Welcome from the Administrative Team!

August 2010,

Dear Students and Parents:

e are very excited to welcome you back for the 2010-2011 school year!

Our administrative team includes: Nicole Saginor, Ed.D., Superintendent/Director of Curriculum, Instruction and Assessment;  Bernice Burroughs, Principal; Otho Thompson, Consulting Principal;  Mrs. Deborah Sanders-Dame, Director of Student Support Services; and Mrs. Kathy Ducharme, Business Manager. In addition, to support our efforts to improve student achievement, Jodie Elliot as our Behavior Data Management Specialist. We will continue to promote respectful, caring relationships combined with a rigorous and relevant curriculum to foster lifelong learning.

When contacting one of us, we would like to direct you to the person who is primarily responsible for specific areas. For any behavioral issues, sports- related information, bussing concerns, or overall school climate issues, curriculum, instruction, assessment and/or teacher concerns, please contact Ms. Burroughs at extension 1162. Any special education or student service related concerns, please contact Mrs. Deb Sanders-Dame at extension 2311.  For residency or district-level concerns, please contact Dr. Saginor at extension 2315.

Provided in this handbook is important information that will be a helpful resource throughout the school year. Included are school policies, general rules and expectations, and student programs and services.

There is one page that follows that you must sign and return to school as soon as possible: The School-Parent Compact. Your signature indicates your willingness to develop a partnership with the entire school staff and your child to improve academic achievement.

Please take time to read the handbook with your child so that we can answer any questions that may arise.

We look forward to your integral role as a member of our educational community. You are welcome to visit or call at any time! 

Sincerely,

The Administrative Team

Nicole Saginor, Bernice Burroughs, Otho Thompson, Kathy Ducharme, and Deborah Sanders-Dame

                                                                                   2010 ~ 2011

                                                   SCHOOL-PARENT COMPACT

he St. Johnsbury School and the parents of students jointly agree that this compact outlines how parents, staff, and students will share the responsibility for improved student academic achievement and develop and grow a partnership that will help The SJS students achieve the standards set by the State of Vermont. 

 St. Johnsbury School Responsibilities

The St. Johnsbury School will:

• Convene an annual meeting during a convenient time in which all parents/ guardians are invited. We will share our school-wide participation in activities, services, and programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESEA), and explain parents/guardians rights under these laws and provisions;

·         Offer flexible times, transportation, and childcare for informational and other

      meetings and activities to ensure parental participation;

·         Establish a committee of parents, school personnel, and other interagency programs (such as Head Start, Building Bright Futures, etc.) to review the parent involvement plan;

• Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the SJS students to meet the state’s  academic achievement standards as outlined in the SJS Action &  School Wide Improvement Plan;
• Utilize the Parent-Teachers Organization (PTO) to assist in parent program development, access, and communication;
• Schedule parent-teacher conferences in October and April;
• Provide parents with frequent reports on their children’s progress on a quarterly or trimester basis;
• Provide parents reasonable access to staff before and after school;
• Provide parents opportunities to volunteer and participate in their child’s class, observe classroom activities, and participate in field trips;

·         Make communication with parents a top priority by encouraging frequent contact in various formats including the Website, Friday Folders, the K-12 Alerts® system, newsletters, parent forums, community dinners, performances, academic fairs, etc.

Parent Responsibilities

 Parents will:

• Stay informed about child’s  education and correspond with the school by promptly reading and responding to notices;
• Communicate any concerns with the school in a timely manner;
• Ensure that homework is completed;
• Monitor  amount of television children watch;
• Volunteer in child’s classroom or other activity;
•  Participate, as appropriate, in decisions relating to child’s education;
• Promote positive use of child’s extracurricular time;
• Serve, to the extent possible, in  parent groups or evening activities;
• Monitor absences and tardiness;
• Read, share, and support the contents of the Parent–Student Handbook with our children.

The St. Johnsbury School Parent Compact is also available at www.stjsd.org!

Student Responsibilities

Students will:

·         Do homework every day and ask for help when needed;

·         Read at least 30 minutes every day outside of school time;

·         Give parents all notices and information received from school every day;

·         Follow school rules as outlined in the Parent – School Handbook;

·         Be accountable socially and academically.

Signatures indicate that you have read the 2010-2011

 Parent –School Compact and the Parent –Student Handbook.

Thank you!  We are looking forward to a successful year!

As always, if you have any questions, please stop in or give me a call.

Sincerely,

Bernice Burroughs, Principal

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 Signatures for 2010-2011 Parent – School Compact

We have read the 2010-2011 Parent –School Compact and the Parent –Student Handbook.

Parent(s)

Student(s)

Student (s)

St. Johnsbury School

Mission Statement

 “The mission of our educational community is to challenge and support members to be respectful, caring, lifelong learners. We will do this by measuring growth and providing diverse learning opportunities needed to meet academic, environmental, and social challenges equitably.”

ST. JOHNSBURY SCHOOL DISTRICT

BOARD OF SCHOOL DIRECTORS

Werner Heidemann, Chair

149 Highland Avenue

St. Johnsbury, VT  05819

wheidemann@stjsd.org

Lisa Rivers, Vice Chair

42 Kumpf Circle

St. Johnsbury, VT 05819

lrivers@stjsd.org

Bill Jackson, Clerk

179 Boynton Ave.

St. Johns bury, VT 05819

bjackson@stjsd.org

Bruce Corrette

264 Breezy Hill Road

St. Johnsbury, VT 05819

bcorrette@stjsd.org

Bill Knopf

119 Boynton Ave.

St. Johnsbury, VT 05819

bknopf@stjsd.org

Supplemental Educational Services (SES)

August 31, 2010

Dear Parents/Guardians of The St. Johnsbury School Students:

This letter is to inform you that your child may be eligible to receive supplemental educational services (SES) according to  the No Child Left Behind (NCLB) regulations.  Because we are identified as a school not making adequate yearly progress (AYP), we are mandated to notify you of services that include academic assistance such as tutoring, remediation, and educational interventions, provided they are consistent with the content and instruction used by SJS.  All of the subgroups of students did not make AYP according to the NCLB accountability system in mathematics and language arts.

These supplemental services are offered only through private sector providers that are approved by the state.  Parents may choose the provider from the list provided in the first day packets or online: http://education.vermont.gov/new/pdfdoc/laws/nclba/educ_approved_services_providers.pdf

SES services are available to all students that are eligible to receive free and/ or reduced lunch, regardless of their academic achievement level.  However, since there is a financial cap per student, we must give priority to providing services to the lowest achieving eligible students.   The SJS will directly pay the providers and create a contract outlining the services and timelines involved.  Transportation to and from the provider is the sole responsibility of the families.

 If you have not applied to receive free and reduced lunch, we have included an application in your first day packet and in this handbook for your convenience.   Our home-school coordinators will be happy to assist you in completing the free and reduced lunch applications.  You may reach them by calling Simon Fisher at 748-8616, extension 1203 and/or Jennifer Fournier at 748-8616 extension 1122.   If you do not want to access the free and reduced lunch program, but want to participate in SES services, you may provide evidence for eligibility.   If you need any additional assistance, or if you have any questions for determining SES services, please contact me, or any school counselor.

Please contact Sherry Hoyt by October 15, 20010 if you would like your child to be considered to receive services from one of the SES providers attached.  Mrs. Hoyt can be contacted at 748-8616 ext. 1181 or shoyt@stjsd.org.

Also, following this notice,   please find the AYP and NCLB report outlining the services to students and strategies we are implementing in response to our AYP determination!

FYI

For your information, we will be offering after -school tutoring and homework help at the SJS to all children, grades 1 through 8. There are no eligibility guidelines for our program.  We will be providing an after-school bus at 4:30 that has central “drop –off” stops.   Information about the SJS after -school program will be sent home in August, explaining the process in which to enroll your child, the program offerings, and permission forms. For more information about the afterschool program, you may call Jodie Elliot, extension 1221.

Sincerely,

Bernice Burroughs, Principal

Adequate Yearly Progress & NCLB

August 31, 2010

Dear Parents and Guardians,

Recently, the Vermont Department of Education has identified the St. Johnsbury School as a Tier I school in corrective action based on student performance on the fall 2008 New England Common Assessment Program (NECAP).

The law requires that this notification contain information about what the identification means, reasons for being identified including subgroups that did not meet adequate yearly progress (AYP), as well as  what we are planning to do to address this.   There are several decisions that affect accountability for the NECAP results for grades 3-8.

First, is the decision around the progress necessary to make AYP.  The NCLB law mandates that assessment results be analyzed first by looking at the average scores of all students.  Then the student body is divided into subgroups.  The subgroups included in our accountability system are: students that receive free/reduced lunch, white students, and students with disabilities.  Groups that have less than 40 students are not included in the report. There are 6 racial/ethnic subgroups that have a number less than 40 at St. Johnsbury, and therefore are not part of the accountability data. This year, we met the requirements for AYP for all students in reading.  However, we did not meet the requirements for all the subgroups in reading, and we did not make AYP in mathematics.

The second is decision is based on what is called “the academic indicator,” which is measured by the percent of students in the lowest achievement level in reading. We successfully met that criteria, which means that the number of our students in the lowest reading level did not exceed the “academic indicator.”

The third criteria in AYP determination is the participation requirement. All schools must have a 95% participation rate for any group that there are 40 or more students in the testing cohort.  We successfully met this requirement.

The fourth criteria, which is new this year, has to do with the rate of improvement in overall scores over the last four years.  Due to a decrease in scores for the teaching year 2006-2007, our school qualified as a Tier I school, which means that achievement and progress placed us in the list of the 10 schools “in most need” in the state.

What does this mean for the SJS? The SJ School will be working with the Vermont Department of Education staff to develop a plan for technical assistance which includes actions that the school must take as well as the support provided by the department. These are outlined by the School Improvement Grant Program. This, combined with the Commissioner’s Required Actions for next year will include the following specific strategies: 

Implement an approved restructuring plan which will be monitored by an external evaluator chosen by the VT Department of Education.  This will include:

·         Developing a new system of teacher supervision and evaluation

·         Providing external consulting assistance an monitoring from consultants and from the Department of Education

• Refining the restructured Middle School model;
• Working with a special mathematics consultant to assure alignment of our math program to the state standards and  the quality of instruction
• Working with a special literacy consultant to complete work begun last year on curriculum and to address consistency of instruction across the grade level;
• Data analysis at each grade level to drive instruction and professional development;
• Maintaining school-wide work on the “Keeping  Learning on Track” program;
• Reestablishing a common school philosophy and approaches to school climate and parent involvement.

Teacher Learning Communities (TLC), each with a trained facilitator, will take place for all teachers

Supplemental Educational Services (SES) must be offered in accordance with Section 1116 of Title one.  The SES letter and information is included within the parent/student handbook.

Aligned Curriculum:  

·         A Written Curriculum is to be submitted to the DOE School Support Coordinator in reading and mathematics at all grade levels that are aligned to the Grade Expectations. 

·         Our science curriculum is written and aligned to state standards.  This year we will be working on developing in-depth units and assessments that will prepare our students for success in middle and high school science.

Progress Monitoring System: The school has developed a Progress Monitoring System in reading and math to provide information about student achievement to help make decisions around instruction, professional development, and educational support systems.

Local and State Reports

• Each grade level or department team will provide a written report and updated data charts to their principal who will submit them to the School Support Coordinator on Feb. 15, 2010 and on July 1, 2010. A summary report will be presented to the local school board prior to that submission. Mid-year and end of year reports will contain updated data charts;
• Schools identified for the students with disabilities subgroup will submit mid-year and end of year reports which include data charts with criteria specified by your School Support Coordinator.

What we have in place so far:

First, we have a system in place that tracks the data to the student level, several times a year so that we can identify individual students’ strengths and weaknesses as documented by common and local assessments. We use the data and provide supplemental instruction specifically targeted to the concepts that the student (s) is having difficulty with.

All teachers participate in collaborative work time and receive special training and support to achieve the highest levels of quality instruction. Our new system of teacher evaluation and supervision will be instituted this year.

We use student assessment data to drive our professional development plan. This year the focus will be on mathematics instruction in grades K-8 and the implementation of literacy and mathematics “standards of practice” in all grades as units are created.   We will also continue to support teachers in the effective use of ongoing or “formative” assessment.

We are committed to all learners and it requires all the above elements to measure the success of a school, not just one snap-shot of a federally mandated assessment system.   We are working hard and we hold ourselves accountable to the students and to each other.  There have been many positive outcomes from our AYP status.

Our new school action plan will be for the 2010-2013 school years, due to our Tier I status. The final Action and School Improvement Plan will be presented at a fall School Board meeting for adoption after opportunities for community input. The final version will be included in our school newsletter and in our annual school report card after its adoption.

Sincerely,

Bernice Burroughs Principal

Highly Qualified Teacher Status (HQT)

August 31, 2010

Dear Parents;

The No Child Left Behind Act (NCLB) requires our school to inform you about the qualifications of your child’s teacher(s).  This law requires that all teachers who teach “core subjects” meet criteria for being highly qualified (HQT) for their position. Core subjects are: English (including English language learner teachers), language arts, math, science, foreign language, social studies, art, music, elementary education, and early childhood education.  Special educators also must meet HQT requirements when they provide primary instruction in a core academic subject.

Under NCLB, educators must 1) be properly licensed and endorsed for the subject(s) and instructional levels they are teaching, and 2) have the required content knowledge for the endorsement(s) they are using in the assignment(s).

Since the SJS receives Title 1 funding, we must notify all parents whose children are being taught by a teacher who has not yet met the new federal requirements. You also have the right to request the qualifications of your child’s teacher(s).

If you do not receive a letter in the mail from Ms. Burroughs in early September 2010 about the status of your child’s teacher, then he/she meets the HQT status.

SJS Personnel Directory

To e-mail any staff member, type the first letter of the first name, last name, then @stjsd.org.  bburroughs@stjsd.org

To call any staff member, call the school 748-8616; and at the voice command, enter the last three letters of the person’s last name or enter the extension.

School Hours

Instructional Time, Grades K-8:  7:55 AM – 2:40 PM

Pre-Kindergarten:  (Morning Session) 7:55 AM – 10:45 AM

Pre-Kindergarten: (Afternoon Session) 11:50 AM – 2:40 PM

Attendance

·         Regular and punctual attendance is important.  Please inform the school by calling between 7:30 AM and 8:15 AM when your child will be absent or late.  To confirm any unreported absences, we will call home the morning of the absence.  In order for an absence to be considered excused, your child must bring in a note by his/her parent explaining the absence;

·         Students may be responsible for making up all class work and assignments missed during their absence (depending on grade level and assignments).  Parents may request to pick up assignments to complete at home;

·         After 5 absences and/or tardy reports, we will follow the SJS’s Student Attendance policy and procedures.  (Please refer to the district’s Student Attendance policy and procedures included in this handbook)

Grades 7/8 Advisories 

An advisory program addresses the needs of middle school students, while fostering family and community partnerships, strong teacher-student relationships, and a positive school climate. It provides an avenue for adult guidance and peer support. Students will meet with their advisory every morning from 7:55- 8:15. Your child’s advisor is the ‘go-to’ person when contacting the school about your child.

OBJECTIVES OF AN ADVISORY PROGRAM:

1. To provide an adult advisor for each student who is a mentor to and an advocate for the student. This ensures that every student is known well by at least one adult in the middle school. This adult is able to support the student in times of difficulty, as well as to celebrate the student’s successes.
2. To meet students’ need to belong to a group, and to help students feel accepted and valued by teachers and peers.
3. To foster a positive school climate as students develop positive relationships with teachers and with one another through organized team-building activities.
4. To provide a forum to address topics of concern for young adolescents: physical changes common to middle school students, peer relationships, family relationships, study skills, school rules and student responsibility, health and nutrition, goal setting, career exploration, problem solving and decision making, substance abuse, respect, current events, and community service.
5. To secure a time to address significant and unexpected events — a death in the school, violence in the community, national tragedies — in an arena with a higher level of trust and concern than is found in the average classroom.
6. To prepare students for academic success by discussing study skills, organization, and time management.
7. To improve home/school communication and relationships.
8. To promote good citizenship through comprehensive community service projects.
9. To support programs that foster health, wellness, and safety.

Books

Normal wear and tear is expected during the lifetime of our books. To help preserve them, we ask that the text books be covered and special care be given to books brought home for pleasure and literature assignments.

Bus Transportation

The SJS students are served by Butler’s Bus Service, Inc. (626-4712). We are fortunate to have state-of–the-art buses.  We are committed to respecting each other as well as the buses en route to school, home, and on school sponsored trips. Bus transportation is a privilege to students; therefore we have developed bus expectations in collaboration with Butler’s for students to access bus transportation.  

                                                                                                                         There are seven basic expectations that should be followed while riding a bus:

1. Students shall help create an atmosphere free from bullying, intimidation, and harassment;
2. Students shall demonstrate honesty and trustworthiness.
3. Students shall treat others with respect, deal peacefully with anger, use good manners, and be considerate of the feelings of others.
4. Students shall demonstrate responsibility, use self-control, and be self-disciplined.
5. Students shall demonstrate fairness, play by the rules, and shall not take advantage of others.
6. Students shall demonstrate compassion and care.
7. Students shall demonstrate good citizenship by obeying laws and rules, respecting authority, and by cooperating with others.

Bicycles and Other Wheeled Equipment

The school grounds are posted against the use of roller blades, skateboards, scooters, “heelies” (shoes with wheels in them), etc. The location of our school and present vehicle patterns create a dangerous situation for riding these items. Full parental support for enforcing this rule is appreciated.

Students that have bicycle licenses issued by the school have permission to ride their bicycles to school. Those students must enter the school grounds via the Western Avenue bus loop and lock their bicycles to the bike racks provided.  Students not following these rules will lose their bicycling privileges. If you need information on how your child can obtain a bicycle license, please contact Bernice Burroughs at 748-8912 ext. 1162.

Cancellations and School Closings

When school is closed for any reason, all parents will receive a call from the K-12 – Alerts® program.  A pre-recorded call will come directly to your home as soon as Ms. Anastasia makes the decision to either close school or have a delayed start due to stormy weather.  In addition, an announcement will be made on radio stations 1340 AM, Magic 97.7 FM, and 96.7 FM Littleton, NH between 6:00 and 8:30 am. Postings for school closings or delays can also be seen on Channel 3 TV.

Early Dismissals

Early dismissal from school requires a note from a parent clearly stating the reason for dismissal. The note shall be given to an office receptionist prior to 7:55 AM. Students will be issued a dismissal pass at that time. 

For accountability and safety, students (and staff) need to sign out at the front desk when leaving school early. Upon returning to school, they must sign back into the office before proceeding to class. 

Although we welcome you to our school, we request that you do not wait outside of your child’s classroom before the 2:40 pick up. Instruction ends at 2:40, children become distracted; especially in the primary grades, when they see their parents waiting in the hallway. 

Dress Code

The St. Johnsbury School requires that all students (PK-8) dress appropriately and respectably while attending school or participating in any school-sponsored activity.  Clothing that disrupts, inhibits education, or endangers the health, welfare, and safety of others is prohibited.

Although the policy addresses students in PK-8, there are considerations within the guidelines for the differences that exist between elementary (PK – 4) and middle school   (5 – 8) students.  Those areas are clearly delineated within the policy.

General Guidelines:

·         Shirts, T-shirts, patches, clothing, or accessories with written and/or pictured references to drugs, alcohol, sex, or tobacco products are unacceptable;

·         Half or cut-off shirts, halter tops, mesh or see-through clothing, or any clothing which expose the bare midriff on any student are unacceptable.

·          Cut-off shorts, jeans, sweat pants, or clothing with holes are not suitable for school wear;

·         Tank tops are unacceptable unless worn as a layer.  A tank top is defined as a sleeveless shirt with shoulder straps that are two (2) inches or less in width.  Blouses or shirts are also prohibited from being low cut in such a manner as to inappropriately expose a student’s chest.

·         Dresses, skirts, and shorts should be no shorter than 2” above the knee;

·         Spandex, tights, tube tops, or other skin tight clothing of any type, unless worn under an acceptable style of dress, are prohibited;

·         Beach shoes, flip-flops, bedroom slippers, or cleats are not allowed as footwear.  Sandals that have a sole made of hard plastic or rubber are allowed;

·          Pants and shirts that are worn in such a manner as to expose underwear or skin are unacceptable;

·         Students are also prohibited from wearing spiked jewelry as well as chains attached to clothing or worn as jewelry that reasonably could be perceived as or used as a weapon;

·         Students are allowed facial piercing as long as it is tastefully done and does not cause disruption to learning or jeopardize the safety of an individual.  Piercing around the mouth area that interferes with an individual’s speech and communication is not allowed.  Teachers may ask students to remove such piercing;

·         The wearing of hats is prohibited inside the school building unless approved by the administration;

First Offense: Will be taken care of at school. Repeated offenses will result in parents being called at which time they made be required to bring in proper attire.

Fire Drill Procedures

The alarm for a fire will be a continuous blast. Posted in each room is an exit procedure.  Teachers will exit rooms last. Doors and windows should be closed and lights turned off.

By state statute, each school is required to conduct a fire drill each month and record both the date and the time.  These drills are held at the discretion of the principal, giving consideration to such factors as program, weather, and health.  Normally, children do not remain outside of the building for more than 5 minutes.  These drills are important to the safety of each child.

Lockdown Procedures

The SJS crisis response team has developed a series of lockdown procedures to address different lockdown scenarios.   A command will be given over the intercom, “May I have your attention, this is a lockdown.”  Upon the principal’s command, the custodians will lock all outside doors and station someone at the front entrance and lobby entrance to unlock doors and direct traffic.  Teachers will lock their classroom doors and/or move to a designated safe area. There is a process for communication to the office that ensures that all students and staff are accounted for.  When the crisis response team knows that the building is safe, the principal will announce over the intercom, “The lockdown is over.”

Emergency Numbers

All parents are required to provide emergency telephone numbers in case of sickness or injury.  On the emergency card provided for you in the first day packet, please provide at least two numbers where you can always be reached such as your work number or your neighbor’s number.  Inform the school of any address or telephone changes that occur during the school year, as well.

Field Trips

Field trips are a valuable supplement to classroom learning.  Most of our curriculum can be conveyed through progressive teaching strategies and the use of a wide range of media. However, additional experiences in the community, museums, public service agencies, and the out-of-doors are essential educational tools. 

You will be notified about every field trip your child takes.  All students are expected to participate in field trips. If there is a specific reason why your child should not participate, please inform the homeroom teacher.  Separate out-of-town as well as  in -town field trip permission slips will be sent home at each occurrence. We cannot allow any student to participate without written permission.

Parents who wish to accompany student groups on trips may call the teacher to make arrangements.  Your participation is greatly appreciated. Please do not bring younger siblings on field trips, as they may be a distraction to the educational experience.

Lost and Found

There is a lost and found department located on the first floor outside the cafeteria.  If an object is lost, it should be reported to the office. Unclaimed items will be sent to a charitable organization at the end of each month.

Valuables

The school cannot be responsible for losses.  Money being sent to school should be enclosed in a sealed envelope and clearly labeled. To decrease the potential for problems, please do not send your child to school with extra money, expensive toys, or electronic devices. 

Breakfasts/Lunches

Breakfast will be served from 7:30 AM – 7:45 AM.

Food available through the school lunch and breakfast programs will adhere to the federal guidelines and the daily food guide program, which emphasize low amounts of fat, sodium, sugar, and high amounts of grains, fruits, and vegetables.  Applications for free or reduced rates are made available at the beginning of the year.  If you have a change in financial circumstances during the year, you may file a new application. If you need assistance filling out the application for free/reduced lunch, please call Nancy Fried, ext 1165, Brian O’Farrell, ext 1164, Simon Fisher ext 1203, or Jen Fournier, ext 1122 for a confidential meeting or home visit.

A nutritious lunch is available for students in grades K-8. Milk and lunch money will be collected on Fridays for the following week.  Payment for lunch and/or milk may be with cash, check, or a debit plan, which can be established through Food Service Director, Carol Brill.   

It is important that we have a daily count of students eating hot lunches.  The numbers are submitted at 9:00 am. Late arrivals may not be included in the count unless you call and let the teacher know that your child will be arriving late and wants to have hot lunch.

Costs:

·         Milk:                            50¢ per day/ $2.50 per week (8 oz.)

·         Breakfast                    $1.25 per day/$6.25 per week

·         Lunch:                         $2.00 per day/ $10.00 per week

·         Reduced lunch            40¢ per day/ $2.00 per week

·         Reduced breakfast  30¢ per day/$1.50 per week

Unfortunately, we can no longer offer free breakfasts to students who do not qualify for free breakfast. In addition, lunch bills will not be able to exceed $20 per child. If this occurs, the child must bring a lunch from home. Bills will be sent home on Fridays.

Any student with an outstanding balance at the end of the year will not receive his/her final report card until the bill is paid in full.

All food consumed at school, including snacks and lunches brought from home, should be consistent with established nutritional goals and school policy.

Telephones & Electronics

1.    To minimize class disruption, students will not be called out of class to answer the telephone unless it is an emergency. 

2.    Students that bring cell phones, iPods, and other devices to school may drop them off at the principal’s office or give them to their teacher for safe-keeping during the school day.  The SJS is not responsible for lost or stolen items.

If a student has an electronic device the following steps will be taken:

First Offense:            The electronic device will be taken for the rest of the day.

Second Offense:       The electronic device will be taken and parents will be called to pick it up.

Third Offense:           The electronic device will be taken for three days and parents will be called to pick it up after the 3^rd day.

Recess

Recess is an integral part of a child’s school experience.  It is a time for students to learn to socially interact with their peers in a less restrictive environment than the classroom setting. Recess/outside time is an opportunity for enjoyable, safe play.  Organized games are encouraged by staff in order to enhance a team-cooperative spirit. 

Parent-Teacher Organization (PTO)

All parents and/or guardians are encouraged to participate in order to support our students and our school. The St. Johnsbury Parent Teacher Group (PTO) meets monthly on a rotating schedule to meet the needs of an extended group of members. The PTO sends information about each meeting and activities via Friday Folders. The dates are: 9/7; 10/5; 11/2; 1/4; 2/1; 3/8; 4/5; and 5/3.

Parent Teacher Conferences

Parent-teacher conferences are scheduled for October 20, 20010 and April 15, 2011. Conferences provide an opportunity to exchange views on your child’s growth and how the home and the school can work together.  Please do not hesitate to contact your child’s teacher whenever you have questions or concerns. It is more important to address your concerns when they arise.

School Visitations

All parents and interested adults are welcome and encouraged to visit our schools. Please plan your visit with the classroom teacher beforehand.  We invite you to attend school activities such as special programs, open house, and field days.  Please sign in at the main office and let the receptionist, Lorie Kimbell, know that you are visiting.  Please note that we cannot allow student visitors.

Staying after School

A staff member will notify parents a day in advance when it is necessary for a student to remain after school.  Parents are responsible for the transportation of students who must remain after school or students can ride the late bus and be dropped off in a central location. (Please call the office or Butler’s Bus Co (626-4712) for drop- off locations)

Transferring to a New School

If you are moving out of the school district, please inform your child’s teacher to ensure a smooth transition.  Your child’s records will be sent from the office upon receipt of a signed release from the new school.

Walkers

Students walking to school should not arrive earlier than 7:30 AM. We do not provide supervision for your child before 7:30 AM. Your child should be encouraged to use the most direct and safest route to school and cross only at corners or crosswalks.   Walkers are dismissed at 2:40 PM and will exit via the Barker Avenue door.

Parking and Dropping Off Your Child

We have provided several parking spaces for “visitors” during the school day. Please do not park in either loop at any time because they are designated fire and emergency lanes. According to the fire laws, we must abide by these rules. We also have large delivery trucks that cannot access the school if cars are parked in the loops.

You may stop in the loop to drop your child off, but please do not leave your vehicle unattended.  There are staff members on duty to make sure your child is directed to the proper location within the school.

Co-Curricular Programs

Student participation in all co-curricular programs is contingent upon the following:

·         Academic sessions will take precedence over practices and/or game schedules;

·         Participants must observe team rules and demonstrate appropriate school behavior at all times.

·         Participants must provide the co-curricular leader with a completed eligibility form that must be signed by all teachers.  

Students are reminded that while participating in all programs, they are representing The St. Johnsbury School and will follow all school disciplinary procedures.

Middle School Athletic Programs

The interscholastic sports program is open to all 7^th and 8^th graders. Your child may participate in the try-outs for interscholastic teams.  Teams will be established using clearly graded criteria presented to all potential players before try-outs begin. To participate in try-outs, all players must have a signed parental permission slip on file in the office. This form will be provided to your child prior to the start of each athletic       season. 

Participation in sports is a privilege for students; therefore, we have to establish eligibility guidelines in order to play and/or practice. 

The expectations are as follows:

• Positive, respectful behavior before, during, and after school;
• No suspensions or behavioral detentions;
• 80% of assignments completed.

If an athlete does not comply with the above expectations, he/she will be disqualified to play/practice for 5 days following the incident.

Any player successfully making a Catamount team must have a sports physical examination. Please remember that physicals are required every school year. All physical forms are available in the office.  

Everybody Wins! Vermont

Everybody Wins!  Vermont is not-for-profit children’s literacy and mentoring organization dedicated to increasing children’s prospects for success in school and beyond through one-on-one reading experiences with caring adults.  Grades K- 4 will be participating in this program this year. Information will be forthcoming in Friday Folders!

Educational Support Teams (EST)

The Educational Support Team ensures that all students will have the opportunity to succeed in the regular classroom.  Team members will plan for support and remedial services, instructional interventions, and classroom accommodations.    Parents will be informed if their child has been referred to this team.  Any parent or staff member may request the services of this team and, in turn, will be invited to attend any meeting involving the child. ESTs are scheduled on Mondays for grades PK-4; and Tuesdays for grades 5-8 at 3:00 PM.

School Counselors & Home School Coordinators

Our school counselors teach a developmental guidance program, arrange for individual and group counseling, and provide crisis intervention services.  They also provide consultation services along with the home-school coordinators and act as liaisons to outside agencies, both public and private.  Parents who have concerns or need assistance may get in touch with them by calling the school at 748-8912.

Health Services

Our nurses are available to help students when necessary for illness or injury. 

They are available from 7:30 AM – 2:40 PM to provide preventive care and referral information to parents.  They also serve as resources for staff members concerned with health-related issues.

To promote wellness in the school, the nurses’ recommend that students that have had a fever (more than 100 degrees), diarrhea and/or vomiting stay home for 24 hours.

The school nurses will administer prescription medication; however, school policy states that if medication is sent, we must have:

·         An order from the physician;

·         Written permission from a parent; and

·         Medication brought in a pharmacy or physician-labeled container.

In order to administer over the counter medication, parents must sign permission and send it in a properly labeled container.

Vermont state law requires that all children be protected against diphtheria, tetanus, pertussis (DTP), polio (IPV), measles, mumps, and rubella (MMR), Hepatitis B (Hep B), and chicken pox (varicella).  If a child has had chicken pox, an immunization is not necessary but the school requires documentation of disease.  Further, Vermont state law requires that students receive a tetanus booster before entering the 7^th grade.  As of 2008, all students should receive a booster shot to protect against measles, mumps, rubella and varicella.  Before entering school all children must present immunization records with dates of vaccines received.  If this presents a problem, please contact a school nurse.

The school nurses will maintain a student health record containing immunization dates and other relevant health information. In order to keep these records up-to-date, it is helpful for parents to inform the school nurses of any immunizations received and/or any major changes in the child’s health status.  The school nurses will screen for hearing in PK, K, 1, 3 and 5^th grades and vision in PK, K, 1, 3, 5 and 7^th grade.  If a child fails the screening, the child is re-screened and parents are then advised of the need for follow-up care by a physician.  If a student is feeling ill, he/she is to report to the nurse for assistance and evaluation.

Library and Media

The library program’s mission is to ensure that students and staff are effective users of ideas and information.  This is accomplished by providing access to materials and stimulating interest in reading, viewing, and using information and ideas.  Access to the library throughout the day is available to scheduled classes as well as to individuals. 

The library contains a wide variety of books (fiction and non-fiction), newspapers, computers, and magazines appropriate to your child’s grade, reading interests, and abilities. Your child is encouraged to sign out books for a one-week period for use in the classroom and to share with parents at home.  Please help your child care for these books and see that they are returned at the appropriate time.  We invite parents to assist in the library as volunteers.

Please note that if a student has an overdue Library book he or she will not be allowed to check out another book until the overdue book is returned. In addition, any lost or excessively damaged books will require reimbursement to the school

Music Program

General Music

All students will participate in the general music program as part of the Unified Arts program.

Choral

The chorus is made up of students in grades 3-8 with weekly scheduled practices. There will be at least three public choral performances during the year, and student attendance is encouraged.

Instrumental

All students in grades 4-8 are invited to participate in this program.  Instrumental group lessons and band practice will be provided once a week. Rental instruments are available from Ellis Music for interested students.  The instrumental music program continues in grades 6-8, with lessons provided once a week on a rotating schedule. Concert band meets three times per week. Students in grades 4-5 perform in three concerts a year.  Students in grades 6-8 perform in two parades and three concerts yearly.  Jazz Band is also available to interested musicians in grades 6-8 after school. Times for practice will be posted.

Physical and Health Education

All students in grades Kindergarten through 8 will participate in physical education classes twice a week. Students should be prepared to have sneakers available at school for physical education classes. Eyeglass protectors or similar safety devices are recommended for students that wear glasses during physical activities. If your child has medical needs and is not able to participate in physical education class, please provide a written note to your child’s teacher.

The health education curriculum supports the health and wellness goals of our school-wide action plan.

Special Education Services

Special education services are available for students with disabilities.  To be determined eligible for services, the Evaluation and Planning Team (EPT) must determine that the student:

·         Meets the disability criteria;

·         Exhibits an adverse effect on educational performance; and

·         Is in need of specialized instruction.

The EPT, includes parents, teachers, and people with knowledge of a suspected disability, works together to determine eligibility for additional services.  Referrals to the Evaluation and Planning Team can be made by a parent and/or a teacher.  If the student is found eligible for special education services, an Individual Education Plan (IEP) team will develop an IEP to outline specific goals and services that the student needs. For information about Special Education, contact Mrs. Deborah Sanders-Dame at extension 2311.

OPTING OUT OF HEARING TESTS

16 V.S.A. 1422 requires schools to annually test the hearing of students in grades 1, 2, 3, 5, 7, and 9. Parents are permitted to opt their children out of such tests.  You may opt out by requesting it in writing to the school nurses and a copy to the school principal.

WELLNESS PROGRAMS & FUNDING SOURCES

Act 161 of the 2005 session (16 VSA § 216) requires the Commissioner of Education to prepare

and continually update a list of school and community programs which have the potential to

improve childhood wellness. This list is intended to be shared with parent and the community:

CDC’s Division of Adolescent and School Health

Various resources

http://www.cdc.gov/healthyyouth/index.htm

CDC’s Body and Mind (B.A.M.) program

http://www.bam.gov/

Alliance for a Healthier Generation

http://www.healthiergeneration.org/

US Department of Agriculture, Team Nutrition program

http://www.fns.usda.gov/tn/

National Association for Sport and Physical Education

Various resources

http://www.aahperd.org/naspe/

PE4Life

http://www.pe4life.org

American Heart Association

http://www.americanheart.org

Vermont Department of Education

Wellness Programs & Funding Sources 2

American Cancer Society

School health programs

http://www.cancer.org/docroot/PED/content/PED_1_6_School_Health.asp?sitearea=PED

YMCA

Various programs

http://www.ymca.net/

Walk for Life

http://www.walk4life.com/

Take 10!

http://www.take10.net/whatistake10.asp?page=new

Yoga Kids

http://www.yogakids.com/

“Energizers”

Classroom based physical activities that integrate physical activity with academic

concepts.

http://www.ncpe4me.com/energizers.html

Nickelodeon: Let’s Just Play

http://www.nick.com/all_nick/everything_nick/ljp_home07.jhtml

SPARK (Sports, Play and Active recreation for Kids), After School

http://www.sparkpe.org/programAfterSchool.jsp

Learn and Serve America

http://www.learnandserve.org/

National Programs with Vermont-based chapters

Vermont Association for Health, Physical Education, Recreation and Dance

http://www.vtahperd.org/

Action for Healthy Kids - Vermont

http://www.actionforhealthykids.org/state_profile.php?state=VT

Safe Routes to Schools – Vermont Agency of Transportation

http://www.aot.state.vt.us/progdev/sections/ltf/srts/vtsrts.htm

4-H “Growing Connections” Program

http://www.uvm.edu/~uvmext/programs/4h/programs/growingconnections/default.php

Girls on the Run Vermont

Youth running programs

http://www.gotrvt.org/

Vermont Department of Education

Wellness Programs & Funding Sources 3

Regional Programs

Winter Kids

http://www.winterkids.org

Vermont Programs

Vermont Department of Health - Fit and Healthy Kids Initiative

Ongoing programs

http://healthvermont.gov/fitandhealthy.aspx

Special Olympics Vermont

Unified Sports program

http://www.vtso.org/

Vermont Out-Of-School Time (VOOST)

http://www.voost.org/

Vermont FEED

http://www.nofavt.org/programs/vtfeed.php

Vermont Bicycle and Pedestrian Coalition

BikeSmart programs

http://www.vtbikeped.org/#BikeSmart

RunVermont, Youth Running Programs

http://www.runvermont.org/youth/index.html

Community Connections

Various youth wellness programs

http://www.communityconnections.us/

Model Coordinated School Health Teams in Vermont

shevonnetravers@education.state.vt.us

Funding Sources

Funds are available from the following sources for schools and communities that wish to develop

wellness programs.

Federal/National Funding Sources

Carol M. White (PEP) Grant for Physical Education

http://www.ed.gov/programs/whitephysed/index.html

NASPE Grant Opportunities and Resources

http://www.aahperd.org/naspe/template.cfm?template=grant_opp.html

Vermont Department of Education

Wellness Programs & Funding Sources 4

Federal Grant for Safe Schools/Healthy Students Program

http://www.sshs.samhsa.gov/apply/kit.aspx

US Potato Board and School Nutrition Foundation - School Wellness Grant

http://www.potatogoodness.com/healthEducators.php?id=11

Lowe’s Toolbox for Education Grant

http://www.toolboxforeducation.com/

General Mills: Champions for Healthy Kids Grant

http://www.generalmills.com/corporate/commitment/champions.aspx

Nickelodeon: Let’s Just Play

http://www.nick.com/all_nick/everything_nick/ljp_home07.jhtml

The Center for Health and HealthCare in Schools

An ongoing list of private and corporate funding opportunities

http://www.healthinschools.org

The Agnes M. Lindsay Trust

http://www.lindsaytrust.org/

National Gardening Association Grants

http://www.kidsgardening.com/awards.asp

Schering-Plough Foundation

http://www.schering-plough.com/schering_plough/corp/foundation_grant.jsp

Polar Technology Grant Support Program

http://www.polarusa.com/education/fundinggrants/grantapplication.asp

School Grants Web Site

http://k12grants.org/

State Funding Sources

School Wellness Grants for Implementation of Heart Rate Monitors in High School

Physical Education

http://education.vermont.gov/new/html/pgm_curriculum/physical_ed.html

Recreational and Educational Facilities Grant Program

http://www.bgs.state.vt.us/news_and_links.htm

Farm-to-School Grants

http://www.vermontagriculture.com/buylocal/learn/farmtoschool.html

School Food Service Equipment Grants

http://education.vermont.gov/new/pdfdoc/pgm_nutrition/food_service_equip_application

_09.pdf

Vermont Department of EducationWellness Programs & Funding Sources 5 Safe Routes to Schools – Vermont Agency of Transportationhttp://www.aot.state.vt.us/progdev/sections/ltf/srts/vtsrts.htm

Curriculum, Instruction, and Assessment  Practices

Note: A copy of the 2010 – 2011 Action and School-wide Improvement Plan

will be distributed in early Fall ~ thank you for your input!

Reporting Progress to Parents

What is a Standards-Based Reporting System?

Standards identify the essential knowledge and skills that should be learned in school. They are used in the following ways:

§  To provide structure;

§  To provide a consistent assessment system at the state, local and classroom levels.

An example: Reading Comprehension Standard for PK-8

 “Students read for meaning, demonstrating both initial understanding and personal response to what is read.”

Traditional report cards do not give us the information we need to improve student achievement.

However, standards allow teachers, students, and parents to know exactly what is expected and create consistency across and among  grade levels. Using standard-based reporting allows students to know where they are in regards to meeting the standard and what they need to do in order to reach it. Given this, we are able to assess each student individually according an agreed-upon standard. All statewide and local assessments are based on Vermont standards.

* Separate scores are earned for accountability and productivity (behavior, work ethic, homework, etc.) so that the content skills and concepts are accurately measured.

The Advantages of a Standards-Based System

·         Provides consistency across all classes and grade levels in the school;

·         Focus on skill development and standards of proficiency instead of grades;

·         Develop a thorough understanding of the curriculum;

·         Improve communication among teachers;

·         Improve communication between teachers, students, and parents;

·         Identify learning patterns over time between grades.

Standards –Based Criteria Score 3: Student understands concept or skill and performs independently , consistently, and with accuracy; Score 2:  Demonstrates partial understanding of concept or skill; performs inconsistently, or may need occasional prompting; Score 1: Demonstrates little or no understanding of concept or skill

Traditional Report Card Criteria   A  (90 % -100 %) B (80% - 89%) C (70% - 79%) D (60% - 69%) F ( 0% - 59%)

Honors Eligibility Criteria for Grades 5-8

In order to make high honors, the first criteria is to receive all 3’s in the accountability/productivity area; and all 3’s in the content areas.

In order to make honors, the first criteria is to receive all 3’s in the accountability/productivity area.; and  80% of the content area scores must be 3’s.

What is Formative Assessment?

“Formative assessment is students & teachers using evidence of learning to adapt teaching and learning to meet the immediate learning needs minute- to- minute and day- by -day.”—Thompson & Wiliam, 2007

We are focusing on changing critical  day to day and minute to minute adjustments to instruction by  using the following  assessment strategies:

1. Clarifying learning intentions & sharing criteria for success;

2. Engineering effective classroom discussions, questions, and learning tasks that  elicit evidence of learning;

3. Providing feedback that moves learners forward;

4. Activating students as owners of their own learning;

5. Activating students as instructional resources for one another.

 In order to provide support, Formative Assessment  teachers are involved in a professional development  program called “Keeping Learning on Track”  which is the content for the Teacher Learning Communities (TLCs) that meet monthly.

Early Literacy

The components of a balanced literacy block:

·         Guided reading and writing;

·         Independent reading and writing;

·         Word work/phonological & phonemic awareness.

Intermediate and Middle School

Readers’ and Writers’ workshops include:

·         Guided reading and writing;

·         Independent reading and writing;

·         Word study/vocabulary/spelling/grammar  instruction.

Mathematics Instruction

The district uses standards based mathematical programs, with heavy emphasis on Number Sense, Geometry, and Algebra.

Early Mathematics and Intermediate Mathematics

·         PreK—Growing with Mathematics;

·         Grades K-5– Investigations.

Middle School

·          Grade 6—8 Connected Math2

SJS Strategies to be Implemented to Meet the Commissioners Required Actions 2009-2010

Implement an approved restructuring plan:

• Middle School Restructuring;
• Connected Math2 6-8 mathematics curriculum implementation and professional development;
• Framework for literacy instruction;
• Standards of Practice for literacy and mathematics instruction;
• Data analysis to drive instruction and professional development;
• Upscale of the Keeping  Learning on Track program;
• Reestablish a common school philosophy regarding school climate.

Teacher Learning Communities (TLC), each with a trained facilitator during the school day.

Supplemental Educational Services (SES) must be offered in accordance with Section 1116 of Title one.  The SES letter, providers and information are included within the parent/student handbook.

Aligned Curriculum.  A Written Curriculum is to be submitted to the DOE School Support Coordinator in reading and mathematics at all grade levels that are aligned to the Grade Expectations.  Progress Monitoring System: The school must develop a Progress Monitoring System in reading and math to provide information about student achievement to inform instruction, professional development, and educational support systems.

Local and State Reports

• Each grade level or department team will provide a written report and updated data charts to their principal who will submit them to the School Support Coordinator on Feb. 15, 2011 and on July 1, 2011. A summary report will be presented to the local school board prior to that submission. Mid- year and end of year reports will contain updated data charts.
• Schools identified for the students with disabilities subgroup will submit mid-year and end of year reports which include data charts with criteria specified by your School Support Coordinator.

The St. Johnsbury School Policies

The St. Johnsbury School provides policies to ensure clear expectations for fair and equitable opportunities for all members of the educational community.  Many of these policies speak directly to the rights and responsibilities of students and parents. We believe that these polices can assist parents and the school in effectively meeting the needs of students.  Some of these policies are also required by law to be disseminated to all parents.                  

In Vermont, local school boards are responsible for enacting policies in many areas which affect students’ education. In addition, the superintendent is responsible for seeing that schools comply with both federal and state laws and policies. We are required to restate certain laws and policies, which are included in this handbook. All policies are warned and discussed by the Board and interested citizens before they are adopted. The complete Policy Handbook is available for you to peruse in the school office.

Included in this handbook are the following policies:

• Acceptable Use – adopted February 2006
• Alcohol and Drug Abuse – adopted December 2002
• Confidentiality  &  Family Education Rights and Privacy Act (FERPA)  adopted February 2006
• Discipline Plan -  adopted February 2006
• Bus Discipline  - procedures
• Prevention of Harassment of Students – adopted April 2008
• Harassment of Employees – adopted October 2007
• Hazing  - adopted April 2002
• Homework – adopted June 2006
• Non-Discrimination  - adopted April 2006
• Parental Involvement –  adopted January 2008
• Student Attendance – adopted August 2006
• Tobacco – adopted September 2003
• Pupil Privacy – adopted November 2007
• Non-Firearms Weapons – adopted July 2008
• Weapons – adopted February 2005

ACCEPTABLE USE POLICY

 STUDENTS

I.  POLICY STATEMENT:

It is the policy of the St. Johnsbury School District to use electronic resources and the Internet to support and enrich the curriculum, taking into account the varied instructional needs, learning styles, abilities, and developmental levels of the students.  The board recognizes the need to minimize the potential risk of exposure to inappropriate materials by students and provide instruction about privacy rights, intellectual property, and copyright infringement.  Therefore, the use of all such resources shall be consistent with related district adopted policies and administrative procedures.  The school district has the right to place restrictions on the materials students access or post through the system.  Access to electronic resources and the Internet shall be available to students who agree to act in a considerate and responsible manner, and they will be held liable for any misuse of those resources.

II.  GENERAL INFORMATION:

The board recognizes that as telecommunications and other new technologies shift the ways that information may be accessed, communicated, and transferred by members of society, those changes may also enhance instruction and student learning.  The board supports access to rich information resources along with the development by staff of appropriate skills to analyze, evaluate, and present such resources to students.

In the past, instructional and library media materials could usually be screened—prior to use—by committees of educators and community members and evaluated based on selection criteria.  Telecommunications will open classrooms to electronic resources, which have not been screened by educators for use by students of various ages.  The board believes that the benefits to students from access to information resources and opportunities for collaboration far exceed the disadvantages.  Consequently, educators shall collaborate with parents and guardians of minors to articulate and disseminate the standards that children will follow when using electronic resources and the Internet.  The district will provide Internet filtering that previews Internet traffic coming through our computer system.

III.  STUDENT EXPECTATIONS:

Students may access the school district’s electronic resources for educational purposes only.  Activities that are acceptable include classroom activities, career development, and curriculum driven research.  The school’s electronic resources and access to the Internet shall not be used for commercial or entertainment purposes, as a public access service, or a public forum.  Students are expected to follow the rules of personal conduct outlined in the student handbook, as well as abide by state and federal laws in the use of the district’s electronic resources and the Internet.

Responsible student users of district technology resources may not:

·         interfere with the normal and proper operation of technology resources or the Internet;

·         adversely affect the ability of others to use our equipment or services;

·         download files without prior authorization, or change computer files that do not belong to the user;

·         conduct themselves in ways that are harmful or deliberately offensive to others;

·         use personal e-mail accounts, or

·         use cell phones, black berries, or IPODs without staff permission.

In addition, students may be allowed to access the school district’s electronic resources for limited personal use.  Limited personal use of the district’s electronic resources shall be permitted if the use:

·         imposes no tangible cost to the district;

·         does not unduly burden the district’s electronic resources;

·         occurs during non-instructional time and does not impede other students’ access to electronic resources;

·         has no adverse effect on students’ academic performance.

IV.  ADMINISTRATIVE RESPONSIBILITIES:

The board authorizes the superintendent to prepare appropriate procedures for implementing this policy and for reviewing and evaluating its effect on instruction and student achievement.  Procedures for determining the consequences for violation of this policy are outlined in the administrative procedures that accompany this policy and the Acceptable Use Contract that all students and parents must sign before receiving access to technology resources and the Internet.

Due process procedures shall be followed in all matters pertaining to violations or perceived violations of this policy.

Legal References:                 Federal Copyright Law

                                                Federal Child Pornography Law

                                                Federal Internet Virus Law

                                                47 U.S.C. Section 230 Computer Decency Act

                                                Children’s Online Privacy Act

                                                Electronic Communications Privacy Act

DATE APPROVED:              FEBRUARY 6, 2006

ALCOHOL AND DRUG ABUSE

I.  POLICY STATEMENT:

It is the policy of this School District that no person may possess, use, produce, sell, or distribute alcohol or other substances, nor use or possess paraphernalia for the purpose of drug use, at any time, in school buildings, on school property and grounds, in school sponsored vehicles, or at school sponsored events at other sites.  Neither may any person be under the influence of any substance at any school sponsored activity.  The terms “alcohol, drugs, and other substances” shall be construed to refer to all substances in all forms, including but not limited to alcohol and alcohol containing beverages, all forms of tobacco, inhalable substances (such as gases, solvents, butane, propane, adhesives), marijuana or its derivatives, opiates, cocaine/crack, LSD or other hallucinogenic drugs, OCP, amphetamines, scheduled narcotics, steroids, herbal “natural” stimulants, herbal “natural” euphoriants, look-alike products, and any substances commonly referred to as “designer drugs.”  The inappropriate and/or illegal use of prescription and over-the-counter preparations is prohibited.  Prescription medication for personal use shall be allowed only under the supervision of school personnel, with written orders from a physician.  The school nurse shall dispense over-the-counter medication after securing written permission from parent/guardian.  Federal, state, and local laws shall apply to students and employees alike.

Educational Program

The District will conduct an alcohol and drug abuse educational program on a sequential basis from early childhood through grade 8 in accordance with the mandates of 16 V.S.A. @909, the Vermont Alcohol and Drug Education Curriculum Plan and the federal Drug Free Schools and Communities Act (P.L. 101-226).

Cooperative Agreements

In dealing with substance abuse cases, every effort will be made to promote responsible decision-making by the student involved.  Our focus will be to encourage appropriate medical and/or psychological intervention by trained professionals.  Students and parents or guardians will be given information about outside agencies and will be encouraged to take advantage of their services and programs.

The St. Johnsbury School District, under a cooperative agreement with the Agency of Human Services, has established a Student Assistance Program (SAP).  Students under the age of 18, who have been referred or who refer themselves to the SAP counselor, may be seen individually by the counselor for purposes of substance abuse screening and consultation.  It will be the goal of the Student Assistance Program to encourage the student to involve his/her parents or guardians at the earliest point in time.

No student under the age of 18 will be referred to an outside agency for substance abuse treatment without parental consent unless, in accordance with 18 V.S.A. @4226, the student is over the age of 12 and found by a licensed physician to be dependent on regulated drugs or on alcohol.  Parental consent is not required for student participation in programs conducted within the school, which are educational in nature and designed to impart information and/or assist students in improving their sense of self-esteem.  Such groups will be conducted only by trained professionals contracted by the school to perform such service or by trained school staff who have been approved by the school administration to conduct such groups.  Parental notification is required for students participating in on-going small group sessions.  Small group sessions are defined as any group numbering less than a full class size.

As the student who lives in a substance abuse environment can experience the same poor academic performance, anti-social behaviors, and emotional problems that affect the student who is abusing substances, it is important that we also address their needs in these groups.

II. RATIONALE:

All students have a right to receive an appropriate education in an alcohol and drug-free environment.  The board supports educational programs that provide every student with an understanding of the physical, psychological, social, and legal dangers associated with drug abuse.

Chemical abuse and dependency are treatable health problems that are primarily the responsibility of the home and the community.  The school shares this responsibility in the areas of prevention (education) and intervention (identification and referral).

Community and schools share in this responsibility because chemical problems often interfere with behavior, learning, and the fullest possible development of each student.

III. Substance Abuse Team:

The Principal will form a substance abuse team, which will screen students who refer themselves and students who are referred by staff for suspected drug and/or alcohol abuse problems.  The membership of the team and the procedures to be used by the team will be developed by the Principal and announced in writing to the faculty and staff.

IV. Notification:

Parents and students will be given a copy of the standards of conduct and disciplinary sanctions contained in this policy and will be notified that compliance with the standards of conduct is mandatory.

Legal References:  16 V.S.A. @909

                                16 V.S.A. @1165

                                16 V.S.A. @4226

                                VT State Board of Education Manual of Rules and Practices @4200

                                Drug Free Schools and Communities Act of 1989 (P.L. 101-226)

Cross Reference:   Vermont Model Policy Manual

DATE WARNED:                       NOVEMBER 22, 2002

DATE APPROVED:                   DECEMBER 2, 2002

CONFIDENTIALITY

I.     POLICY STATEMENT:

The keeping of accurate and appropriate education records on students is a necessary part of a sound educational program.  The information contained in students’ education records belongs primarily to the students and/or their parent, parents, or guardians.  The St. Johnsbury School District, as trustee of this information, maintains these records for educational purposes to serve the best interest of its students and subscribes to the following:

The principle of confidentiality underlies all policies and procedures for the collection, maintenance, disclosure, and destruction of educational records.  Educational records entrust information to others and as such, obligate those others to safeguard and to protect the confidentiality of any personally identifiable information (see Policy on Student Records, Section D).

The District will annually notify parents and/or guardians of students currently in attendance and adult students currently in attendance of their rights to privacy under the Family Educational Rights and Privacy Act of 1974. (FERPA)

The District will release directory information for public relations purposes without prior written consent, unless the parent or eligible student informs the Principal in writing that permission is denied.  Directory information to be released shall be restricted to:

·         Student’s name, address, date of birth, dates of enrollment;

·         Parent or legal custodian’s name and address;

·         Student’s grade level classification;

·         Weight and height of members of athletic teams;

·         Student’s diplomas, certificates, awards, and honors received.

The Superintendent is responsible for the consistent procedural implementation of this policy on educational records for all students in the District.  The procedures shall abide by all federal and state laws and regulations governing the collection, maintenance, disclosure, and destruction of education records.

DATE APPROVED: February 2006

FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT

The Family Educational Rights and Privacy Act (FERPA) affords parents and student over 18 years of age (“eligible students”) certain rights with respect to the student’s education records.

These rights are:

(1)  The right to inspect and review the student’s educational records within 45 days of the day the school receives a request for access. Parents or eligible students should submit to the school Principal (or appropriate school official) a written request that identifies the record(s) they wish to inspect. The school official will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected.

(2)  The right to request the amendment of the student’s education records that the parent or eligible student believes are inaccurate. Parents or eligible students may ask the school to amend a record that they believe is inaccurate. They should write the school Principal (or appropriate school official), and clearly identify the part of the record as requested by the parent or eligible student. The school will notify the parent or eligible student of the decision and advise them of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.

(3)  The right to consent to disclosure of personally identifiable information contained in the student’s education records, except to the extent that FERPA authorizes disclosure without consent.

One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. A school official is a person employed by the school as an administrator, supervisor, instructor, or support staff member (including health or medial staff and law enforcement unit personnel), a person serving on the school board, a person or company with whom the school has contracted to perform a special task (such as an attorney, auditor, medical consultant, therapist), a parent or student serving on an official committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if he/she needs to review an education record in order to fulfill his or her professional responsibility.

(4)  The right to file a complaint with the U.S. Department of Education concerning alleged failures by the School District to comply with the requirements of FERPA. The name and address of the office that administers FERPA is:

Family Policy Compliance Office

U.S. Department of Education

400 Maryland Avenue, SW

Washington, DC 20202-4605

DISCIPLINE

I.          POLICY STATEMENT:

We have a responsibility to create an environment that ensures all members of our school community the right to learn in a safe and orderly environment, and one that fosters respect for themselves, for others, and for property.  Our goal is to teach students to make good choices, to be responsible for their actions, to encourage a cooperative attitude, and to develop appropriate social skills. Therefore all approaches to discipline will emphasize student growth and development based on mutual respect, logical consequences, restorative practices, and an understanding of child development theory and practice. 

II.         RATIONALE:

It is the intent of the school community to provide a safe and orderly environment for all members of our school community in a non-punitive atmosphere of mutual respect and community interdependence.

DATE APPROVED:  FEBRUARY 6, 2006

PROCEDURE:

For any disciplinary concern the following process shall be used:

Level 1-TEACHER

At this level, the student and staff member attempt to resolve the behavioral concern. This may include: behavior cues, oral re-directing, oral plan, apologies, curriculum adaptations, in-class time-outs, time away with another staff, use of a ‘Buddy Teacher,’ parent contact, and loss of privileges.

Level 2-STUDENT SUPPORT CENTER REFERRAL

At this level, the student will be sent to the Student Support Center (SSC). Professional staff members will complete all behavior referrals. Other staff members observing the behavior in concern will report the incident to the sending and/or receiving teacher. The child sent to the SSC with a written referral from the teacher has to complete the time out, process the incident, develop a written plan which may include a restorative piece, and confer with the behavior team and teacher prior to returning to class. The behavior intervention team/administrator will give a consequence, contact the parent, and provide copies of the behavioral plan to appropriate personnel.

Students whose behavioral needs warrant more time may be assigned to the SSC. A student may be referred to the SSC by the teacher for failure to meet behavioral expectations. An assignment to the SSC will be of short duration, generally less than a full school day. While in the SSC, the student will be given sufficient academic work to allow him/her to successfully return to the classroom at the end of the assignment.

Please look for the updated behavior rubrics in the first day packet. The rubrics will define the behavior process more clearly.

Level 3- CRISIS INTERVENTION

If a student continues to be disruptive, abusive, or disrespectful, it may be necessary to seek the assistance of the behavior intervention team for short-term intervention.

There may be times at “Level 3” that a student will need to be sent home for a short period of time with approval from the administration. Continued disruptive behavior may result in one of the following consequences:  out-of-school suspension, in-school suspension, off-site tutoring, alternative school placement, or family group conferencing.

A staff member or parent seeking further assistance may call an Educational Support Team (EST) meeting at any time. The EST, which may include teacher, parent(s), school counselor, Principal, behavioral specialists, and any additional resource personnel, will meet to discuss the student’s needs, determine if any additional support is needed, or to develop or revise an existing plan.

INTERVENTION PLANNING:

When a student continues to display significant behavioral concerns an IEP/504/EST/Act 264 meeting may be called by a staff member or parent to seek further assistance for that student.

SERIOUS BEHAVIORS MAY RESULT IN SUSPENSION:

Certain behavior may be serious enough to require immediate suspension from school to ensure a safe and orderly environment. Such behaviors that pose a clear and present physical and/or emotional danger to the rest of the school community include, but are not limited to, threats of violence, bomb scares, causing serious physical harm to another person, throwing objects that could hurt others, willfully destroying or defacing school or personal property (restitution must be made to the student), inability to regain self-control, possession or use of illegal or dangerous substance (tobacco, alcoholic beverage, drugs, etc.), possession of a weapon (knives, firearms, fireworks, etc.), hazing, or harassment. For further clarification refer to Weapons, Harassment, and Hazing policies.

Students who have committed one of the above infractions resulting in suspension must participate in a meeting with the parent, Principal, Dean of Students, school counselor, and /or teacher before returning to school. At this time, a signed written plan will be developed and agreed upon by the parties involved.

STATEMENT OF CORPORAL PUNISHMENT:

No person employed by the St. Johnsbury School District shall inflict or cause corporal punishment to be inflicted upon a pupil attending school. Corporal punishment means the intentional infliction of pain upon the body of a pupil as a disciplinary measure. However, this does not prohibit a person from using reasonable and necessary force to quell a disturbance or to obtain possession of weapons or other dangerous objects from a student for the purpose of self-defense and protection of persons or property.

PROBATION:

Students who have displayed continuous unsafe or inappropriate behavior may be placed on probation for a specified period of time during which they may lose privileges normally afforded to the student population. Suspended privileges may include attendance at school-sponsored activities, events, and programs. Probation is reserved for behavior-related issues only.

SPECIAL EDUCATION STUDENTS:

For students on an IEP, disciplinary measures that interfere with the implementation of the IEP will be referred to the IEP team for manifestation determination and program consideration.

PROCEDURES FOR DISCIPLINING 

STUDENTS TRANSPORTED BY SCHOOL BUSES

For your information ~ not a policy

Cameras are located in the front of every bus and are used to monitor bus behavior as well as other things.  Cameras are monitored by school bus staff and administration only.

The school bus operator shall immediately notify the school when any transported student has violated a bus rule.  Written notification shall be completed by the school bus operator as soon as possible.

A student to be excluded from the bus shall be notified by the school bus operator and the school administration/designee.  Parents/guardians of the student shall be notified by the school administration/designee.

All students shall be transported until the parent/guardian has been properly notified about the exclusion.

An excluded student shall be readmitted to the bus only after the administration/designee notified the school bus operator that the student may be readmitted.  This can only happen after a re-entry meeting has occurred and a plan     made by the student to change the negative behavior.

The following plan will govern the handling of school bus discipline problems:

Examples of Level I Behaviors:

• Be seated when the bus is moving.
• Refrain from eating and drinking on the bus.
• Remain on the bus once you have boarded.
• Always share seats with others.
• Speak quietly at all times.
• Use only appropriate language.
• Speak in a positive and respectful way.  Do not speak in a way that teases, bullies, hurts, or harasses others.
• Keep the bus clean.
• Refrain from using cell phones at any time on the school bus (cell phones must be concealed and turned off at all times).
• Follow the bus driver’s directions as soon as they are issued.

Consequences for Level I Misbehaviors:

Parent/guardian notification and one or more of the following:

• Warning;
• Assigned seat;
• Behavior contract; or
• One to three-day suspension from bus.

Examples of Level II Behaviors:

• Keep hands, head and feet inside the bus.
• Refrain from throwing objects about the bus, from a window, or throwing objects at the bus from the outside.
• Maintain the safety of others on or off the bus.
• Be respectful of the bus and everyone’s personal property.
• Keep personal space.  Do not hit, punch, kick, or physically assault another student.
• Show respect for the bus driver.
• Use respectful language and behavior, free from sexually explicit, inappropriate or derogatory language, or obscene gestures.

Consequences for Level II Misbehavior or CONTINUED Level I Misbehaviors:

Parent/guardian notification and one or more of the following:

·         Behavior contract;

·         Meeting with parent/guardian, administration, transportation representative; or

·         One to three-day bus suspension.

Examples of Level III Behaviors:

• Possession or use of weapons, as defined by St. Johnsbury School Policy;
• Possession or use of matches or a lighter;
• Possession or use of controlled substances including drugs, alcohol or tobacco, or
• Threatening or striking the bus driver or monitor.

Consequences of Level III Misbehavior or CONTINUED Level II Misbehaviors:

      Parent/guardian notification and one or more of the following:

·         Five-day bus suspension, or longer;

·         Expulsion from the bus;

·         Contact with Police or Community Justice Center.

PREVENTION OF HARASSMENT OF STUDENTS

I. Purposes:

The St. Johnsbury School District is committed to providing all of its students with a safe and supportive school environment in which all members of the school community are treated with respect. This policy addresses incident(s) and/or conduct that occur on school property, on a school bus or at a school sponsored activity or incident(s) and/or conduct that does not occur on school property, on a school bus or at a school-sponsored activity but where direct harm to the welfare of the school can be demonstrated.

Harassment is a form of unlawful discrimination that will not be tolerated. It is the policy of the St. Johnsbury School District to prohibit the unlawful harassment of students based on race, creed, color, national origin, marital status, disability, sex, sexual orientation, and gender identity, to the extent required by law. In addition, retaliation is a form of unlawful discrimination that will not be tolerated. Consistent with these purposes, annually, we shall select two or more designated employees to receive complaints and shall publicize their availability in our student and staff handbooks and our website.

It is the intent of the District to apply and enforce this policy in a manner that is consistent with student rights to free expression under the First Amendment of the U.S. Constitution. The purpose of this harassment policy is to prohibit conduct or communication that is directed at a person's protected characteristics as defined below and that is likely to substantially disrupt the educational learning process and/or access to educational resources, or create a hostile learning environment. The District shall promptly and effectively address all complaints of harassment in accordance with the procedures established by this policy. In cases where harassment is substantiated, the school shall take prompt and appropriate remedial action reasonably calculated to stop the harassment. Such action may include a wide range of responses from education to serious discipline. Such serious discipline may include termination for employees and, for students, expulsion or removal from school property. Nothing herein shall be construed to prohibit punishment of a person for conduct which, although it does not rise to the level of harassment as defined herein, otherwise violates one or more of the school's other disciplinary policies or codes of conduct.

II. Definitions:

A. "Harassment" means an incident or incidents of verbal, written, visual, or physical conduct based on or motivated by a student's or a student's family member's actual or perceived race, creed, color, national origin, marital status, disability, sex, sexual orientation, or gender identity that has the purpose or effect of objectively and substantially undermining and detracting from or interfering with a student's educational performance or access to school resources or creating an objectively intimidating, hostile, or offensive environment.

Harassment includes conduct as defined above and may also constitute one or more of the

following:

(1) Sexual harassment, which means conduct that includes unwelcome sexual advances, requests for sexual favors and other verbal, written, visual or physical conduct of a sexual nature when one or both of the following occur:

(i) submission to that conduct is made either explicitly or implicitly a term or condition of a student's education, academic status or progress; or

(ii) submission to or rejection of such conduct by a student is used as a component of the basis for decisions affecting that student

(2) Racial harassment, which means conduct directed at the characteristics of a student's or a student's family member's actual or perceived race or color, and includes the use of epithets, stereotypes, racial slurs, comments, insults, derogatory remarks, gestures, threats, graffiti, display, or circulation of written or visual material, and taunts on manner of speech and negative references to cultural customs.

(3) Harassment of members of other protected categories, means conduct directed at the

characteristics of a student's or a student's family member's actual or perceived creed,

national origin, marital status, disability, sex, sexual orientation, or gender identity and

includes the use of epithets, stereotypes, slurs, comments, insults, derogatory remarks,

gestures, threats, graffiti, display, or circulation of written or visual material, taunts on

manner of speech, and negative references to customs related to any of these protected

categories.

B.  “Bullying” as defined under Sec. 1.  16 V.S.A. § 11(a)(32) reads:
The St. Johnsbury School considers bullying a subset of harassment and means any overt act or combination of acts directed against a student by another student or group of students and which:
(A)  is repeated over time;
(B)  is intended to ridicule, humiliate, or intimidate the student; and
(C)  occurs during the school day on school property, on a school bus, or at a school-sponsored activity, or before or after the school day on a school bus or at a school-sponsored activity.

It shall be the policy of the Johnsbury School District to consider any behavior intended to ridicule, humiliate, or intimidate as an act of bullying on the first report and/or observation.

C. “Complaint” means an oral or written report by a student or any person to an employee alleging that a student has been subjected to conduct that may rise to the level of harassment.

D. “Complainant” means a student who has filed an oral or written complaint with a school employee or a student who is the target of alleged harassment in a report made by another person.

E. “Designated employee” means an employee who has been designated by the school to receive complaints of harassment pursuant to subdivision 16 V.S.A. §565(c)(1).

F. “Employee” includes any person employed directly by or retained through a contract with the District, an agent of the school, a school board member, a student teacher, an intern or a school volunteer. For purposes of this policy, “agent of the school” includes both School and District level staff.

G. “Notice” means a written complaint or oral information that harassment may have occurred which has been provided to a designated employee from another employee, the student allegedly subjected to the harassment, another student, a parent or guardian, or any other individual who has reasonable cause to believe the alleged conduct may have occurred.5

H. “Retaliation” is any adverse action by any person against a person who has filed a complaint of harassment or against a person who assists or participates in an investigation, proceeding or hearing related to the harassment complaint. Such adverse action may include conduct by a school employee directed at a student in the form of intimidation or reprisal such as diminishment of grades, suspension, expulsion, change in educational conditions, loss of privileges or benefits, or other unwarranted disciplinary action. Retaliation may also include conduct by a student directed at another student in the form of further harassment, intimidation, and reprisal.

I. “School administrator” means superintendent and/or principal or their designee.

III. Reporting Student Harassment:

A. Student reporting: Any student who believes that s/he has been harassed under this policy, or who witnesses or has knowledge of conduct that s/he reasonably believes might constitute harassment, should promptly report the conduct to a designated employee or any other school employee.

B. School employee reporting: Any school employee who witnesses conduct that s/he reasonably believes might constitute harassment shall take reasonable action to stop the conduct and to prevent its recurrence and immediately report it to a designated employee.  Any school employee who overhears or directly receives information about conduct that might constitute harassment shall immediately report the information to a designated employee. If one of the designated employees is the person alleged to be engaged in the conduct complained of, the complaint shall be immediately filed with the other designated employee or the school administrator.

C. Other reporting: Any other person who witnesses conduct that s/he reasonably believes might constitute student harassment under this policy should promptly report the conduct to a designated employee.

D. Documentation of the report: If the complaint is oral, the designated employee shall promptly reduce the complaint to writing in a harassment complaint form, including the time, place, and nature of the alleged conduct, and the identity of the complainant, alleged perpetrator, and any witnesses.

E. False Complaint: Any person who knowingly makes a false accusation regarding harassment may be subject to disciplinary action up to and including suspension and expulsion with regard to students, or up to and including discharge with regard to employees. There shall be no adverse action taken against a person for reporting a complaint of harassment when the person has a good faith belief that harassment occurred or is occurring.

IV. Procedures Following a Report:

A. Notification: Upon receipt of a complaint of harassment the designated employee shall immediately inform the school administrator of the complaint. In addition, the designated employee shall immediately provide a copy of this harassment policy to the complainant and accused individual. If either the complainant or the accused individual is under the age of 18, his or her parent(s) or guardian(s) shall be: 1.) promptly notified that a complaint of harassment has been filed and provided with a copy of this policy; 2.) notified if an alternative dispute resolution method will be offered and, if it occurs, of the outcome of any such attempt; and 3.) notified in writing of the results of the complaint investigation. All notification letters shall be subject to state and/or federal laws protecting the confidentiality of personally identifiable student information. A school administrator may seek waiver of confidentiality rights of the accused in order to inform the complainant of any disciplinary action taken in cases where the school determined that harassment or other misconduct occurred.

B. Investigation: Unless special circumstances are present and documented, such as reports to the Department for Children and Families (“DCF”) or the police, the school administrator shall, no later than one school day after the filing of a complaint with a designated employee, initiate or cause to be initiated, an investigation of the allegations. The school administrator shall assign a person to conduct the investigation; nothing herein shall be construed to preclude the school administrator from assigning him/herself or a designated employee as the investigator. No person who is the subject of a complaint shall conduct such an investigation.  No later than five school days from the filing of the complaint with the designated employee, unless special circumstances are present and documented, the investigator shall submit a written initial determination to the school administrator. The report shall include a statement of the findings of the investigator as to whether the allegations have been substantiated, and as to whether the alleged conduct constitutes harassment. When the initial determination concludes that an accused student has engaged in harassment, the school administrator shall use his or her discretion to decide the appropriate disciplinary and/or remedial action. In cases where the investigation has identified other conduct that may constitute a violation of other school disciplinary policies or codes of conduct, the designated employee shall report such conduct to the school administrator for action in accordance with relevant school policies.

All levels of internal review of the investigator’s initial determination, and the issuance of a final decision, shall, unless special circumstances are present and documented by the District, be completed within 30 calendar days after the review is requested.

C. Action on a substantiated complaint: If, after investigation, the school finds that the alleged conduct occurred and that it constitutes harassment, the school shall take prompt and appropriate disciplinary and/or remedial action reasonably calculated to stop the harassment and prevent any recurrence of harassment. Such action may include warning, reprimand, education, training and counseling, transfer, suspension, and/or expulsion of a student, and warning, reprimand, education, training and counseling, transfer, suspension and/or termination of an employee.

D. Alternative dispute resolution: At all stages of the investigation and determination process, school officials are encouraged to make available to complainants alternative dispute resolution methods, such as mediation, for resolving complaints. The following should be considered before pursuing alternative dispute resolution methods: (1) the nature of the accusations, (2) the age of the complainant and the accused individual, (3) the agreement of the complainant, and (4) other relevant factors such as any disability of the target or accused individual, safety issues, the relationship between the target and accused individual, or any history of repeated misconduct/harassment by the accused individual. If an alternative dispute resolution is either not appropriate or is unsuccessful, the school administrator shall initiate or cause to be initiated an investigation of the allegations in accordance with the timelines established in this policy.

E. Appeal: A person determined to be in violation of this policy and subjected to disciplinary action under it may appeal the determination and/or the disciplinary action(s) taken in the same manner as other disciplinary actions, in accordance with the District’s discipline policy, applicable statutes, or collective bargaining agreements.

F. Independent Review: A complainant may request an independent review if s/he: 1.) believes that the school did not correctly analyze the complaint and failed to conduct an investigation of the incident because the school believed the alleged conduct did not constitute possible harassment, 2.) is dissatisfied with the final determination following an investigation as to whether harassment occurred, or 3.) believes that although a final determination was made that harassment occurred, the school's response was inadequate to correct the problem. The complainant shall make such a request in writing to the Superintendent. Upon such request, the Superintendent shall promptly initiate an independent review by a neutral person as described under16 V.S.A. § 565(f), and shall cooperate with the independent reviewer so that s/he may proceed expeditiously. The review shall consist of an interview of the complainant and relevant school officials and a review of the written materials from the school’s investigation.

Upon completion of the independent review, the reviewer shall advise the complainant and school officials in writing: 1.) as to the sufficiency of the school’s investigation, its determination, and/or the steps taken by the school to correct any harassment found to have occurred, and 2.) of recommendations of any steps the school might take to prevent further harassment from occurring. A copy of the independent review report shall be sent to the Commissioner. The reviewer shall advise the student of other remedies that may be available if the student remains dissatisfied and, if appropriate, may recommend mediation or other alternative dispute resolution. The independent reviewer shall be considered an agent of the school for the purpose of being able to review confidential student records. The costs of the independent review shall be borne by the District. The

District may request an independent review at any stage of the process.

G. Retaliation: It is unlawful for any person to retaliate against a person who has filed a

complaint of harassment or against a person who assists or participates in an investigation, proceeding or hearing related to the harassment complaint. A person may violate this anti-retaliation provision regardless of whether the underlying complaint of harassment is substantiated.

V. Confidentiality and Record Keeping:

A. The privacy of the complainant, the accused individual, and the witnesses shall be maintained consistent with the District’s obligations to investigate, to take appropriate action, and to comply with laws governing the disclosure of student records or other applicable discovery or disclosure obligations.  Any personnel involved in the investigation will be informed prior to any communication to other parties involved.

B. The Superintendent shall assure that a record of any complaint, its investigation and disposition, as well as any disciplinary or remedial action taken following the completion of the investigation, is maintained by the District in a confidential file accessible only to authorized persons. All investigation records, including but not limited to, the complaint form, interview notes, additional evidence, and the investigative report, shall be kept for at least six years after the investigation is completed.

VI. Reporting to Other Agencies:

When a complaint made pursuant to this policy includes allegations of child abuse, any person responsible for reporting suspected child abuse under 33 V.S.A. §4911, et seq. must report the allegation to the Commissioner of DCF. If the victim is over the age of 18 and a report of abuse is warranted, the report shall be made to Adult Protective Services in accordance with 33 V.S.A.§6901 et seq. If a harassment complaint is made in a public school about conduct by a licensed educator that might be grounds under the State Board of Education Rules for licensing action, the principal shall report the alleged conduct to the Superintendent and the Superintendent shall report the alleged conduct to the Commissioner.

Nothing in this policy shall preclude anyone from reporting any incidents and/or conduct that may be considered a criminal act to law enforcement officials.

VII. Dissemination of Information, Training, and Data Reporting:

A. Dissemination of Information. Annually, prior to the commencement of curricular and co-curricular activities, the District shall provide notice of this policy and procedures to students, custodial parents or guardians of students, and employees. Notice to students shall be in age-appropriate language and include examples of harassment. At a minimum, this notice shall appear in any publication of the District that sets forth the comprehensive rules, procedures and standards of conduct for the District.

B. Training. The Superintendent shall insure that the Principal or designee develops or provides age appropriate methods of discussing the meaning and substance of this policy with students to help prevent harassment. The Superintendent shall insure that the Principal or designee implements or provides training for school staff within the context of professional development to enable staff to recognize, prevent and respond to harassment.

C. Data Gathering. Public school districts shall provide the Vermont Department of Education with data requested by the Commissioner.

VIII. Alternative Complaint Process:

In addition to, or as an alternative to filing a harassment complaint pursuant to this policy, a person may file a harassment complaint with the Vermont Human Rights Commission or the Office for Civil Rights of the U.S. Department of Education at the addresses noted below:

Vermont Human Rights Commission

14-16 Baldwin Street

Montpelier, VT 05633-6301

(800) 416-2010 or (802) 828-2480 (voice)

(877) 294-9200 (tty)

(802) 828-2481 (fax)

Email: human.rights@state.vt.us

Office for Civil Rights, Boston Office

U.S. Department of Education

33 Arch Street, Suite 900

Boston, MA 02110-1491

(617) 289-0111 (voice)

(877) 521-2172 (tdd)

(617) 289-0150 (fax)

Email: OCR.Boston@ed.gov

Legal References:

Title V, Section B, 504 of the Rehabilitation Act of 1973, 29 U.S.C. §794 et seq.;

Title VI of the Civil Rights Act of 1964, 42 U.S.C. §2000d;

Title IX of the Educational Amendments Act of 1972, 20 U.S.C. §§1681 et seq.;

Family Education Rights Privacy Act; 20 U.S.C. 1232g;

Public Accommodations, 9 V.S.A. §§4500 et seq. ;

Education, Classifications and Definitions, 16 V.S.A. §11a (26);

Education, Harassment, Notice and Response, 16 V.S.A. §14;

Education, 16 V.S.A. §140(a)(1);

Education, 16 V.S.A. §166(e);

Education, Harassment and Hazing Prevention Policy, 16 V.S.A. §565;

Education, Discipline, 16 V.S.A. §1161a;

Education, Suspension or Expulsion of Pupils, 16 V.S.A. §1162;

Child Abuse, 33 V.S.A. §§4911 et seq.;

Adult Protective Services, 33 V.S.A. §6901 et seq., all as they may be amended from time to time.

Washington v. Pierce, 179 VT 318 (2005)

DATE WARNED:                  MARCH 27, 2008

DATE ADOPTED:                 APRIL 7, 2008

APPENDIX A

Designated Employees:  The following employees of The St. Johnsbury School have been designated to receive harassment complaints pursuant to this policy and 16V.S.A. §565(c)(1):

 2008-2009

Name: Brian O’Farrell

Title: Guidance Counselor

Contact information: 802-748-4744 ext.1164

Name: Nancy Fried

Title: Guidance Counselor

Contact information: 802-748-4744 ext.1165

Name: Bernice Burroughs

Title: Principal

Contact information:  802-748-4744 ext. 1162

HARASSMENT OF EMPLOYEES

POLICY STATEMENT:

The St. Johnsbury School District is committed to providing all employees a safe and supportive work environment in which all members of the school community are treated with respect. Harassment is a form of unlawful discrimination as well as disrespectful behavior, which will not be tolerated.

The St. Johnsbury School District shall provide employees a work environment free of unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct, or communications constituting harassment as defined and otherwise prohibited by state and federal law.

DEFINITIONS:

1. Adverse Action: : Includes any form of intimidation, reprisal, or harassment such as suspension, termination, change in working conditions, loss of privileges or benefits, or other disciplinary action in the case of employees.
2. Employee: For purposes of this policy, an employee includes any person employed directly or through a contract with another company by the School District, agents of the school, School Board members, and any student teacher, intern, school volunteer or work study student.
3. Harassment: Harassment means unlawful harassment and constitutes a form of discrimination. It is verbal or physical conduct based on an employee’s race, religion (creed), color, national origin, marital status, sex, sexual orientation, age, ancestry, place of birth, or disability, which has the purpose or effect of substantially interfering with an employee’s work or creating an intimidating, hostile, or offensive environment.
4. School Community: Includes but is not limited to all school employees, contractors, unpaid volunteers, work study students, interns, student teachers, and visitors.
5. Sexual Harassment: Is a form of sex discrimination and means unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature when:
   • Submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment; or
   • Submission to or rejection of such conduct by an individual is used as a component of the basis for employment decisions affecting such individual; or
   • Such conduct has the purpose or effect of substantially interfering with an individual's work performance or creating an intimidating, hostile, or offensive working environment.

EXAMPLES:

Harassment can include any unwelcome verbal, written, or physical conduct, which offends, denigrates, or belittles an individual because of an employee’s race, creed (religion), color, national origin, marital status, sex, sexual orientation, age, ancestry, gender identity, or disability. Such conduct includes, but is not limited to, unsolicited derogatory remarks, jokes, demeaning comments, or behavior, slurs, mimicking, name calling, graffiti, innuendo, gestures, physical contact, stalking, threatening, bullying, extorting, or the display or circulation of written materials or pictures.

Sexual Harassment
Sexual harassment may include, but is not limited to, unwelcome touching, crude jokes or pictures, discussions of sexual experiences, teasing related to sexual characteristics, pressure for sexual activity whether written, verbal, or through physical gestures, display or sending of pornographic pictures or objects, obscene graffiti, and spreading rumors related to a person's alleged sexual activities.

Racial and Color Harassment
Racial or color harassment can include unwelcome verbal, written, or physical conduct directed at the characteristics of a person’s race or color such as nicknames emphasizing stereotypes, racial slurs, comments on manner of speaking, and negative references to racial customs.

Religious or Creed Harassment
Harassment on the basis of religion or creed includes unwelcome verbal, written, or physical conduct directed at the characteristics of a person’s religion or creed such as derogatory comments regarding surnames, religious tradition, religious clothing, religious slurs, or graffiti.

National Origin Harassment
Harassment on the basis of national origin includes unwelcome verbal, written, or physical conduct directed at the characteristics of a person’s national origin such as negative comments regarding surnames, manner of speaking, customs, language, or ethnic slurs.

Marital Status Harassment
Harassment on the basis of marital status includes unwelcome verbal, written, or physical conduct directed at the characteristics of a person’s marital status, such as comments regarding pregnancy or being an unwed mother or father.

Sexual Orientation Harassment
Harassment on the basis of sexual orientation includes unwelcome verbal, written, or physical conduct directed at the characteristics of a person’s sexual orientation such as negative name calling and imitating mannerisms.

Disability Harassment
Harassment on the basis of a person’s disabling mental or physical condition includes any unwelcome verbal, written, or physical conduct directed at the characteristics of a person’s disabling condition such as imitating manner of speech or movement, or interference with necessary equipment.

Harassment includes, but is not limited to, examples cited in this policy.

REPORTING:

1. Mandatory: It is the express policy of the St. Johnsbury School District to encourage employee targets of harassment and employees who have first-hand knowledge of such harassment to report such claims. Employees who witness or are targets of harassment shall report the incident(s) immediately to their immediate supervisor or another administrator who is not the subject of the complaint as may be appropriate under the circumstances.  Targets of harassment should directly inform the
   person engaging in the harassing conduct or communication that such conduct or communication is offensive and must stop.
2. Privacy: Complaints will be kept confidential to the extent possible given the need to investigate and act on investigative results.
3. Retaliation: There will be no adverse action taken against a person for making a complaint of harassment when the complainant honestly believes harassment has occurred or is occurring, or for participating in or cooperating with an investigation. Any individual who retaliates against any employee or student who reports, testifies, assists, or participates in an investigation or hearing relating to a harassment complaint will be subject to discipline by the School District.

ADMINISTRATIVE RESPONSIBILITY AND ACTION:

1.    Reporting: An employee who receives a complaint of harassment shall promptly inform the Principal, the Superintendent, or another administrator who is not the subject of the complaint.

2.    Investigation: The School District is responsible for acting on any information regarding harassment of which it is aware. The Superintendent, acting as the School District Equity Coordinator, shall provide for a thorough, prompt investigation of the incident; the investigation and written report shall be completed in a timely fashion in accordance with school procedures after a report or complaint, formal or informal, written or oral, has been received. No person who is the subject of a complaint shall conduct such an investigation.

3.    Final Action on Complaint: The School District shall take disciplinary or remedial action as appropriate in order to ensure that further harassment does not occur. Such action may include, but is not limited to, education, training, counseling, transfer,  suspension, and/or termination of an employee.

4.    False Complaint: Any person who knowingly makes a false accusation regarding harassment will be subject to disciplinary action up to and including discharge of employees.

5.    Appeal: A person judged to be in violation of this policy and subjected to action under it may appeal the determination and/or the action taken in accordance with procedures adopted under this policy. The procedures shall be consistent with the provisions of any applicable collective bargaining agreement.

6.    Dissemination: The Superintendent shall use all reasonable means to inform employees that the District will not tolerate harassment. A copy of this policy shall be provided to students, staff and parents each year and shall be included in the Faculty/Staff Handbook that is disseminated to all school staff each year.

7.    Training: The Superintendent shall develop methods of discussing the meaning and substance of this policy with staff in order to help prevent harassment. Training may be implemented in the context of employee professional development to develop broad awareness and understanding among all members of the school staff.

DATE ADOPTED:                 OCTOBER 15, 2007

HAZING

I.  POLICY STATEMENT:

It is the policy of the St. Johnsbury School District (hereinafter “District”) to provide a safe, orderly, civil, and positive learning environment.  Hazing has no place in the District and will not be tolerated.  Accordingly, the District adopts the following policy and procedures to prohibit hazing and will ensure the enforcement thereof.

II.  DEFINITIONS:

“Hazing” means any act committed by a person, whether individually or in concert with others, against a person in connection with pledging, being initiated into, affiliating with, holding office in, or maintaining membership in any organization which is affiliated with the District; and which is intended to have the effect of, or should reasonably be expected to have the effect of, humiliating, intimidating, or demeaning the person or endangering the mental or physical health of the person.  “Hazing” also includes soliciting, directing, aiding, or otherwise participating actively or passively in the above acts.  Hazing may occur on or off school grounds.

Examples of hazing include:

1.    Any type of physical brutality such as whipping, beating, striking, branding, electrical shocks, placing a harmful substance on or in the body, or other similar activity.

2.    Any type of physical activity such as sleep deprivation, exposure to the elements, confinement in a small place, or other activity that creates or results in an unreasonable risk of harm or that adversely affects the mental or physical health or safety of the person.

3.    Any activity involving consumption of food, liquid, alcoholic beverage, drug, or other substance that subjects a person to an unreasonable risk of harm.

4.    Any activity that induces, causes, or requires a person to perform a duty or task, which involves the commission of a crime or an act of hazing.

Hazing shall not include any activity or conduct that furthers the legitimate curricular or extracurricular goals, provided that the goals are approved by the school board of the District and provided that the activity or conduct furthers those goals in a manner that is appropriate, contemplated by the school board and normal and customary for similar public school programs.  An example of this exception might be reasonable athletic training exercises.

“Organization” means an athletic team, association, order, cooperative, club, or other similar group, whose members primarily are persons of the District, and which is affiliated with the District.

“Pledging,” means any action or activity related to becoming a member of an organization.

“Principal” means the Principal of a school or any person designated by him/her to carry out a particular function.

This policy refers to any person who:  (1) is enrolled in school or any program operated by the District, (2) has been accepted for admission into any school or program operated by the District, or (3) intends to enroll in any school or program operated by the District during any of its regular sessions after an official academic break; (4) is employed by the District.

III. NOTIFICATION OF HAZING POLICY:

Annually, the student handbook, which shall be presented to persons prior to the commencement of any academic courses, shall contain:  (1) a description of this Hazing Policy in age-appropriate language, (2) examples of hazing, and (3) a listing of those persons whom the board has designated to receive reports of hazing.  The District also shall effectively inform persons about the substance of this Hazing Policy and its procedures by printing it each fall in the Student Handbook/Calendar.

Each person who participates in a co- or extra-curricular activity that begins prior to the commencement of any academic courses shall be provided by the coach or supervisor of the activity a copy of the excerpt from the student handbook regarding the hazing policy prior to the first practice session.  Each coach or supervisor of a co- or extra-curricular activity shall orally explain to participants the prohibition against hazing, the reasons for the prohibition, and the potential consequences to participants and, in the case of a club or an athletic team, to the club or team itself.

Annually, custodial parents and guardians of students shall be provided a copy of this Hazing Policy prior to the commencement of co- or extra-curricular activities. 

Annually, staff members shall be provided with a copy of this Hazing Policy prior to the opening of school.  Coaches or supervisors of co- or extra-curricular activities shall be provided a copy of this Hazing Policy upon employment by the District.

IV. REPORTING OF HAZING:

Persons who have reason to believe that an incident of hazing might or did occur shall report such belief to any coach of an extracurricular team, teacher, school nurse, guidance counselor, or school administrator.  Staff members who have received such a report from a person or who otherwise have reason to believe that an incident of hazing might or did occur shall report such belief to the Principal, or, in the event of the unavailability of the Principal, his/her designee.  The report may be in writing or orally.  If the report is made orally, the receiver shall make a written record of the report.

It shall be a violation of this policy for a person to retaliate against a student or other person for reporting a suspected incident of hazing or cooperating in any investigation or disciplinary proceeding regarding an incident of hazing.

It is possible that an incident of hazing might also fall within the definition of abuse, neglect, or exploitation as those terms are defined in 33 V.S.A. 4912(2) and 33 V.S.A. 6902(1), (7), and (9).  To the extent a staff member is a mandatory reporter of suspected child abuse or neglect or abuse of disabled adults, reporting a suspected incident of hazing to the Principal does not relieve the reporter of any obligations additionally to report such suspicions to the Commissioner of the Vermont Department of Social and Rehabilitation Services as set forth in 33 V.S.A. 4914 or to the Commissioner of the Department of Aging and Disabilities as set forth in 33 V.S.A. 6904.

V. INVESTIGATION OF REPORTS OF HAZING:

The Principal, or in the event of the unavailability of the Principal, his/her designee, upon receipt of a report of hazing, promptly shall cause an investigation to commence.  The investigation shall be timely and thorough and the findings and conclusions of the investigation shall be reduced to writing.  Unless there are exceptional circumstances, the investigation shall be concluded within 10 school days.

VI. DISCIPLINARY ACTION:

If the investigation concludes a person committed an act of hazing or otherwise violated this policy, that student shall be subject to appropriate disciplinary action, including but not limited to suspension or expulsion from co- or extra-curricular activities or from school. 

If the investigation concludes that two or more persons from the same athletic team or other co- or extra-curricular activity directed, engaged in, aided, or otherwise participated in actively or passively an incident of hazing, disciplinary action may be imposed against the team or activity, including cancellation of one or more athletic contest or the entire athletic season.

It is not a defense in a disciplinary proceeding under this policy that the person against whom the hazing was directed consented to or acquiesced in the hazing activity.

Nothing in this policy shall limit or preclude the District from disciplining a student or other person affiliated with the District under any other District policy as well as under the terms of this policy.

VII. TRAINING OF STAFF:

The Principal shall ensure that each staff member, with particular emphasis on staff members who are coaches or supervisors of co- or extra-curricular activities, receive training in preventing, recognizing, and responding to hazing. 

VIII. REPORTING INCIDENTS OF HAZING TO LAW ENFORCEMENT OFFICIALS:

All staff members are subject to the confidentiality requirements of the Family Education Rights and Privacy Act (20 U.S.C. 1232g and 34 C.F.R. Part 99).  Accordingly, information derived from student records (if the information is obtained through other means, the restrictions of FERPA do not apply), which is personally identifiable, may not be disclosed without parental consent unless it meets one or more of the exceptions specified in 34 C.F.R. Part 99.  Certain of these exceptions, depending upon whether the circumstances meet the conditions set forth in those exceptions, may permit the reporting of hazing to law enforcement officials.  Those relevant exceptions are:

(1)        Where there is a health or safety emergency;

(2)        Where the information has been subpoenaed;

(3)        Where the records in question are created and maintained by a law enforcement unit established by the school.

DATE WARNED:           MARCH 21, 2002

DATE ADOPTED:          APRIL 1, 2002

HOMEWORK

I.          PHILOSOPHY:

            The St. Johnsbury School Board believes that meaningful homework, assigned on a regular basis, is an effective teaching tool at all levels.  Homework serves to enhance a foundation for skills essential to a student’s success in the future.  It provides for academic reinforcement, intellectual extension, personal self-discipline, and sometimes-needed remediation.  It also provides a critical connection between home and school, allowing parents another opportunity to get involved in their child’s formal public education.

II.         POLICY:

It is the policy of the St. Johnsbury School District that teachers will assign meaningful homework on a regular basis at grades K - 8. Homework assigned shall provide for remediation, reinforcement and extension as appropriate. Assignments shall be appropriate to grade level in both quantity and complexity.           

DATE WARNED:           MAY 25, 2006

DATE ADOPTED:          JUNE 5, 2006

NON-DISCRIMINATION

I.     POLICY STATEMENT:

The St. Johnsbury School District will adhere to a procedure of non-discrimination on the basis of race (creed), color, national origin, gender, disabling condition, sexual orientation or age in all matters related to the operation of and the programs offered by the public schools of the town of St. Johnsbury, Vermont.

A grievance or claim may be made by a person or persons involved with the St. Johnsbury School District due to a denial of the benefits of, or subjection to discrimination in, any appropriate education program or activity of the District. Individuals may present grievances free from coercion, interference, restraint, discrimination or reprisal.  Procedures are established for informing the public about the specified grievance process (see Procedures).

II.      RATIONALE:

Pursuant to the intent of federal legislation, i.e. the Americans With Disabilities Act 1990, Title VI of the Civil Rights Act of 1964, Title IX of the Educational Amendments, Title IX Section 4502 subsection A and Title III Section 961 subsection 6, Section 504 of the Rehabilitation Act of 1973 Vermont Public Accommodation Act, 9VSA4504, the St. Johnsbury Board of School Directors hereby adopts the above formal statement to address the matter of discrimination.

Pursuant to Section 86.8(a) of the rules and regulations governing the implementation of ADA, Title IX, Title VI (section 504 and 9VSA4502), the following employee is designated as the “responsible employee” for the St. Johnsbury School District.

         Nicole Saginor, Ed.D.

         Superintendent of Schools

         257 Western Avenue    

         St. Johnsbury, VT  05819

         Telephone 748-4744

         FAX 748-2542

ADOPTED:                           FEBRUARY 1977

REVISED/ADOPTED:           NOVEMBER 1994

DATE WARNED:                   AUGUST 9, 2002

REVISED/ADOPTED:           AUGUST 19, 2002

DATE WARNED:                   MARCH 23, 2006

DATE ADOPTED:                 APRIL 3, 2006

PARENTAL INVOLVEMENT POLICY

I.  POLICY STATEMENT:

It is the policy of the St. Johnsbury School District, as a district receiving Title I Schoolwide funds, to maintain programs, activities, and procedures for the involvement of parents of all students as required by Title I Part A of the Elementary and Secondary Education Act.  These programs, activities, and procedures are described in our home-school compact.

II.  DEFINITIONS:

Parent: Includes a legal guardian or other person standing in loco parentis (such as a grandparent or stepparent with whom the child lives, or a person who is legally responsible for the child’s welfare).

III.  HOME-SCHOOL COMPACT:

The Principal or designee shall develop a Parental Involvement Compact in accord with Title I, Part A requirements.  The Compact shall include:

• A process for continually involving parents in its development and implementation
• How parents, the entire school staff and students share the responsibility for improved academic achievement
• The means by which the school and parents build and develop a partnership to help students achieve the State’s standards
• Other provisions as required by law