our frequently offered First Aid and CPR Training.
Nutrition: Breakfast, lunch and snacks are provided daily and are served family-style and in a relaxed atmosphere. All food allergies are recorded and observed. Food is never used as a punishment or a reward. There is an emphasis placed on fresh fruits and vegetables and menus are balanced. Meals are planned to be low in sugar, fat and nitrates. All meals are in compliance with the USDA guidelines.
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EARLY EDUCATION PROGRAMS AND SERVICES
Medication Policy When at all possible, parents are encouraged to administer medications (prescription and non-prescription) to their children at home. Sometimes, however, the situation arises where a medicine must be given during program hours. In this case, the PCDC Health Manager, classroom teacher, or Family Child Care provider will be designated as the person responsible for administering medication. Providers and teachers will be trained by the Health Manager on the appropriate procedures for administering medication. All medicines will be administered in accordance with the following requirements: Prior to administration, a written permission signed by the parent is required each time a medication is to be given and must include: -
Child’s Name Name and dose of medication Purpose of medication Time which the medication is to be administered Termination date for administration of the medication Possible side effects of the medication Parent’s signature and date
Prior to administration, a written doctor’s order must be received for every medication, prescription or non-prescription. The medication must be in its original container and the child’s name must be clearly written on the label. A new permission note must be received from the parent and the doctor each time a child is to receive a medication, unless it is a standing order because of a chronic condition. Medications which are administered are documented on the “MEDICATION DISPENSING FORM”. When the child has finished the required medication, this form is kept on file in the child’s folder.
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EARLY EDUCATION PROGRAMS AND SERVICES
Sick Child Policy a fever, until the temperature is normal for 24 hours without medication (i.e. Tylenol, Ibuprofen). vomited two or more times in the past 24 hours; head lice; a rash, until a physician notifies us that it is non-contagious. conjunctivitis (pink eye) until a physician notifies us that the child is no longer contagious, or has been on medication for 24 hours. impetigo, until 24 hours after treatment is begun. scabies, until free of all mites. diarrhea until diarrhea-free for 24 hours. strep infection, until 24 hours after treatment is begun and the child has been without a fever for 24 hours. chickenpox, until the last blister has dried up. difficulty breathing, until resolved, or proper treatment is obtained. mouth sores, unless a physician states that the child is not contagious. any other infectious disease until cleared by a physician and symptoms are resolved as of Massachusetts DPH guidelines. a short-term illness which prevents the child from participating in the program activities, or from resting comfortably until resolved. not received clarification on any condition directly from a physician that might compromise the child’s or class’ health or safety.
The staff makes every effort to keep children in school when possible. If your child becomes ill at school, she/he will be taken to the Health Office and the School Nurse will make an assessment. If needed your child will be offered a place to lie down and supervised by the school nurse. If necessary, the school nurse will call you to pick up your child. We ask that you come as soon as possible, or arrange for someone else to pick up your child. This is sometimes the only way to stop the spread of infections and to assure that the class remains healthy.
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EARLY EDUCATION PROGRAMS AND SERVICES
PVRSD Hand Washing Practices
Staff members will assist children with hand washing as needed. Children and adults will wash their hands: On arrival for the day After diapering or using the toilet After handling body fluids Before meals and snacks Before preparing and serving food After handling any raw food that requires cooking After playing in water that is shared by two or more people After handling pets or other animals, or any materials such as sand, dirt or surfaces that might be contaminated by contact with animals Adults also wash their hands: Before and after feeding a child Before and after administering medication After assisting a child with toileting After handling garbage or cleaning
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EARLY EDUCATION PROGRAMS AND SERVICES
Procedure for Diapering and Changing an Incontinent Child 1.
Check to be sure all necessary supplies are ready. Door should be closed, or almost closed to provide privacy for child. If you feel the need for another adult to be in the room, ask for help.
2. Put on gloves (both hands). 3. Use designated diapering area only. 4. Lay child down on diapering surface. Only your gloved hands (not arms, clothing, etc) should touch the soiled diaper or diaper area. 5. If child needs to stand, stand child on floor only. 6. Clean child’s diaper area, wiping front to back, with pre-moistened towelette or damp paper towel. Dispose of the diaper and towelette or paper towel in a hands-free, covered, plastic lined trash receptacle. 7. Remove gloves and place in the plastic-lined trash receptacle. (See handout on glove removal) 8. Clean your hands with the wipes labeled “For Hands Only”. 9. Diaper and/or dress the child. 10. Disinfect the diapering area with bleach solution. (1 part bleach to 10 parts water – change solution every 24 hours) 11. Wash your hands with soap and water. 12. Wash the child’s hands with soap and water. (and yours again at the same time)
Additional Diapering Practices: 1. 2. 3. 4. 5.
Staff use only commercial available disposable diapers or a medical reason that does not permit their use Staff will check children for signs that diapers are wet or contain feces at least every two hours when children are awake and upon wakening from nap Children with soiled clothing will be changed in the designated diapering area using above procedures and soiled clothing placed immediately in a plastic bag Containers that hold soiled diapers and diapering materials are not accessible to children Staff members whose primary function is preparing food will not change diapers until their food preparation duties are completed for the day
6. PIONEER VALLEY REGIONAL SCHOOL DISTRICT EARLY EDUCATION PROGRAMS AND SERVICES
Glove Removal Gloves should be removed when they become contaminated or damaged, or immediately after finishing the task. You must follow a safe procedure for glove removal, being careful that no pathogens from the soiled gloves contact your hands. 1.
With both hands gloved, peel one glove off by grasping the glove near the edge at the wrist and pulling toward the fingertips allowing the glove to go inside out as it peels off.
2.
Continue to hold the glove you just took off in the gloved hand.
3.
With the ungloved hand, peel the second glove off by slipping your finger under the edge of the glove at the wrist and pull gently toward the fingertips allowing the glove to go inside out as it peels off.
4.
Dispose of used gloves in plastic bag immediately.
5.
Never touch outside of the glove with bare skin.
6.
Every time you remove your gloves, wash your hands with soap and water as soon as you can. While still in the restroom you can wipe your hands with the wipes in the tub marked “for hands”, but upon exiting the restroom, you should wash your hands with soap and water.
7.
Never exit the restroom with your gloves still on.
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EARLY EDUCATION PROGRAMS AND SERVICES
Snack and Mealtime Policy
Snack and mealtimes are an opportunity for children to learn and practice skills in the areas of social interactions, communication, fine motor, self-care and preacademic skills. The focus of the snack and mealtime environment is on a safe and relaxed atmosphere and about building positive relationships between staff, children and among peers. For children bringing food from home, families will be encouraged to provide healthy food choices. In order to support children, teaching staff will: Will plan regular snacks and meals as part of the daily classroom schedule Will provide healthy and nutritious choices Sit with children during snack and mealtime Encourage independence with supportive language and partial participation Encourage children to make good food choices Provide time so children are not rushed to eat Respond to children’s hunger and request for food outside of scheduled mealtimes
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EARLY EDUCATION PROGRAMS AND SERVICES
Choking Injury Prevention The American Academy of Pediatrics (AAP) recommends that children younger than 4 years old should not be fed any round, firm food unless they are cut into small, non-round pieces. Young children may not chew food properly before swallowing, increasing the risk of swallowing the food whole and choking.
Food to avoid or cut into small pieces for children under age 4 include the following: Hot dogs Nuts Meat chunks Grapes
Chunks of peanutbutter Raw carrots Hard candy Popcorn
Nonfood items that can be a choking hazard: Coins Small balls Balloons (inflated or deflated) Marbles Small game parts
Pen caps Buttons Jewelry Safety pins Small toy parts
PLEASE POST THE ATTACHED CHOKING HAZARDS POSTER IN CLASSROOM
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EARLY EDUCATION PROGRAMS AND SERVICES
Cleaning Policy 1. The facility is cleaned daily according to schedule and in the manner listed under Infection Control. 2. All cleaning supplies and disinfectants are stored in a secure place and out of reach of children 3. Trash is removed daily 4. Stuffed animals or other such fabric toys are used only if machine washable and cleaned monthly 5. Bottles, utensils and dishes are washed properly 6. Any toys that are knowingly contaminated by body secretion are immediately disinfected; all toys are cleaned regularly in a manner listed under Infection Control 7. Any bloody clothing is sealed in a plastic container or bag, labeled with the child’s name, and returned to the parent at the end of the day 8. Used gloves and blood-contaminated materials are thrown away in a lined, covered container 9.
Ventilation and sanitation procedures will be used to control odors rather than sprays, air fresheners or deodorizers.
PIONEER VALLEY REGIONAL SCHOOL DISTRICT EARLY EDUCATION PROGRAMS AND SERVICES
Pet Policy Any animals brought into the school must have prior approval by the Administration. If the teacher feels that the animal presentation is appropriate for the class, at least one week in advance, the pet owner should submit to the school nurse the pet’s description, vaccinations records, and the name of the veterinarian responsible for the animal’s care. The Administration will then scrutinize each request individually to determine the appropriateness of the animal in the particular classroom.
1. Before introducing a pet to the program, staff consider the effect on children’s health and safety (allergies) 2. Ferrets, turtles and psittacine birds (birds of the parrot family), or any wild or dangerous animals are not introduced into the classroom. 3. If pets are maintained, the program assures that: a.) Animals, regardless of ownership, are free from disease and licensed and/or vaccinated as prescribed by law. b.) Pets are kept in a safe and sanitary manner. c.) Children do not take part in the cleaning of animal(s)’ cage(s). d.) Staff and children wash hands after handling pets and their equipment.
Safe Water Table Practices Precautions are taken to insure that water table play does not spread infectious disease. No child drinks the water Children with sores on their hands are not permitted to use the water table Fresh potable water is used The water is changed before a new group of children
