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Handbook 2015-16
GLASTONBURY-EAST HARTFORD ELEMENTARTY MAGNET SCHOOL SCHOOL HANDBOOK 2015-2016 SCHOOL MISSION STATEMENT The mission of the Glastonbury-East Hartford Elementary Magnet School is to prepare students for life in the culturally diverse, technology-oriented, interdependent world of the twenty-first century. To accomplish this mission, students will work together as multi-ethnic explorers of all areas of knowledge with special concentration on: - Science and Technology - Global Peoples, Cultures and Issues - Problem solving through cooperation 2 Glastonbury-East Hartford Magnet School 95 Oak Street Glastonbury, CT 06033 Phone (860) 633-4455 Fax (860) 657-8427 IMPORTANT INFORMATION AT A GLANCE OFF-HOURS SICK LINE – 633-4455 ext. 4926 (Voicemail- leave message) SCHOOL HOURS – 8:50 am to 3:20 pm WEB SITE – http://www.crecschools.org/ourschools/glastonbury-east-hartford-elementarymagnet-school/ 3 Faculty List 2015-16 Administration POSITION E-MAIL ID ROOM# Principal Asst. Principal Secretary Secretary Nurse rdonlon kstanco blatouche jegraham lmarrero 116 107A 116 116 118 Classroom Teachers POSITION E-MAIL ID ROOM# Laura Lisa Jessica Michelle Joan Jaime Theresa Jessica Michelle Jean Lesley Christine Sheri Brooke Kavitha Deborah Jennifer Lisa Heather Mary Jean Gabrielle 2nd Kindergarten Kindergarten 4th 3rd Pre K Pre K 4th 5th 5th 1st 1st 2nd Kindergarten 3rd 4th 2nd 1st Pre K 5th 3rd lberent lcordova jfagan mgarbart jgreen jjinks tkollmer jemartin mmuirhead jmoore lmroz cpeach sraffalo brau kmenon dsaunders jgosselin lsilva hsullivan myencho gyoung 214 101 105 203 211 102 104 205 206 202 108 110 212 103 207 201 210 112 106 204 209 Special Area Teachers POSITION E-MAIL ID ROOM# Betty Brown Katie Tracy Elizabeth Greg Zhengjie Mandarin Special Ed. Art Library Media Speech & Language Phys. Ed. Mandarin bchang cbrown keck tgagnon egottier ggrochowski zguo 128 114 126 120 107 125B 128 Ryan Kurt Belle Jean Lorraine Donlon Stanco Latouche Graham Marrero Berent Cordova Fagan Garbart Green Jinks Kollmer Martin Muirhead Moore Mroz Peach Raffalo Rau Rogers Saunders Senick Silva Sullivan Yencho Young Chang Christina Eck Gagnon Gottier Grochowski Guo PHONE EXT 4921 4961 4919 4920 4926 PHONE EXT 4954 4900 4904 4946 4950 4901 4903 4948 4949 4945 4910 4913 4956 4902 4955 4944 4957 4915 4905 4947 4953 PHONE EXT 4941 4909 4939 4930 4937 4941 4 Caroline Kathleen Diane Sheri Donna Jill Jill Hiroe Beth Ismail Johndrow Marques Probert Rand Ryan Soucy Vestergaard Zaffina Support Staff Jason Navaneetham Missie Maura TaVarr Tara Janelly Traci Kathe Bert Lisa Kim Shawna Dan Dottie Lora Tanya Melinda Lydia Herrera Theodore Cheryl Maiko Kathleen Alyssa Tracy Natasha Rachel Butler Yvonee Iana Archer Balasubrahmaniya Boyd Cantwell Closs Cole Cruz D’Amico Dayton Desalliers Gonyaw Greene Holloman Jordan Just Klementon LaVallee Leatherwood Lora Lourdes Martinez McDonald Musall Robertson Schankman Squatrito Stapleton Vazquez Wendi Westergren Wright Music Social Worker Instructional Coach Special Ed. Science Specialist Instructional Coach Social Worker Ed. Tech. Specialist Special Ed. cismail kjohndrow dmarques sporbert drand jiryan jsoucy hvestergaard bzaffina 124 113 208B 218 123 107B 107C 109 208 4936 4924 4952 4916 4934 4906 4908 4911 4951 POSITION E-MAIL ID ROOM# Planetarium Paraprofessional Paraprofessional Associate Instructor Paraprofessional Paraprofessional Associate Instructor Associate Instructor Paraprofessional Custodian Paraprofessional Family Liaison Paraprofessional Custodian Paraprofessional Associate Instructor Paraprofessional Paraprofessional Paraprofessional ELL Associate Instructor Associate Instructor Associate Instructor Associate Instructor Associate Instructor Paraprofessional Behavior Interventionist Paraprofessional Associate Instructor Associate Instructor Paraprofessional jarcher nbalasubrahmaniya mboyd mcantwell tcloss tcole jcruz tdamico kdayton bdesalliers lgonyaw kgreene sholloman dajordan djust lklementon tlavallee mleatherwood llora lherrera tmartinez cmcdonald mmusall krobertson aschankman tsquatrito nstapleton rvazquez wbutler ywestergren iwright 119 102 120 PHONE EXT 4923 4901 4930 207 106 4955 4905 101 4900 120B 4907 103 4943 4902 104 105 111 4903 4904 4914 101 4900 212 4956 5 ABOUT THE SCHOOL History In response to a 1988 Connecticut State Department of Education report, which called for interdistrict cooperation to integrate the state's schools, the superintendents of Glastonbury and East Hartford devised the idea for an elementary magnet school. The two towns' Boards of Education were supportive and teamed together to shape a school whose quality and uniqueness would attract children from both districts. After two years of planning by a Task Force of school and community representatives, The East Hartford-Glastonbury Magnet School opened its doors to students, half from each district, in the fall of 1992. Five years later, the first class of sixth graders graduated from the school in June 1997. In 2010, the school began accepting students living in Hartford. In 2012, students from throughout the state in grades Pre-K through five were eligible to attend. The school continues to focus on its magnet themes of science, technology, and global studies. Formerly, students received instruction in Japanese. With the move to the new building, the school began transitioning to the study of Mandarin. In July of 2012, the school moved to its new home in Glastonbury, changing its name to the Glastonbury-East Hartford Magnet School (GEHMS). The Glastonbury –East Hartford Magnet School is a public school; no tuition is charged to parents. Funding for the school comes from the State of Connecticut, Department of Education, the local school districts, and other sources. Responsibilities for the GEHMS’ program rest with the Boards of Education of Glastonbury and East Hartford, while curricular, fiscal, and personnel matters are managed by the Capitol Region Education Council (CREC). Programs The planners and staff of the Glastonbury-East Hartford Magnet School have dedicated themselves to creating a learning program with the following specific characteristics: The school is a learning organization composed of a community of learners. The learning community is a microcosm of today’s culturally diverse society; unity and inclusion are central to the curriculum. The school’s curriculum is thematic and interdisciplinary. The school uses an activity-based curriculum. The curriculum emphasizes science, technology and global education. The school acknowledges learners’ developmental levels and provides appropriate learning experiences. The school has a flexible schedule for learning experiences. The school recognizes a variety of talents that learners possess. The learning organization uses collaborative and flexible staffing designs. The learning community encourages and incorporates family involvement. The school partners with various community groups and organizations and recognizes an interdependent role in the larger community. Academics In addition to the school’s theme, GEHMS offers a challenging and cutting-edge elementary curriculum in language arts, mathematics and social studies which emphasizes mastery learning. Whenever possible, basic skills and multiple academic areas are integrated into ongoing projects 6 and theme units. In this way, children can apply the skills they learn and value their importance. The school also provides reading and math intervention as well as special education support services to children who qualify. Special Emphasis is placed on the following programs at the Magnet School: SCIENCE Preserving the earth, exploring space, engineering, and improving health are important to children and vital for the future of our planet. The GEHMS curriculum contains hundreds of exciting hands-on science projects and field study opportunities such as examining life and pollution in ponds, streams and at the shore. In our science lab, students observe their specimens and make further discoveries. Hands-on projects lead to skill development in many areas. For example, math and literacy skills are enhanced as students keep science journals, construct graphs, and write about their discoveries. TECHNOLOGY GEHMS students use technology as a learning and presentation tool. Students have regularly scheduled computer lab time as well as access to classroom computers and iPads. Students use the computer to conduct research, use educational programs and applications, and to communicate across the country and around the globe. Student projects frequently incorporate programs such as Power Point and Publisher. Upper grade students also develop web sites to share their research. FOREIGN LANGUAGE GEHMS was the first elementary school in the state to take advantage of a young leaner’s innate ability to acquire a second language. Until the 2011-2012 school year students at GEHMS studied Japanese. A transition to Chinese began in 2012-2013. Now, all students in Pre-K through grade 5 study Mandarin. Our philosophy of language instruction is based on teaching an active, communication-based curriculum. Through the study of foreign language and cultures, students gain practical communication skills to help them become sensitive, effective communicators able to collaborate in diverse settings for the 21st century. PARTNERSHIPS The GEHMS philosophy of community involvement and integrated learning makes the establishment of learning partnerships vital to the quality, uniqueness and excitement of the GEHMS program. The outstanding and enthusiastic teaching staff is the first link in this learning partnership. Active and supportive parents are another. At GEHMS, parents find an open door and many opportunities for involvement. Additionally, outside organizations offer extra resources, which enhance our program in a number of ways. The school has a close working relationship with Central Connecticut State University, Pratt & Whitney, NASA, Hamilton Standard, and the Connecticut Science Center. 7 GENERAL INFORMATION Administration Principal and Staff The staff brings a wealth of training and experience to the school under the leadership of principal, Ryan Donlon, who began at GEHMS in September of 2013 as well as the Assistant Principal Kurt Stanco who began in August of 2013. We encourage parents to communicate with the administration and teachers. The staff can be reached by phone or by e-mail. CREC The Glastonbury-East Hartford Magnet School was formed and is governed by the Boards of Education of East Hartford and Glastonbury. Since the beginning the school has been managed by the Capitol Region Education Council (CREC), which is a consortium of 35 school districts in the Hartford area. CREC manages a total of nineteen magnet schools including: the Greater Hartford Academy of the Arts, Metropolitan Learning Center, Montessori Magnet School, Two Rivers Magnet Middle School, the University of Hartford Magnet School, International Magnet School for Global Citizenship, Reggio Magnet School of the Arts, Discovery Academy, Museum Academy, and Public Safety Academy. CREC is involved with a wide range of educational services from early child care to adult education. For further information about CREC, the Capitol Region Educational Council, see the web site at www.crec.org. Advisory Committee The Advisory Committee has been established by the participating Boards of Education to assist the Board of Education and the GEHMS staff in an advisory capacity regarding the school’s program, goal setting and program evaluation, locating and securing additional resources for the school and problem solving for the future growth and development of the school. There are five regularly scheduled meetings per year. The Advisory Committee is composed of permanent and limited term members. The permanent members are the GEHMS’ principal, assistant superintendents of both towns, the director of CREC Magnet Schools, and a Board of Education representative from each town. Term Limited members are: two parents from Glastonbury and East Hartford who serve two year terms, two teacher representatives from the GEHMS school staff who serve overlapping two year terms, and members from community. We are looking for interested parents to serve on this committee. Please read the Newsletter for more details. After-School Enrichment Programs Magnetic Attractions is GEHMS’ after-school program that offers a host of classes for students at all grade levels. Magnetic Attractions courses typically run in March and April. In the past, courses have ranged from magic to robotics and rocketry. Classes are taught by GEHMS faculty, parents and outside professionals. Please check the GEHMS Newsletter and school notices for information on this year’s after-school program and scouting. 8 Application & Admission Process Applications to all CREC Magnet Schools, including GEHMS, are made through the Regional School Choice Office (RSCO) lottery. The lottery deadline is in January for the following school year. Applications can be made on line at www.choiceeducation.org. Sibling Applications Siblings are given preference in the GEHMS lottery. An application must be completed and submitted by the application deadline. The spirit of the sibling admission policy is to provide cohesiveness for all children in the same family. With that in mind, a sibling is defined as a child, whose other sibling currently attends GEHMS and will attend the school during the following year. Please note that an incoming kindergarten-aged brother or sister of a fifth grade student is not given sibling preference because the children would not be attending the school at the same time. To be considered siblings the children must also reside in the same household and have the same parents or legal guardians. Siblings who are qualified for the lottery are automatically given a slot provided sufficient space is available and an application has been received. Should there be more sibling applications than space available, the sibling applications will be subject to a lottery. Arrival and Dismissal If you are driving your child to school, drop off time is 8:50 a.m. Please use the left hand loop when you enter the parking lot. All students, parents, and visitors must enter the building through the front entrance. If you would like to drop off your child earlier, the school offers a Before Care option (see section titled “Before and After School Care” below). Punctual arrival is crucial to a positive start to the school day and to student success. After 9:00 a.m. all students are considered late. If a student is late, the student and parent must report to the office and sign in before the student can go to the classroom. Any student being picked up during the school day should bring a note to school and must have an authorized adult sign them out through the main office. Students will be called to the office for such a pick up when the parent/guardian arrives, not prior to. Dismissal begins at 3:15 p.m. Dismissal for early release days begins at 1:00 p.m. Parent pick up for the end of the school day takes place in the cafeteria. Parents may park in the spaces on the left side of the school and enter through the cafeteria. Staff members will be present to check out parents picking up students. Parents, guardians, or designated persons picking up students should be ready to present identification when necessary. Asbestos Legislation requires all school buildings to be reevaluated to determine if asbestos is present and if it poses a significant health hazard to the building’s occupants. The District has on file plans showing the location of asbestos in each building and measures undertaken to comply with regulations to maintain a safe school environment. A request to review these plans may be made at the school office. Assessment Students at GEHMS are assessed throughout the year using a variety of means. Common classroom methods include teacher observation, analysis of student work, pre and post assessments, student9 teacher conferences, running records and unit tests. Our students also participate in the CREC Common Assessments. These assessments are given to all students in CREC schools at a given grade level. They help us track student progress over time, determine if students need extra support, and make changes to curriculum and instruction. Students in grades three through five also participate in the Smarter Balanced assessment, which generally takes place in March. This assessment is taking the place of the Connecticut Mastery Test. Additionally students in grades two through five take the STAR assessments three times during the school year. These tests are closely aligned to both the Connecticut Common Core State Standards and the Smarter Balanced assessment. Attendance Connecticut Laws and Regulations on Attendance Connecticut state law requires parents to make sure that their children between the ages of 5 to 18 attend school regularly. Daily attendance is a key factor in student success, thus any absence from school is an educational loss to the student. These laws and regulations are designed to minimize student absenteeism while providing students the opportunity to make up school work missed due to a legitimate absence. “A student is considered to be ‘in attendance’ if present at his/her assigned school, or an activity sponsored by the school, such as a field trip, for at least half of the regular school day. A student serving an out-of-school suspension or an expulsion will always be considered absent.”(CT State Board of Education) The parent or person having control of a child shall have the option of waiting to send the child to school until the child is six or seven years of age, upon signing an option form at the sending school district offices. A student must remain in school until age 18, unless he/she graduates or gets written consent from a parent/guardian on the sending district provided form to leave school at age 17. CHRONIC ABSENTEEISM New legislation regarding Chronic Absenteeism (P.A. 15-224), effective July 1, 2015 defines a chronically absent child as one whose total number of absences at any time during the school year is equal or greater than 10% of the total number of days such student has been enrolled in school during that school year. Chronic absenteeism is different from truancy as it measures the total time a student is out of school, both excused and unexcused absences. For families of students who are chronically absent or in danger of becoming chronically absent, the school will work to meet and discuss school interventions and community referrals and make recommendations for such students and parents/guardians. EXCUSED ABSENCE A student’s absence from school shall be considered “excused” if a written documentation of the reason for such absence has been submitted within ten (10) school days of the student’s return to school and meets the following criteria: A. For absences one through nine, a student’s absences from school are considered “excused when the student’s parent/guardian approves such absence and submits appropriate documentation to school officials. (Define required documentation.) 10 B. Students receive an excused absence for the tenth absences and all absences thereafter, when they are absent from school for the following reasons: 1. Student illness, verified by a licensed medical professional, regardless of the length of the absence. 2. Students observance of a religious holiday. 3. Death in the student’s family or other emergency beyond the control of the student’s family. 4. Court appearances which are mandated. (Documentation required) 5. The lack of transportation that is normally provided by the district other than the one the student attends. 6. Extraordinary educational opportunities pre-approved by District administration and in accordance with Connecticut State Department of Education guidelines Other 1. Per guidance provided by the CT State Department of Education in May 2013, “absences that result from a student not receiving transportation from one school district to attend school in another district must be deemed as an excused absence.” (ie: in the case of an inclement weather situation.) No parental note is needed in the circumstance. 2. Per guidance provided by the CT State Department of Education in May 2013, Extraordinary Educational Opportunities may now be considered excused absences if the established criteria are met. Approvals for Extraordinary Educational Opportunities will be submitted by parent/guardian to the CREC Superintendent’s office 10 days prior to the trip. UNEXCUSED ABSENCES A student’s absence from school shall be considered unexcused unless they meet one of the following criteria: A. The absence meets the definition for an excused absence (see above) or B. The absence meets the definition of a disciplinary absence. TRUANCY A student age five to eighteen** inclusive with 4 (four) unexcused absences in one month or 10 (ten) unexcused absences in a school year will be considered a truant. A Family with Service Needs petition may be filed by the magnet school in compliance with state regulations. Attendance at GEHMS Daily and punctual student attendance is crucial to the success of children in school. With this in mind, every attempt should be made to schedule necessary appointments after school hours, on weekends, and during vacation periods. For appointments that parents are unable to schedule outside of school hours, parents should notify the school in advance by writing a note or emailing the classroom teacher or the school secretaries the morning in which the absence occurs. Staff arrives at school at 8:00 a.m. however; there is an answering machine on at all times for you to leave a message at 860-633-4455 ext. 4926. When reporting your child’s absence via phone, please state your child’s full name, teacher’s name and the reason for the absence. Students arriving to school after 9:00 a.m. are considered tardy and must be signed in at the main office. When a parent determines that their child is going to be tardy, parents are requested to contact the school by phone at their earliest convenience. When reporting your child tardy, please state your child’s full name, teacher’s name, the reason for the tardiness, and the time you expect your child to arrive to school. A student who is repeatedly tardy may be considered truant. The GEHMS attendance policy as well as Connecticut state statutes regarding student attendance are detailed below. 11 GEHMS Attendance Procedures School begins at 8:50 a.m. o Any student arriving after 9:00 a.m. will be marked “tardy”. Excessive tardiness will result in the Attendance Committee conducting a file review and holding an attendance meeting with the family. Students arriving late because of a late-arriving bus will not be marked tardy. School dismisses at 3:20 pm o Any student dismissed prior to 3:00 pm will be marked “dismissed early”. Accumulated Absences Four unexcused absences in one month may result in an attendance meeting with administration. Ten accumulated absences may result in an attendance meeting with administration. o The meeting will attempt to account for full day absences as well as accumulated late arrivals and early dismissals. o The goal of the attendance meeting will be to create an action plan to support the student’s regular attendance at school. The school social worker and school nurse may be in attendance to support the creation of the plan. o The goal of this meeting is to work collaboratively with the family. If however, the parent/guardian does not support the effort to address the attendance issue, the school may seek further support from outside agencies/resources. Absences due to illness must be called in to the school nurse or the main office. Parents/Guardians are required to contact the school secretary or nurse when students will be out for any reason. When the school is not notified of a student absence, attempts will be made to reach the family via automated message. Before and After School Care The school operates a Before and After School Program for students and parents that require extended child care hours. The program begins at 7:15 a.m. and ends at 6:00 p.m. On early dismissal days the After School Program runs until 6:00 p.m. For more information, including the cost associated with the program and registration materials, please contact the school office. Behavior Expectations, Conduct, and Discipline CREC Magnet Schools cultivate the mind, body and heart of each student. We have a shared vision and coordinated plan for promoting, enhancing and sustaining a positive school climate. Each member of the faculty and staff understand their individual role while applying a systematic approach to developing an environment that fosters optimal academic engagement for all students. CREC Magnet School parents and staff work together to: • Promote a positive and successful educational experience for every child • Embrace diversity • Ensure students are college and career ready • Foster self-confidence and self-discipline in our students • Connect success in school to future successes in life • Develop global awareness 12 • Guide students through conflicts, encourage them to restore trust and rebuild relationships • Value and support students through disciplinary issues CREC Magnet School students will: • Demonstrate honor, respect and responsibility in their actions and decisions • Embrace diversity • Develop self-confidence and self-discipline • Connect success in school to future successes in life • Develop global awareness • Reflect on conflict and seek ways to restore trust • Work with teachers, administrators and parents when school rules are violated to restore environment and relationships CREC schools serve a common purpose: to create learning environments that are uniquely designed to encourage innovation, exploration and excitement of knowledge. We believe that strong academics are positively linked with appropriate learning behaviors while students are in school. We expect school rules to be followed and will work in partnership with students and families should an issue arise, adhering to CREC Policy 5144 included below. Disciplinary Procedures Article I - Disciplinary Procedures - Overview 1.1 When minor violations occur, the usual procedure will be a discussion of the problem with the student and counseling of the student to eliminate repetition of the violation. 1.2 Repeated minor occurrences or a serious violation should lead to a parental conference. 1.3 When these measures prove ineffective, other disciplinary measures (i.e. - removal from classroom, suspension or expulsion) may be warranted and imposed by the school principal, his/her designee, the Executive Director and/or the Council. Article II - Removal Removal - means an exclusion from a classroom for all or part of a single class period, provided such exclusion does not extend beyond ninety minutes. 2.1 The Council authorizes teachers, with the approval of the school principal, or his/her designee, to remove a student from class when such student deliberately causes a serious disruption of the educational process within the classroom. However, no student shall be removed from class more than six times in any one school year nor more than twice in one week unless the student is granted an informal hearing by the school principal or his/her designee in accordance with Article V. 2.2 Whenever any teacher removes a student from the classroom, the teacher shall send the student to an area designated by the school principal or his/her designee. The teacher should also advise the school principal or his/her designee of the name of the student against whom such disciplinary action was taken and the reason therefore. 2.3 Each teacher shall maintain an individual student log of disciplinary action in accordance with a designated form. The teacher shall provide the original copy of such log to the school principal when referring a student for disciplinary action. If removal from a classroom does not result in the 13 disposition of the disciplinary case within ninety minutes, the school principal must consider the case an in-school suspension or suspension and follow the procedures set forth in Articles III or IV, whichever is applicable. 2.4 Any student who is removed from class shall be given an opportunity to complete any class work including, but not limited to, examinations which such student missed during the period of the removal. Article III - In-School Suspension In-School Suspension - means an exclusion from regular classroom activities for no more than five (5) consecutive school days. In-school suspension does not include exclusion from school. An in-school suspension shall not extend beyond the end of the school year in which the in-school suspension was imposed. 3.1 3.2 During an in-school suspension: a. The student must report on time to the in-school suspension room. Students who do not complete their assignments during their in-school suspension will be given additional time of in-school suspension up to an aggregate of five (5) consecutive school days. b. Special assignments must be completed by the student and returned to the Assistant Principal’s office, or the school principal’s designee. c. Except for lunch, no student is allowed to leave the in-school suspension room unless either an emergency exists or the student is granted permission by the teacher in charge of inschool suspension. d. Uncooperative students are to be reported to the office immediately. e. Additional classroom work may be assigned by the teacher in charge of in-school suspension when appropriate. Students not complying with the in-school suspension rules indicated above, shall be suspended outof-school after an informal hearing with the school principal or his/her designee as set forth in Article V. Article IV - Suspension Suspension - means exclusion from school privileges or from transportation services for no more than ten (10) consecutive school days or a total of fifty (50) days in one school year. A suspension shall not extend beyond the end of the school year in which the suspension was imposed. For purposes of reporting, partial day removals are to be included when determining the number of days a student has been suspended. 4.1 Unless an emergency situation requiring the student's immediate exclusion exists, the school principal shall observe the procedures set forth in Articles V and VI, in all actions which may lead to suspension. In the event of an emergency, the procedure must be initiated as soon after the cessation of the emergency as possible, but no later than seventy-two (72) hours after the exclusion. 14 4.2 No student shall be suspended prior to having an informal hearing before the school principal or his/her designee, in accordance with Article V. Article V - Informal Hearing Process The following procedures shall be followed in the event that the school determines a suspension may be warranted: 5.1 Prior to a suspension, the student will be informed of the charges which have been posed. 5.2 The student will meet with the school principal or his/her designee to review the incident. 5.3 The student shall be granted an opportunity to refute the charges against him/her. 5.4 Based on the information provided to the school principal or his/her designee, the school principal or his/her designee shall make a decision. However, the school principal, if he/she deems it necessary shall investigate the matter further prior to making a decision. Upon completion of the investigation, the school principal or his/her designee shall make a decision. 5.5 The school principal or his/her designee shall inform the student and his/her parent or guardian of the disciplinary action imposed within a reasonable period of time. Article VI - General Procedure Governing In-School Suspensions and Suspensions After an in-school suspension or a suspension, the following procedure shall be followed: 6.1 The school principal or designee shall make every effort to immediately notify the parents and/or guardians at the last phone number(s) provided to the school by the parents and/or guardians of the student about the student's action and state the cause(s) leading to the school action. 6.2 Whether or not telephone contact is made with the parent, the school principal or his/her designee shall notify the parents and/or guardians in writing at the most recent address reported on school records within one school day of the action and shall offer the parent an opportunity for a conference to discuss the matter. 6.3 If a student is eighteen years of age or older, any notice required by this policy shall also be given to the student. 6.4 Any student who is given an in-school suspension or is suspended shall be given an opportunity to complete any class work including, but not limited to, examinations which such student missed during the period of in-school suspension or suspension. Article VII - Expulsion Expulsion - means an exclusion from school privileges for more than ten (10) consecutive school days and shall be deemed to include, but not be limited to, exclusion from the school to which such student was assigned at the time such disciplinary action was taken, provided such exclusion shall not extend beyond a period of one (1) calendar year. All expulsions are handled by the home school district. 15 7.1 The L.E.A. may expel a student from school if, after a hearing, the Board finds that his/her conduct endangers persons or property, or whose conduct on or off school grounds is seriously disruptive of the educational process, or is violative of a publicized school policy. 7.2 In the event that a school principal or other school personnel has reason to believe that the student has engaged in conduct that endangers persons or property, conduct, on or off school grounds, that is seriously disrupting of the educational process or is violative of a publicized school policy, the school principal or his/her designee shall conduct an investigation into the matter. 7.3 If, after completing the investigation, the school principal determines that grounds for expulsion exist, he/she shall forward such request to the Superintendent of the local school district after consultation with the Assistant Executive Director within five (5) days of the conclusion of the investigation. Article VIII - Actions Leading to Suspension or Expulsion 8.1 Any student whose conduct endangers persons or property or whose conduct on or off school grounds is seriously disruptive of the educational process or is violative of a publicized school policy shall be subject to discipline up to and including expulsion. The following acts shall be grounds for disciplinary action, up to and including, expulsion: a. Striking or assaulting a student or any member of the school staff. b. Theft or knowingly possessing stolen goods. c. Using obscene gestures, racial slurs or abusive language directed at a member of the school staff or other students. d. Participating in walkouts from, or sit-ins within a classroom or school building. e. Attempts at extortion or intimidating school staff or other students. f. Unauthorized possession, sale or consumption of illegal drugs, narcotics or alcoholic beverages. g. Possession of drug paraphernalia. h. Possession of cigarettes and/or other types of tobacco. i. Destruction of school property or personal property. j. Misbehavior on a school bus. k. Class truancy. l. Possession of electronic devices. m. Unauthorized use or misuse of computers or other technological equipment. n. Possession of a remotely activated paging device (unless the student obtains written permission from the school principal for possession and use of the device). o. Sexual harassment, harassment and hazing. 16 p. Leaving school without permission. q. Misconduct of a nature that threaten the safety of school property or the welfare of the persons who work or study therein. r. Refusal to give name or giving a false name to teacher, refusal to obey or insolence towards a member of the school staff. s. Violation of smoking, dress, attendance or transportation regulations. t. Gambling. u. Accumulation of minor offenses. v. Throwing snowballs, rocks, sticks, food, etc. w. Failure to stay for detention. The above noted list is not exhaustive and students may be disciplined, up to and including expulsion, for other forms of conduct that endangers person or property or whose conduct on or off school grounds is seriously disruptive of the educational process or whose conduct violates publicized school policies. 8.2 Students requiring special education and related services may be suspended in accordance with applicable federal and state law. Article IX - Actions Leading to Mandatory Expulsion In accordance with state law, whenever there is reason to believe that any student was in possession of a firearm or deadly weapon on or off school grounds, the Principal will recommend expulsion to the local Superintendent and LEA. In the event that the Board finds, after a formal hearing, that the student possessed a firearm or weapon on or off of school grounds, the student shall be expelled from school for one (1) calendar year. However, the Board, on a case-by-case basis, may modify the expulsion period. Bullying Policy The CREC Council promotes a secure and positive school climate, conducive to teaching and learning that is free from threat, harassment, and any type of bullying behavior. Any staff member, employee, or student who engages in an act that injures, degrades, or disgraces another student or staff member, disrupts the educational process, or interferes with a student’s opportunity to obtain an education, shall be subject to appropriate disciplinary action. Therefore, it shall be the policy of the CREC Council that bullying of a student by another student either on school grounds, on a bus, or outside of the school setting if it has a direct and negative impact on a student’s academic performance or safety in school is prohibited. Public Act No. 11-232 defines bullying as: (A) the repeated use by one or more students of a written, oral, or electronic communication, such as cyberbullying, directed at or referring to another student 17 attending school in the same school district, or (B) a physical act or gesture by one or more students repeatedly directed at another student attending school in the same school district, that: (i) Causes physical or emotional harm to such student or damage to such student’s property, (ii) places such student in reasonable fear of harm to himself or herself, or of damage to his or her property, (iii) creates a hostile environment at school for such student, (iv) infringes on the rights of such student at school, or (v) substantially disrupts the education process or the orderly operation of a school. Public Act No. 11 – 232 clearly indicates that bullying may occur: on school grounds, at a schoolsponsored or school-related activity, function or program whether on or off school grounds, at a school bus stop, on a school bus or other vehicle owned, leased or used by the Board of Education, or through the use of an electronic device or an electronic mobile device owned, leased or used by the Board of Education, as well as outside of the school setting. Physical acts or gestures, based on any actual or perceived differentiating characteristics, such as: race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression, socioeconomic status, academic status, gender identity, physical appearance, or mental, physical, developmental or sensory disability, or by association with an individual or group who has or is perceived to have one or more of such characteristics are to be considered under the classification of bullying. Student and/or their parent may file a written report of conduct they consider bullying. Students may also make an informal complaint of conduct that they consider to be bullying by verbal report to any school employee, who will promptly reduce the complaint to writing and forward it to the Safe School Climate Specialist for review and action. A copy of this school’s safe school climate plan may be found at the school’s office. The complaint procedure is also posted on the District’s website and the school website. Students and parents are permitted to make anonymous reports of bullying. Parent written reports and student anonymous reports will be investigated by the Safe School Climate Specialist but no disciplinary action shall be taken solely on the basis of an anonymous report. The Safe School Climate Specialist is responsible for taking a bullying report and investigating the complaint. Parents of students involved in a verified act of bullying will be invited to attend at least one meeting at school. Bus Safety Safety rules are strictly enforced on the buses. There is a set of consequences for times when students do not follow the bus rules. Please reinforce bus procedures with your child at home. Waiting for the Bus 1. Arrive early enough at the bus stop to avoid running across the street to catch the bus. 2. Walk in the sidewalk, or any safe area off the road. 3. Do not play with balls, toys, jump ropes, etc. at the bus stop. Boarding the Bus 1. Wait until the bus comes to a complete stop before boarding. 2. Enter the bus single file, without pushing or crowding. 3. Go directly to a seat and sit down immediately. While on the Bus 1. Listen and follow the driver’s instruction at all times. 2. Act courteously. Do not tease or taunt other children. 3. No fighting or pushing 4. Stay seated while the bus is moving; no changing seats; kneeling or facing backwards. 18 5. 6. 7. 8. 9. 10. 11. 12. Keep the aisles clear. Talk quietly and do not use abusive language. Do not distract the driver. Keep hands, arms and heads inside the bus. Never throw objects on the bus or out the windows. Do not tamper or damage the bus in any way. Do not eat or litter on the bus. In case of emergency, remain seated and follow the driver’s directions. Leaving the Bus 1. Stand up only when the bus comes to a complete stop. 2. Leave the bus in an orderly manner. 3. Move away from the bus as quickly as possible. (If you can touch the side of the bus, you are too close.) 4. Always cross the street in front of the bus. Walk forward far enough away that you can see the driver’s face. Wait until the driver waves you across before moving in front of the bus. Do not assume that the driver can see you, just because you are able to see the driver. 5. Always look both ways before crossing the street. 6. If an object drops in the street, LEAVE IT. No matter how important or valuable, it can always be replaced. Consequences for not following Bus Rules If your child does not follow the bus rules outlined above and has not listened to the driver’s warnings to behave properly on the bus, the bus driver will issue a referral notice. Please remember that riding the bus is a privilege. Because student misbehavior can endanger the safety of others on the bus, it is a natural consequence for student to have this privilege taken away from them. The following procedures are followed when a bus behavior referral is made to the principal: 1st Offense 2nd Offense 3rd Offense Written warning to student and notification of parents. Warning slip to be returned to the principal upon arrival at school the following day. (Please note that the drivers typically speak to students several times about inappropriate behaviors before making a written report.) Student may be relieved of privilege to ride (1-5 days) pending meeting/discussion by student and parent with principal, at which time the principal shall determine when the privilege to ride will be determined. Relieved of privilege to ride (up to 10 days) pending meeting by student, parent, and bus driver with principal, at which time the principal shall determine when the privilege to ride will be restored. Serious misbehavior, such as fighting, destruction of property, etc. may result in immediate loss of riding privilege, as well as suspension from school. Parents are responsible for transportation when their child has lost the privilege to ride the bus. Celebrations and Birthdays As part of the “Healthy Kids Learn Better” food items are not permitted to celebrate birthdays. Most classrooms recognize birthdays through compliment circles or other activities. If families wish to further recognize a child’s birthday, please provide other alternatives such as giving pencils to the students or donating a book to the class library. During the year each class will have a variety of celebrations. If food is involved healthy choices need to be available. Cheese and crackers, fruit, and other healthy snacks are preferred. (This has been a school policy for several years and is now a state-wide requirement). A list of approved options is available under the section marked “Snacks and Treats.” 19 Child Abuse All school employees, including teachers, superintendents, principals, coaches of intramural or interscholastic athletics, paraprofessionals and other professional school staff including guidance counselors, social workers, psychologists, and licensed nurses are obligated by law (C.G.S. 17a-101) to report suspected child abuse, neglect, or if a child is placed in imminent danger of serious harm to the Connecticut State Department of Children and Families Services. Specific procedures governing the reporting of abuse and neglect are in effect, and staff receives yearly training in their use. Reporting of child abuse and neglect is a responsibility which is taken seriously. If there is any doubt about reporting suspected abuse or neglect a report will be made. The school will work with the parents and appropriate social agencies in all cases. Child abuse is defined as any physical injury inflicted by other than accidental means or injuries which are not in keeping with the explanation given for their cause. Improper treatment such as malnutrition, sexual molestation, deprivation of necessities, emotional abuse, cruel punishment or neglect is also considered child abuse. . Dress Code Please be sure your child is dressed for safety and comfort depending on the weather. Keep in mind that students will be playing outside during recess, weather permitting. Students must have gloves, hats, boots, and snow pants in order to fully participate in recess activities when snow is on the ground. Students also have physical education activities at various during the week. Dress your child in shoes suitable for running or send in a pair of sneakers on PE days. Also provide a labeled smock or old shirt for messy art and science projects. Certain items of clothing are inappropriate for academic settings, and we ask that you do not allow your children to wear them to school. Students who wear the following items will be given alternate clothing and parents will be called: t-shirts with inappropriate language or scenes; shirts with spaghetti straps; shirts that expose the abdomen; very short skirts or shorts. We also ask that students do not wear flipflops or high heeled sandals to school because students wearing such footwear experience many tripping accidents. In the past few years we have also seen chains attached to clothing or wallets; they are not permitted in school. Student dress may be regulated and students are encouraged to dress in clothing appropriate to the school situation. Restrictions on freedom of expression may be applied whenever the mode of dress is unsafe, disruptive or contrary to law. *Any school dress which impairs safety or increases the risk of injury to self or others, causes discomfort to others (e.g., uncleanliness, malodorousness, inappropriate language), causes distraction or disruption of the learning environment, advertises or advocates the use of alcohol or drugs, pornography, or is libelous or inherently contains unreasonable potential to upset and hurt others is prohibited. Early Dismissal Schedule (for planned half days) Certain days during the year are shortened to allow for parent-teacher conferences and professional development. The day prior to Thanksgiving and the last day of school are also early dismissal days. 20 These days are noted in the attached School Calendar. On early dismissal days the school day will end at 12:45 for Pre-K and at 1:00 for K-5. English Language Learners For those students for whom English is a second language, all CREC Magnet Schools have a program to assist in the development of speaking skills and literacy in English and in mastering the same academic content required of all other students, e.g. language arts, literature, mathematics, science and social studies. If you believe your child needs assistance with English as a second language, please contact Vanessa Sosa, the CREC Director of English Language Learners Services. E-Mail The school distributes messages, notes, flyers, forms, and the monthly newsletters by e-mail. It is critically important that parents keep their e-mail addresses up to date. If you do not have e-mail we can send paper copies of documents to you. Please call the school office to notify us of changes in email addresses or if you would like paper copies of notices so we can be sure you get these important messages to you. Equal Opportunity Each student is encouraged to develop and achieve individual educational goals. The district will provide every student with equal educational opportunities regardless of race, color, creed, gender, sexual orientation, gender identity or expression, national origin, religion, age, economic status, marital status, or disability. No student will be excluded on such basis from participating in or having access to any course offerings, student athletics, counseling services, employment assistance, extracurricular activities or other school resources. Programs and activities shall be accessible and usable by individuals with disabilities as prescribed by law. Regina Terrell is the designated district compliance officer, who will coordinate compliance with the nondiscrimination requirements of Title IX of the Education Amendments of 1972 and Section 504 of the Rehabilitation Act of 1973. Field Trips Students take many field trips and field study trips throughout the year. Field trips allow students to learn by doing. Most of the field trips are science related, but some relate to social studies or community service. Some of the trips last just an hour or two while other take the entire day. Signed permission slips are required for field trips. We also invite parents to volunteer to chaperone for field trips, but please do not bring a younger sibling on a field trip. If you volunteer to chaperone we ask that your presence serve to assist in supervision of students. Fire Drills & Crisis Response Drills Fire drills are held throughout the year as required by state law. Students, staff members, and visitors must follow the exit directions posted in each classroom. The school will also hold crisis response drills or “shelter in place” drills throughout the year. 21 Health Records and Medical Information All students must have current health records on file. Health histories and immunizations are State of Connecticut mandates and are required for school attendance. Children, especially those in the younger grades, should have a change of clothing in case of accidents or muddy playground incidents. Please label clothes with your child’s name and send them to the classroom teacher. Throughout the year, our nurses instruct the students in a variety of health and safety issues. Notices are sent home to inform parents of subject matters prior to the instruction of health education matters. Please contact Lorraine Marrero, school nurse, if you have any questions about medical information or records. Administration of Medication Parents of students requiring medication during school should contact Lorraine Marrero, school nurse. Special paperwork is required to permit the administration of medicine in school. The school nurse can assist families in completing this documentation. All medication must be in original container with proper labels. All CREC Magnet Schools follow the State Statutes, regulations and guidelines established by the CT State Department of Education and the Department of Health regarding the carrying, use and dispensing of medications. Students are allowed to carry EpiPens, inhalers and diabetic testing materials and medication. In cases in which a student is able to self-administer medication, the parents or guardians must submit a signed statement that the medication must be taken during the school day and the student is capable of administering the medication. The statement must be accompanied by a physician’s, dentist’s or advanced practice registered nurse’s statement indicating the necessity and naming the medication, the strength, and the prescribed dosage. It must specify the schedule on which it is to be taken and the details of administration. Such statements must be renewed at the beginning of each school year. A student with asthma or an allergic condition may carry an inhaler or an EpiPen or similar device in school at all times if he/she is under the care of a physician, physician assistant or advanced practical nurse and such practitioner certifies in writing that the child needs to keep an asthmatic inhaler or EpiPen at all times to ensure prompt treatment of the child’s asthma or allergic condition and to protect the child against serious harm or death. A written authorization of the parent/guardian is required. A school nurse, or in the absence of the nurse, a “qualified school employee” may administer epinephrine in a cartridge injector for the purpose of emergency first aid to students who experience allergic reactions but were not previously known to have serious allergies and therefore do not have prior written authorization of a parent/guardian or qualified medical professional for the administration of epinephrine. Parents/guardians may submit in writing to the school nurse and school medical advisor that epinephrine shall not be administered to his/her child. A student with diabetes may test his/her own blood glucose levels if the student has written permission from his/her parents/guardian and a written order from a Connecticut licensed physician. The time or place of such testing shall not be restricted. A school nurse or the principal will select a qualified school employee to, under certain conditions; give a glycogen injection to a student with diabetes who may require prompt treatment to protect him/her from serious harm or death. Written parental permission and written order from a physical are required. The District does not allow the ingestion of marijuana for palliative (medical) use in any school, on school grounds or at school-sponsored activities, on or off school grounds . 22 Immunization and Physicals (Students in K – 12) In order to provide the best educational experience, school personnel must understand your child’s health needs. School health forms request information from you (Part I) which will also be helpful to the health care provider when he or she completes the medical evaluation form (part II). State law requires complete primary immunizations and a health assessment by a legally qualified practitioner of medicine, an advanced practice registered nurse or a registered nurse licensed pursuant to chapter 378, a physician assistant licensed pursuant to chapter 370, a school medical advisor or a legally qualified practitioner of medicine, an advanced practice registered nurse or a physician assistant stationed at any military base prior to school entrance in Connecticut. An immunization update and additional health assessments are required in the 6th or 7th grade and in the 9th and 10th grade. This form may also be used for health assessments required every year for students participating in sports teams. Those participating in sports teams must have a physical every year and updated health form prior to participation. (Student in pre-k only) In order to provide the best experience, early childhood providers must understand your child’s health needs. The health form requires information from you (Part I) which will be helpful to the health care provider when he or she completes the health evaluation (Part II). State law requires complete primary immunizations and a health assessment by a physician, an advanced practice registered nurse, a physician assistant, or a legally qualified practitioner of medicine, an advanced practice registered nurse or a physician assistant stationed at any military base prior to entering an early childhood program in Connecticut. Homeless Students Under the McKinney Vento Federal Act Homeless students are defined as those lacking a “fixed, regular and adequate nighttime residence”. Students meeting this definition are protected and have the right to maintain their educational placement, are eligible for free school meals and for Title 1A services. If you believe your family meets this definition, please contact the school Liaison for Homeless Students or the CREC District Liaison, Carole Kerkin. Homework The purpose of homework is to help students become self-directed, independent learners and is related to the educational progress of the student. It serves to help all students reach their instructional goals. Specific homework assignments may strengthen basic skills; extend classroom learning; stimulate and further interests; reinforce independent study skills; develop initiative, responsibility, and self-direction; stimulate worthwhile use of leisure time; and acquaint parents with the student’s work in school. Lost and Found A lost and found box is located in the Gallery. Please check your child’s locker or cubby as well as the lost and found when items are lost. Small or valuable items may also be held in the school office. Jackets, sweatshirts, hats, gloves, and lunch boxes are the most common items in the lost and found box. Labeling these items is very important. 23 Military Families In June 2008, a memorandum of agreement was established creating a partnership between the Department of Defense and the Department of Education to support the education of military students. CREC recognizes that for those active duty members, Department of Defense civilians and those activated or deployed National Guard and Reserve members the phases of pre-deployment, deployment, reunion or post-deployment can be challenging to families and children. We can help. Please contact your school’s Parent Liaison, if we may be of assistance to you. Parent Conferences Parents are encouraged to become partners in their child’s educational successes. Conferences with teachers may be held at any time during the school year. Parents and students, as well as teachers, counselors or administrators may initiate a conference. A parent or student may arrange a conference with an individual member of the school staff or a group conference with school staff members. Conferences are held during school hours but every effort will be made to accommodate parent schedules. Parent Involvement/Communications Education succeeds best when there is a strong partnership between home and school based on communications and interactions. Parents/guardians are urged to encourage their children to put a high priority on education and to make the most of their educational opportunities available. Parents/guardians should become familiar with all of the child’s school activities and with the District’s academic programs, including special programs. Attendance at parent-teacher conferences, participation in campus parent organizations, attendance at board of education meetings and being a school volunteer are strongly encouraged. Parents of a child in a Title 1 funded program will receive a copy of the district’s parental involvement policy, including provisions of an annual meeting and involvement of parents in the planning, review and implementation of Title 1 programs. All CREC Magnet Schools now have a home school compact which will be made available to you. We encourage you to read this document thoroughly. Please contact your school’s Parent Liaison if we may be of any assistance to you. The opportunities for parental involvement are numerous. Volunteer activity is coordinated primarily through classroom teachers and the PTO. Opportunities range from working in the classroom, in the Media Center, and Science Lab to sharing your job skills with specific classes or the entire school. GEHMS also sponsors numerous special activities such as Family Science Night, Chinese/Japanese New Year Celebration, and Field Day that require many parent volunteers. GEHMS welcomes and expects a high degree of parental involvement and initiative and is open to your suggestions for ways in which you can enhance your child’s learning. There are a few guidelines you need to follow as a volunteer in the School: Always visit the office and sign in and out when you visit. It is essential that all volunteers respect the confidentiality of our students and families. Have fun! There are many special opportunities to experience great educational activities while your children attend the school. Take advantage of them. 24 All school employees and student teachers must be fingerprinted and have background checks conducted in order to work in schools. Volunteers who visit school for a single event, or who are under the supervision of a teacher are not required to be fingerprinted. Volunteers who work with students outside of a teacher’s supervision (for example during a Magnetic Attraction class) need to be fingerprinted at CREC Central. The process is free for volunteers. Parental Permission Forms GEHMS highly developed use of technology allows your child to engage in many learning activities with the use of computers and the internet at school. The ongoing promotion of the school in our community and the annual recruitment effort for new families showcases our students and their learning activities in the media and on our web site throughout the year. As such, the school requires parents to provide signed consent forms for a variety of areas. These include: Technology Use Policy Internet Use Policy Internet Photo Use Video and Photo Permission for print and TV coverage Others, as determined by the principal Consent forms will be sent home at the beginning of the school year and must be returned promptly in order for your child to engage in these technology activities. Permission must be received from you prior to your child’s inclusion in any media coverage. Pesticide Application Only certified pesticide applicators shall be used in schools for any non-emergency pesticide use in school buildings or on school grounds. Pesticide applications are limited to non-school hours and when activities are not taking place. Areas to receive pesticide application will be posted and a written record of all pesticide applications will be maintained for five years. Parents/guardians and staff who want to receive advance notice of all pesticide use will be listed on a registry and such notice will be provided as required by law. Parents/guardians who want to be notified prior to pesticide applications inside their child(ren)’s school assignment area may contact Douglas Henley. Note: If the district is implementing the Integrated Pest Management (IPM) concept, similar requirements as above must be met. Physical Activity All students enrolled in elementary school shall have included in the regular school day, time devoted to physical exercise, of not less than twenty minutes in total. This requirement may be altered by a Planning and Placement Team (PPT) for a child requiring special education and related services. This daily period of physical activity for elementary school students can be a combination of planned physical education classes, recess, and/or teacher-directed classroom activities. Students may not be required by school employees to engage in physical activity as a form of discipline during the school day. This restriction does not apply to brief period of respite/time-outs, referrals to a building administrator, or for safety reasons. Positive Behavioral Interventions and Supports (PBIS) PBIS is a school wide initiative practiced by all staff that teaches and reinforces appropriate behavior and making the right choices in school. Additionally, PBIS teaches staff to continuously examine adult actions in working with students to encourage them to comport themselves well. Under this system, GEHMS utilizes a protocol for behavior in every area of the building in which we teach children to be “Kind, Safe, 25 and Responsible.” This protocol is called the “Rocket Rules.” Below is a matrix that details the “Rocket Rules” for each area of the school. When students are randomly observed making good choices, they may be rewarded with “Rocket Tickets.” The tickets can be redeemed for a variety of special privileges at school. We encourage all parents to speak to their children about the “Rocket Rules” and to ask staff if you have any questions. 26 GEHMS PBIS Matrix/The Rocket Rules Hallway Be Kind Silent voices Quiet feet Silent greetings Be Safe Walk at all times in line order Face forward Keep hands to yourself Be Responsible Cafeteria Welcome classmates to your table Dismissal Listen carefully Say “Please and Thank You” Think before you speak Walk carefully Wait your turn in lunch line Include others Respect privacy Use equipment safely Keep bags closed Keep hands and feet to yourself Enter using the silent signal Wait silently Use lockers safely Use inside voice Face forward Clean up Take turns Maintain personal space Eat your lunch Use water fountain appropriately Take turns Classroom Assembly Speak when it is your turn Eyes on speaker Stairwell Silent voices Quiet feet Encourage each other Silent greetings Think before you speak Stay seated Raise your hand for help Bathroom Think before you speak Pay attention Stay with your class Recess Be ready to go Use toilets, doors, and sinks appropriately Keep hands to yourself Stay in designated area Listen to the adults Line up quickly when you hear the signal Put all equipment away Wash hands Keep bathroom clean Use quiet voices Keep hands, feet, and objects to yourself Use classroom furniture and materials properly Keep your body calm Follow directions the first time Help keep your classroom neat and organized Focus on learning Maintain personal space Stay seated with your class Enter and exit using the silent signal Clap appropriately Walk single file Keep hands and feet to yourself Only use main stairwell Pay attention Stay to the right Raise hand to participate One step at time Promotion, Retention, and Placement CREC encourages and insists on the highest quality of academic performance from all students. It expects excellence from its faculty and supports vigorously the teachers’ demands for serious, substantial scholarship from students commensurate with their individual abilities. Instruction and instructional programs must provide maximum opportunity for students to progress through school according to their needs. The intent of this policy is to ensure that all promoted students can benefit from the next level of instruction. Students normally will progress annually from grade to grade. Decisions regarding the promotion/retention and placement of students will be made on the basis of documented academic achievement in relation to the intellectual ability and overall physical, emotional, and social well-being of the student. All teachers must evaluate students’ educational progress during the school year. This progress, or lack of progress, is communicated to the parent, through written progress reports and parentteacher conferences. Parents must be informed by March 15 if retention or acceleration is being considered. The final decision regarding placement or retention will be made by the principal. Psychotropic Drug Use School personnel are prohibited from recommending the use of psychotropic drugs for any student enrolled within the school system. School nurses, nurse practitioners, district medical advisor, school psychologists, school social workers and school counselors, may recommend that a student be evaluated by an appropriate medical practitioner. Further, the District is prohibited from requiring a child to get a prescription before he/she may attend school, be evaluated to determine eligibility for special education or receive special education. Report Cards Report cards are distributed three times during the school year: in early December, mid-March and at the end of the school year in June. In December and March they are distributed just prior to parent/teacher conferences. Student Records A student’s school records are confidential and are protected by federal and state law from unauthorized inspection or use. By law, both parents, whether married, separated, or divorced, have access to the records of a student who is under 18 or a dependent for tax purposes. A parent whose rights have been legally terminated will be denied access to the records if the school is given a copy of the court order terminating these rights. School Lunch The school breakfast and lunch program will be available to all students in the cafeteria through the Glastonbury Public School Food Service Department. Menus will appear each month in the monthly newsletter. Children may bring lunch from home but no refrigeration is available. If your child will buy lunch frequently, we strongly encourage you to pay for meals in advance so students aren’t carrying money. Payments can be made by check. Please review the Cafeteria Advance Payment Option form for more details Prices: Breakfast $1.50 Hot/Cold lunch with milk: $3.00; milk only: $.50. Free and/or Reduced Price Lunch Some students are eligible for free or reduced price lunch. Forms are sent to all families in the fall and additional forms are available from the office. School News GEHMS utilizes multiple forms of communication for disseminating information. Teachers send group emails to keep their parent communities aware of information that pertains to their specific classes. The administrators utilize School Messenger in order to send pertinent calls and emails. Additionally, GEHMS uses Schoology, an online information system. All of these are used in concert to communicate information about school activities, special events, and items needed for the school/class, or anything else needed to keep you informed. Please access these communications as needed in order to stay informed. Should you have difficulty accessing any of these systems, please contact the school. Snacks & Treats We believe that “Healthy Kids Learn Better.” Each year we teach lessons that integrate health, physical education, and science in an effort to teach students about maintaining healthy lifestyles through proper nutrition and exercise. As part of this project we are asking parents to help by only sending healthy snacks and lunches to school. Group snacks at GEHMS that are intended to be shared with students must be on the list below. Some brands are listed specifically because they do not contain certain allergens. All snacks to be shared must be in the original, sealed container with the label intact. Pretzels: UTZ, Bachman, Pepperidge Farm, Rold Gold Animal Crackers: Barnum’s Original (only brand) Fruit cups- individual, pre-packaged Fruit snacks/fruit roll-ups: Betty Crocker brand, Annies Organic Bunny Fruit snacks Raisins Craisins Go-gurt yogurt Goldfish crackers: Pepperidge Farm Cheez-its Teddy Grahams Graham crackers: Nabisco, Keebler Saltines: Sunshine, ShopRite String cheese Cereal bars: Nutri Grain- blueberry, strawberry, raspberry, apple cinnamon, blackberry, mixed berry, cherry Pomegranate, strawberry acai Special K bar- blueberry, strawberry, raspberry, vanilla crisp, chocolate drizzle Pudding: individual, pre-packaged Jello: individual, pre-packaged Rice cakes: Quaker Quakes in caramel corn, ranch, sea salt, kettle corn, cheddar cheese 29 Snow Days & School Closing School Cancellation If school is cancelled or if school will be opening late, all parents will receive calls and e-mails through the “School Messenger” system at approximately 6:30 a.m. It is important that you keep you phone numbers and e-mail addresses up to date to receive these urgent messages. Information regarding CREC Glastonbury-East Hartford Magnet Schools school closings and late openings is given all the local TV stations and, WTIC AM 1080. Late Opening Schedule If school is delayed due to snow, etc., school will begin 90 minutes late at 10:20. Early Dismissal Due to Weather Occasionally school will need to close early due to a weather event. In such an event school will be dismissed at 1:00. The decision to close school is usually made prior to 11:00 a.m. You will receive calls and e-mails through the “School Messenger” system. Announcements will also be made on the television and radio stations listed above. In addition it’s very important that each family develops a plan for such days when students will arrive home up to 2 hours early. The plan for most families is to follow the normal routine. However, the plan may be that parents or other adults pick up the children at school; the children can go to a neighbor’s home, or to the home of another student. The plan needs to be discussed with the children so they know what to do. We will send a form home asking for your plan. Snow days will generally be made up at the end of the school year. Staff-Parent Contact GEHMS teachers and administration considers themselves to be partners, with the parents, in your child’s education. They are happy to discuss any concerns or questions you may have about the school or your child. To contact a staff member, you may send a note in with your child directed to the appropriate staff member, send an E-mail to the staff person (see E-mail address in the Organization Chart at the front of this booklet) or phone the school office and leave a message. School personnel will try to respond quickly. We ask that you do not discuss questions or concerns with the classroom teacher at the beginning of the school day or at dismissal without an appointment, as the teachers are teaching all students in their care at those times. They will be more than happy to schedule a convenient meeting time with you. Note: Parents with concerns or questions related to a child’s school performance or behavior should discuss them first with the child’s teacher. Student Records A student’s school records are confidential and are protected by federal and state law from unauthorized inspection or use. By law, both parents, whether married, separated, or divorced, have access to the records of a student who is under 18 or a dependent for tax purposes. A parent whose rights have been legally terminated will be denied access to the records if the school is given a copy of the court order terminating these rights. 30 Substance Abuse The school prohibits the manufacture, distribution, dispensing, possession or use of alcohol or controlled substances on school grounds or during school activities. Any student in violation of this will be subject to the disciplinary actions. Smoking Student shall not smoke or use tobacco products on school property or at any school-related or schoolsanctioned activity, on or off school property as provided by state and federal law. In addition, no smoking by any person is allowed on school property. Sexual Abuse Prevention and Education Program Students in grades K-12 will be involved in a prevention-oriented child sexual abuse program which teaches students age-appropriate techniques to recognize child sexual abuse and how to report it. Parents/guardians may permit their child to opt out of the awareness program or any part of it by notifying the school in writing of such a request. Teacher and Paraprofessional Qualifications Parents have the right to request information about the professional qualifications of their child’s teacher(s). The response will indicate whether the teacher is certified for the subject matter and grade taught; the teacher’s undergraduate major and any graduate degrees or certifications a teacher may have. Parents will also be advised, if requested as to whether the child is provided service by paraprofessionals and their qualifications. Transportation Busing Bus transportation for East Hartford and Hartford students is provided by CREC (524-4077) Bus transportation for Glastonbury students is provided by the Glastonbury Public Schools (6527295). Families should receive a notice from the transportation companies over the summer regarding van or bus numbers, pick-up and drop-off times, locations, and other details. Note: If your child is not going to be taking the bus either to or home from school, please notify the bus yard as early in the morning as possible. Glastonbury: 860-752-7295 All Other Towns 860-524-4077 Transportation Reimbursement In some cases parents who transport their children to school may be eligible for reimbursement through the State Department of Education. At GEHMS, this applies to the families of preschool students living outside of Glastonbury and Hartford. The reimbursement rate is $5/day. In order to receive this reimbursement: 31 1. Parents must provide transportation for the entire school year. 2. The student may not reside in the same town as the school. 3. The transportation provided must be from home to the school. 4. The student does not reside in a town for which transportation is provided by CREC. 5. Reimbursement to parents with more than 1 student at the same school is limited to a total of $5/day, per the State Department of Education. For more information please go to http://www.crec.org/transportation. The online reimbursement form will be available after September 1. Transportation Safety Complaints/Procedures All complaints concerning school transportation safety are to be made to the Transportation Coordinator/District Business Manager. A written record of all complaints will be maintained and an investigation of the allegations will take place. 32 PARENT TEACHER ORGANIZATION (PTO) PTO OBJECTIVES The GEHMS PTO is an integral part of the educational experience. The primary objectives of the PTO are to promote the welfare of our children in school, home, and community; to serve as a communication link and mutual support system among parents, teachers and administration; to encourage multicultural awareness within our community; and to promote a united effort among parents, educators, legislators, and the general public to secure for our children the greatest advantages of a multifaceted education. All parents who become members of our PTO join in the effort to reach these objectives. The PTO sponsors the open house at the beginning of the year, a welcome back pizza party, Fall Fest, Book Fairs, Family Science Night, Parent Education programs and other cultural, scientific and social events. Money raised through the PTO fundraisers go to support books, technology and special projects in the classroom supplies and storage structures in the Science Lab, and numerous other learning supplies and activities that cannot be covered through the school budget. PTO STRUCTURE All parents and teachers of GEHMS are eligible to become voting members of the PTO upon the payment of dues. The PTO membership elects an Executive Board, which is responsible for conducting the business of the PTO as directed by the PTO membership. The PTO Executive Board also oversees, directs and approves the business of the standing committees, transacts business between organizational meetings, selects the parent representatives for the Advisory Committee and presents an annual budget for the PTO general membership’s vote and approval. PTO MEMBERSHIP Membership dues are $5.00 per family per year. Dues and contributions constitute a significant portion of our operating budget. Since GEHMS is relatively small and since so much of the school’s funding comes from State and Federal grants, parent support through the PTO is critical to the school's success. Please join and support YOUR school. PTO MEETINGS The PTO holds regular meetings open to all members of the GEHMS community. Meetings include updates by the principal and featured speakers, in addition to general PTO business. The meetings occur on Wednesday evenings at 7:00. Please see the calendar as well as the GEHMS Newsletter for exact dates. PTO Committees meet separately to discuss committee business, as arranged by the committee chairs. Committee chairs or representatives report committee business to the general membership at the open PTO meetings and through the monthly newsletter. 33 PTO COMMITTEES, FUNCTIONS AND CHAIRPERSONS ADVISORY COMMITTEE PARENT REPRESENTATIVES - attend all Advisory Committee meetings and report back to the PTO. (Further information on the Advisory Committee’s function is provided in the previous “General Information” section entitled ADVISORY COMMITTEE.) There are six parent representatives, three from East Hartford and three from Glastonbury. The PTO elects parent representatives for a two-year term with a maximum of two terms. CLASSROOM REPRESENTATIVES COMMITTEE – Headed by the Executive Board’s VP to coordinate the classroom representatives. A classroom liaison and usually two representatives are solicited from and assigned to each class. The responsibilities and expectations of the classroom representatives vary with each teacher and are worked out on an individual classroom basis. Responsibilities may include coordinating classroom parties, preparing materials for and assisting with special projects, helping out with class field trips, etc. (PTO membership not required, but encouraged.) Please contact Tanya LaVallee 860-633-3830 or Christi Crooks 860-930-6091 to volunteer. COMMUNITY OUTREACH COMMITTEE - identifies opportunities for GEHMS families to help the larger community in which we live. The committee fosters awareness of our place in the world and our responsibilities as members of society. . BEAUTIFICATION/GARDEN COMMITTEE- is responsible for the establishment and maintenance of plantings on the school grounds as well as other environmental issues faced by the GEHMS Community. EXECUTIVE BOARD - consists of the elected officers of the PTO. These are Co-Presidents, Co-Vice Presidents, Co-Treasurers, Co-Recording Secretaries (records minutes at the Executive and General meetings), Corresponding Secretary, Fundraising Co-Chairs (coordinate fund raising activities), and the PTSO Representative (East Hartford and Glastonbury PTO umbrella groups). The Executive Board meets monthly. FUNDRAISING COMMITTEE- the Fundraising Committee is headed by the Fundraising Chair(s) and is one of the most important committees since it is responsible for all of the fundraising activities of the PTO. Members will plan events, recruit volunteers to assist with fundraising initiatives, and present reports to the Executive Board. Funds raised by the committee are used to finance other events or programs sponsored by the PTO and for teacher discretionary funds. The committee runs events such as the Scholastic Book Fairs, Student Pictures, Fundraising sales such as chocolate and gift wrap, McDonald's nights, and a number of other events. HOSPITALITY/HELPING HANDS COMMITTEE - provides meals and/or support to GEHMS families facing challenging times in their home lives. Committee members will help coordinate preparation and delivery of meals. This committee also provides and/organizes refreshments for Open House, Science Night, Japanese activities and other school functions. This committee may work with other committees when special events are planned. . 34 MAGNETIC ATTRACTIONS – is our after-school enrichment program. Volunteers are needed to help set-up classes, administer the running of the program, and work with the faculty. If you have a special talent that you would like to share with students, this is the perfect opportunity to teach a small class! NOMINATING COMMITTEE - is responsible for assembling a slate of officers for the PTO Executive Board for the upcoming school year. This slate will be voted on by the general membership at a spring meeting. PUBLICITY COMMITTEE - is responsible for planning and coordinating efforts to promote the image of the GEHMS in our local communities. We are seeking innovative members who can help develop ways of enhancing awareness of our school in the community. This committee needs several people who can focus on different avenues: photo taking and publicity in local newspapers; alerting the news media of special events at the school; improving communication with both towns’ Board of Education representatives; informing parents in both towns about the school (at the nursery school level and for new parents moving into the towns); and lots of new ideas still in your head! SCIENCE and TECHNOLOGY COMMITTEE - Plans and presents a number of programs and activities for the children. These include Family Flight Night, Family Science Night, and the take-apart lab to name a few. This is a wonderful committee, which recruits people interested in assisting children in the areas of "hands-on" science and technology. Volunteers are involved in fostering liaisons between business and industry, finding presenters or equipment donations, setting up curiosity stations, and staffing the science labs. Any parent who works in or has an interest in a science related field is encouraged to join this committee. LIBRARY MEDIA CENTER – This is not a committee but a volunteer opportunity to work in our school’s Media Center. Volunteers assist the students in locating library materials and assist the Media Specialist with the checking out, return, shelving, and binding of new and used books. Please see Tracy Gagnon, Media Specialist, if you are interested in volunteering in the Media Center. 35
